3 StereotypingBias 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 EffectThe 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 ErrorsSometimes, 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 activity2.___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.BiasEvidenceInterpretationBias or interpretation—discuss!interpretation
8 Six Components of Planning Knowing your content and pedagogyKnowing your studentsKnowing what materials are availableSetting instructional outcomesDesigning instruction purposefullyDesigning assessments purposefully
9 Teachers who “KNOW” their content… Understand the way their discipline is structuredIs highly aware of pre-requisite relationshipsUnderstands pedagogy related to his/her contentDocumentation?
10 Knowledge of Students Means… Awareness of skill levels of studentsAwareness of how particular students learn bestUnderstanding of students’ culture and interestsUnderstanding of child developmentDocumentation?
11 Resource Knowledge Means… The teacher chooses materials that are appropriately challengingMaterials uses match instructional outcomesThe teacher has access to materials that increase his/her professional learningDocumentation?
12 Setting Instructional Outcomes Includes… Balancing knowledge, conceptual understanding, and critical thinkingMaking the learning objectives clear to studentsConsideration of appropriateness of the learningDocumentation?
13 Designing Instruction Includes… Purposeful planning for student engagementPlanning for grouping situations that support the learningClear lesson and unit sequencingDocumentation?
14 Assessment Design… Documentation? Learning expectations are clear The teacher checks for understanding throughout instructionKnowledge of how well students are understanding the concept/skill guides planning for the futureDocumentation?
16 Five Components of Environment Creating Respect and RapportCulture for LearningManaging ProceduresManaging BehaviorPhysical Space
17 In a Respectful Environment… The teacher’s interactions with students are positive and appropriateThe students show respect to the teacherThe student to student interaction is positiveEvidence?
18 To Establish a Culture for Learning… The teacher makes the importance of the content clear to the studentsThe teacher has obvious expectations for learning and achievement—classroom is business-likeStudents have pride in their workEvidence?
19 For Effective Classroom Procedural Management… Instructional groups are handled wellTransitions between activities are smooth and fairly quickMaterials and supplies are easily accessedNon-instructional duties don’t interfere* Supervision of paraprofessionals
20 In Effective Management of Student Behaviors… The teacher makes the expectations clearThe teacher monitors the classroomThe teacher responds appropriately when misbehaviors occurEvidence?
21 Learning is THE Priority Layers of EnvironmentBehaviorProceduresLearning is THE PriorityRespect
23 Five Components of Instruction Communicating with StudentsUsing Questioning and Discussion TechniquesEngaging Students in LearningUsing Assessment in InstructionDemonstrating Flexibility and Responsiveness
24 Good Teacher Communication: Sets the expectations for learningGives clear and thorough directionsExplains the content skillfullyInvolves excellent written and oral language skillsEvidence ?
25 Questioning and Discussion Involves… High quality questionsHigh levels of participation in responding to questionsAppropriate wait time when questioningCueing and prompting, as opposed to supplying the answersUse of effective discussion techniquesStudent to student talk, as well as whole class discussionsEvidence ?
26 Student Engagement is indicated by… Student enthusiasm for the work (variety and choice)Activities and assignments that are relevant and worth doingVariety in class structure (whole group, small, individual)Variety of materials and resourcesAppropriate structure and pacing of the lessonEvidence ?
27 To Use Assessment in Instruction… The criteria for evaluation must be clear to the studentsTeachers must be constantly monitoring student learningFeedback is given frequentlyStudents self-assess frequently, as wellEvidence ?
28 Components of Instruction CommunicationQuestioning and DiscussionEngagementAssessment
30 Components of Professional Responsibilities ReflectionMaintaining accurate recordsCommunication with familiesParticipation in professional communityProfessional growth and developmentShowing 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 madeDocumentation?
32 Record Maintenance Includes… Routines and systems that track completion of workInformation systems regarding student progressProcesses for keeping non-instructional informationDocumentation?
33 Communication with Families should … Focus on the instructional program and student progressBe frequentAddress individual students progressProvide opportunity for family engagement in the learning processDocumentation?
34 Participation in a Professional Learning Community Includes… a professional relationship with colleagues that includes sharing and planningBeing an active member of a “learning” communityProviding service to the school beyond the classroomSchool and district projectsDocumentation?
35 Professional Growth… Documentation? Enhancing content knowledge and pedagogyReceptivity to feedback from colleaguesService to the professionDocumentation?
36 Professional Behavior Ethical conductService to students “putting students first”AdvocacySound decision makingCompliance with district regulationsDocumentation?