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Earn An “Excellent” Ra/ng Part 2
Dr. Richard J. Voltz, Associate Director Illinois Associa/on of School Administrators
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Examples of Engaged Teaching Strategies
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Small group work without teacher
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Project based work
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Flipped classroom approaches
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Mind on assignments for students
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Labs
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Student decision on how to demonstrate knowledge of lesson goal
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Use of group response strategies instead of individual response
strategies
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hNp://www.educatorstechnology.com/2013/11/10-‐ways-‐to-‐get-‐students-‐engaged.html
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3b. Using Ques/oning and Discussion Techniques
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Use open ended ques/ons
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Encourage students to ini/ate higher-‐order ques/ons
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Use wait /me to encourage (demand) all students to par/cipate
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Encourage students to ask ques/ons
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Encourage students to answer other student’s ques/ons
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3b. Using Ques/oning and Discussion Techniques
• If the teacher is checking for understanding, try to use whole group responses
• Discussion occurs that allows students to talk to one another without teacher media/on
• Teacher calls on students who do not volunteer
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Teacher ac/ons for 3b.
• Teacher uses a variety of ques/ons and prompts to challenge student’s intellectually
• Students share other students thinking • Students formulate ques/ons • High level of student par/cipa/on in discussion
• Both students and teachers ensure all voices are heard
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3a. Communica/ng With Students
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It is cri/cal that no content errors are made when communica/ng
with students.
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Communica/ng with students
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Teacher points out possible areas of misunderstanding
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Teacher states clearly what the students will be learning not what
they are to do
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Teacher uses metaphors and analogies to explain content clearly
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All students understand the presenta/on
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Teacher invites students to explain the content
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Teacher ac/ons for 3a.
• Links instruc/onal purpose of the lesson to student interests
• Explana/on of content is thorough & clear • Ar`ul scaffolding • Connec/ng to student interests • Expressive spoken language & wriNen language
• An/cipates misunderstanding & clarifies
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Student ac/ons for 3a.
• Student’s respond to each other • Student’s contribute to extending the content • No confusion about procedures and/or content
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3d. Using Assessment In Instruc/on
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Forma/ve Assessment
• Teacher is sophis/cated and con/nuous in monitoring student understanding during the instruc/onal process
• Teacher makes appropriate adjustments as needed
• Feedback is specific and /mely • Students monitor their own understanding
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hNp:///nyurl.com/qg5tv58
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My Favorite No
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Summa/ve Assessment
• Students clearly understand what they are to learn
• Teacher has a plan for those students who do not learn and those who already know
• Teacher differen/ates assessment • Teacher takes into account needs of each student
• Feedback is provided for all assessments
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Exit Tickets
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Teacher ac/ons for 3d.
• Teacher feedback is accurate and specific • Teacher adjusts instruc/on to address individual student’s misunderstandings
• Teacher differen/ates • Assessment is fully integrated into instruc/on • Student’s self-‐assess and monitor progress • Students are aware of assessment criteria • Students contribute to establishing the assessment criterial
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Domain 2: Classroom Environment
• 2a Crea/ng an Environment of Respect and Rapport
• 2b Establishing a Culture for Learning • 2c Managing Classroom Procedures • 2d Managing Student Behavior • 2e Organizing Physical Space
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Reward?
Appreciate Du/es of Others?
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2a. Establishing An Environment of Respect and Rapport
• Teacher and students are uniformly respec`ul to each other
• There is no disrespec`ul behavior • Teacher greets students as they enter room and makes contact with individual students when leaving the room
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Teacher demonstrates knowledge and caring about students’ lives beyond
school
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Teacher Ac/ons for 2a.
• Highly respec`ul • Genuine warmth & caring • Connects with students as individuals • Uses humor • Uses praise
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2b. Establishing A Culture For Learning
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Have high expecta/ons for all students
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What does having high expecta/ons for all students mean
for you?
How do you demonstrate this in your teaching?
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Do you ever think that some students can’t, won’t or don’t want to
learn?
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Teacher Expecta/ons
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What do you do about it?
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How will you demonstrate that you expect all students to learn?
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Teacher Ac/ons for 2b.
• Cogni/vely vibrant room • High student expecta/ons • Hard work by students • High quality of work • Clearly communicated purpose of the work
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2c. Managing Classroom Procedures
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Manage classroom procedures well, no loss of instruc/onal /me,
students help. 2c.
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Teacher Ac/ons for 2c.
