1. Teacher Excellence and Support System
TESS

2. “Evidence-based Evaluations
Eliminating Bias
“Evidence-based Evaluations

3. Stereotyping
Bias can affect evaluations IF evaluators fail to recognize and respond to their own personal stereotyping tendencies and are not required to provide real evidence.
For example:
If an evaluator tends to stereotype young workers as lazy, he may be more likely to give these youthful employees negative evaluations, regardless of their actual level of industriousness.
If an evaluator considers technology skills to be extremely valuable, or impressive, he may be more likely to give a higher overall evaluation to those who are most proficient in that area.

4. Halo Effect
The halo effect refers to a person's tendency to allow his initial impression of a person to color his future interactions with this individual. The first impression that a person receives is often the longest-lasting . When this effect is in play, it can be challenging for workers to modify the ways the evaluator perceives them after this most important first impression. Fortunately, evidence-based evaluation systems do not rely on impressions!

5. Similar-to-Me Errors
Sometimes, evaluators are tempted to rate individuals to whom they feel similar more highly than those from whom they feel different. (teachers from the evaluator’s own subject area).

6. Bias, Interpretation, or Evidence?
1.___The teacher had groups in tables facing each other and it made the room so noisy. Straight rows is a better arrangement for this type of activity
2.___The students were seated in rows and the first person got all supplies for their row and took up papers.
3.___The teacher greeted everyone at the door by name as they entered, but the students didn’t seem to care about that at all.
4.___The teacher was dressed too casually to be taken seriously.
5.___Teacher teased the students too much.
Bias
Evidence
Interpretation
Bias or interpretation—discuss!
interpretation

7. Planning and Preparation
Domain 1

8. Six Components of Planning
Knowing your content and pedagogy
Knowing your students
Knowing what materials are available
Setting instructional outcomes
Designing instruction purposefully
Designing assessments purposefully

9. Teachers who “KNOW” their content…
Understand the way their discipline is structured
Is highly aware of pre-requisite relationships
Understands pedagogy related to his/her content
Documentation?

10. Knowledge of Students Means…
Awareness of skill levels of students
Awareness of how particular students learn best
Understanding of students’ culture and interests
Understanding of child development
Documentation?

11. Resource Knowledge Means…
The teacher chooses materials that are appropriately challenging
Materials uses match instructional outcomes
The teacher has access to materials that increase his/her professional learning
Documentation?

12. Setting Instructional Outcomes Includes…
Balancing knowledge, conceptual understanding, and critical thinking
Making the learning objectives clear to students
Consideration of appropriateness of the learning
Documentation?

13. Designing Instruction Includes…
Purposeful planning for student engagement
Planning for grouping situations that support the learning
Clear lesson and unit sequencing
Documentation?

14. Assessment Design… Documentation? Learning expectations are clear
The teacher checks for understanding throughout instruction
Knowledge of how well students are understanding the concept/skill guides planning for the future
Documentation?

15. Classroom Environment
Domain 2

16. Five Components of Environment
Creating Respect and Rapport
Culture for Learning
Managing Procedures
Managing Behavior
Physical Space

17. In a Respectful Environment…
The teacher’s interactions with students are positive and appropriate
The students show respect to the teacher
The student to student interaction is positive
Evidence?

18. To Establish a Culture for Learning…
The teacher makes the importance of the content clear to the students
The teacher has obvious expectations for learning and achievement—classroom is business-like
Students have pride in their work
Evidence?

19. For Effective Classroom Procedural Management…
Instructional groups are handled well
Transitions between activities are smooth and fairly quick
Materials and supplies are easily accessed
Non-instructional duties don’t interfere
* Supervision of paraprofessionals

20. In Effective Management of Student Behaviors…
The teacher makes the expectations clear
The teacher monitors the classroom
The teacher responds appropriately when misbehaviors occur
Evidence?

21. Learning is THE Priority
Layers of Environment
Behavior
Procedures
Learning is THE Priority
Respect

22. Instruction
Domain 3

23. Five Components of Instruction
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness

24. Good Teacher Communication:
Sets the expectations for learning
Gives clear and thorough directions
Explains the content skillfully
Involves excellent written and oral language skills
Evidence ?

25. Questioning and Discussion Involves…
High quality questions
High levels of participation in responding to questions
Appropriate wait time when questioning
Cueing and prompting, as opposed to supplying the answers
Use of effective discussion techniques
Student to student talk, as well as whole class discussions
Evidence ?

26. Student Engagement is indicated by…
Student enthusiasm for the work (variety and choice)
Activities and assignments that are relevant and worth doing
Variety in class structure (whole group, small, individual)
Variety of materials and resources
Appropriate structure and pacing of the lesson
Evidence ?

27. To Use Assessment in Instruction…
The criteria for evaluation must be clear to the students
Teachers must be constantly monitoring student learning
Feedback is given frequently
Students self-assess frequently, as well
Evidence ?

28. Components of Instruction
Communication
Questioning and Discussion
Engagement
Assessment

29. Professional Responsibilities
Domain 4

30. Components of Professional Responsibilities
Reflection
Maintaining accurate records
Communication with families
Participation in professional community
Professional growth and development
Showing professionalism

31. Reflection Should… Documentation?
Be accurate (correspond to what would be given externally and specific examples from the lesson can be given to support)
Be used in future teaching—adjustments in practices are made
Documentation?

32. Record Maintenance Includes…
Routines and systems that track completion of work
Information systems regarding student progress
Processes for keeping non-instructional information
Documentation?

33. Communication with Families should …
Focus on the instructional program and student progress
Be frequent
Address individual students progress
Provide opportunity for family engagement in the learning process
Documentation?

34. Participation in a Professional Learning Community Includes…
a professional relationship with colleagues that includes sharing and planning
Being an active member of a “learning” community
Providing service to the school beyond the classroom
School and district projects
Documentation?

35. Professional Growth… Documentation?
Enhancing content knowledge and pedagogy
Receptivity to feedback from colleagues
Service to the profession
Documentation?

36. Professional Behavior
Ethical conduct
Service to students “putting students first”
Advocacy
Sound decision making
Compliance with district regulations
Documentation?