• Instruc/onal /me maximized • Efficient use of instruc/onal /me • Students contribute to the management • Rou/nes are well understood
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2d. Managing Student Behavior
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No student misbehavior, clear standards,
reinforcement of posi/ve behavior. 2d.
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Teacher ac/ons for 2d.
• Monitoring of student behavior is subtle & preven/ve
• Response to student misbehavior is sensi/ve to individuals
• Teacher respects student dignity • Student behavior is en/rely appropriate • Students take ac/ve role in monitoring own behavior
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Domain 1: Planning and Prepara/on
• 1a Demonstra/ng Knowledge of Content & Pedagogy
• 1b Demonstra/ng Knowledge of Students • 1c Sekng Instruc/onal Objec/ves • 1d Demonstra/ng Knowledge of Resources • 1e Designing Coherent Instruc/on • 1f Designing Student Assessments
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1a. Demonstra/ng Knowledge of Content and Pedagogy
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1b. Demonstra/ng Knowledge of Students
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Their special interests
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How will you demonstrate this so your administrator
knows? 1b.
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Sekng Instruc/onal Outcomes
1c.
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How will you demonstrate to your administrator what the student
learning will be?
Do student outcomes have aNainment measures?
Are they differen/ated by learner?
1c.
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Lesson Planning • Have a specific, measurable, skill orientated learning goal.
• Do Now – Peak student interest with ac/vity • Mini Lesson – Key concepts for lesson • Teacher Guided Prac/ce – modeled by teacher • Independent Prac/ce – for students to apply new concepts and skills
• Student reflec/on and closure • Teacher reflec/on • Assess student mastery
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Is the student learner objec/ve posted somewhere in the room?
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1d. Demonstra/ng Knowledge of Resources
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1e. Designing Coherent Instruc/on
• This component is the heart of planning and prepara/on.
• Students learn because of what they do, not what the teacher does.
• How are students engaged? • Appropriate to the learning needs of the students.
• Everything supports student learning.
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Domain 4: Professional Responsibili/es
• 4a Reflec/ng on Teaching • 4b Maintaining Accurate Records • 4c Communica/ng with Families • 4d Par/cipa/ng in a Professional Community • 4e Growing and Developing Professionally • Showing Professionalism
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In Domain 4, how are you going to demonstrate for the evaluator that
you have met the Danielson essen/al indicators?
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4a. Reflec/on on Teaching
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Do you engage
in reflec/on about your teaching?
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We learn by thinking
about what we do.
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Reflec.ve ques.ons
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“If you had a chance to do it over, would you do it the
same or differently?”
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• What do you want students to know and be able to do? • How will you know if students
know and are able to do it? • What will you do with students
who do not get it? • What will you do with students
who already know it?
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4b. Maintaining Accurate Records
• Systems are streamlined, efficient and clear.
• Grade Book, student progress, mastery of standards
• Students want teacher to keep accurate records, students can be involved with this process.
• Also, non-‐instruc/onal records such as signing up for field trips, inventory.
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4c. Communica/ng with Families
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4c. Communica/ng with Parents
• Parents need to know the instruc/onal program in the schools.
• NewsleNers or communica/on to the home. • Parents want to know how their own children are doing in school.
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Families
• Teacher communicates with families on a regular basis
• Students develop materials to share with parents about what is happening in class
• Teacher maintains accurate records • Students maintain their own records and share with families
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4d. Par/cipa/ng in a Professional Community
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PLC
• Teacher regularly par/cipates and leads professional discussions
• Teacher has suppor/ve and collabora/ve rela/onships with colleagues
• Teacher volunteers
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Other aNributes excellent teachers exhibit
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Great teachers truly love children!
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Great teachers are masters at classroom management
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Great teachers are intelligent people who possess a thorough understanding of their subject
maNer
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Great teachers understand that they are actors on a stage
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Great teachers are posi/ve, kind, compassionate, pa/ent people
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Great teachers do not allow their personal problems to bleed into
their teaching
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Great teachers are problem solvers
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Great teachers don’t endure change; rather, they ensure it — not simply for
the sake of change, but for the beNerment of teaching and learning
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Great teachers have a sense of humor, and they share it daily with
their students
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Great teachers con/nually strive to make learning fun, relevant, interes/ng, challenging and
engaging
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Great teachers recognize the importance of establishing posi/ve rela/onships with their students
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Great teachers have high expecta/ons of all students and truly believe that every student
can succeed