Teacher Excellence and Support System

TESS

Eliminating Bias“Evidence-based Evaluations

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:O 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.

O 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.

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!

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).

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.

Planning and Preparation

Domain 1

Six Components of Planning

OKnowing your content and pedagogy

OKnowing your studentsOKnowing what materials are

availableOSetting instructional outcomesODesigning instruction purposefullyODesigning assessments

purposefully

Teachers who “KNOW” their content…

OUnderstand the way their discipline is structured

OIs highly aware of pre-requisite relationships

OUnderstands pedagogy related to his/her content

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Knowledge of Students Means…

OAwareness of skill levels of studentsOAwareness of how particular

students learn bestOUnderstanding of students’ culture

and interestsOUnderstanding of child

development

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Resource Knowledge Means…

OThe teacher chooses materials that are appropriately challenging

OMaterials uses match instructional outcomes

OThe teacher has access to materials that increase his/her professional learning

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Setting Instructional Outcomes Includes…

OBalancing knowledge, conceptual understanding, and critical thinking

OMaking the learning objectives clear to students

OConsideration of appropriateness of the learning

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Designing Instruction Includes…

OPurposeful planning for student engagement

OPlanning for grouping situations that support the learning

OClear lesson and unit sequencing

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Assessment Design…OLearning expectations are clearOThe teacher checks for

understanding throughout instruction

OKnowledge of how well students are understanding the concept/skill guides planning for the future

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Classroom Environment

Domain 2

Five Components of Environment

OCreating Respect and Rapport

OCulture for LearningOManaging ProceduresOManaging BehaviorOPhysical Space

In a Respectful Environment…

1. The teacher’s interactions with students are positive and appropriate

2. The students show respect to the teacher

3. The student to student interaction is positive

Evidenc

e?

To Establish a Culture for Learning…

1. The teacher makes the importance of the content clear to the students

2. The teacher has obvious expectations for learning and achievement—classroom is business-like

3. Students have pride in their work

Evidenc

e?

For Effective Classroom Procedural Management…

1. Instructional groups are handled well

2. Transitions between activities are smooth and fairly quick

3. Materials and supplies are easily accessed

4. Non-instructional duties don’t interfere

* Supervision of paraprofessionals

In Effective Management of Student Behaviors…

1. The teacher makes the expectations clear

2. The teacher monitors the classroom

3. The teacher responds appropriately when misbehaviors occur Evidenc

e?

Layers of Environment

Behavior

Procedures

Learning is THE Priority

Respect

Instruction

Domain 3

Five Components of Instruction

OCommunicating with StudentsOUsing Questioning and Discussion

TechniquesOEngaging Students in LearningOUsing Assessment in InstructionODemonstrating Flexibility and

Responsiveness

Good Teacher Communication:

1. Sets the expectations for learning2. Gives clear and thorough directions3. Explains the content skillfully4. Involves excellent written and oral

language skills

Evidence

?

Questioning and Discussion Involves…

1. High quality questions2. High levels of participation in

responding to questions3. Appropriate wait time when questioning 4. Cueing and prompting, as opposed to

supplying the answers5. Use of effective discussion techniques6. Student to student talk, as well as

whole class discussions

Evidence

?

Student Engagement is indicated by…

1. Student enthusiasm for the work (variety and choice)

2. Activities and assignments that are relevant and worth doing

3. Variety in class structure (whole group, small, individual)

4. Variety of materials and resources5. Appropriate structure and pacing of the

lesson

Evidence

?

To Use Assessment in Instruction…

1. The criteria for evaluation must be clear to the students

2. Teachers must be constantly monitoring student learning

3. Feedback is given frequently4. Students self-assess frequently, as

well

Evidence

?

Components of Instruction

Communication

Questioning and

Discussion

Engagement

Assessment

Professional Responsibilities

Domain 4

Components of Professional Responsibilities

OReflectionOMaintaining accurate recordsOCommunication with familiesOParticipation in professional

communityOProfessional growth and

developmentOShowing professionalism

Reflection Should…OBe accurate (correspond to

what would be given externally and specific examples from the lesson can be given to support)

OBe used in future teaching—adjustments in practices are made

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Record Maintenance Includes…

ORoutines and systems that track completion of work

OInformation systems regarding student progress

OProcesses for keeping non-instructional information

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Communication with Families should …

OFocus on the instructional program and student progress

OBe frequentOAddress individual students

progressOProvide opportunity for family

engagement in the learning process

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Participation in a Professional Learning Community Includes…

O a professional relationship with colleagues that includes sharing and planning

OBeing an active member of a “learning” community

OProviding service to the school beyond the classroom

OSchool and district projects

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Professional Growth…

OEnhancing content knowledge and pedagogy

OReceptivity to feedback from colleagues

OService to the profession

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Professional Behavior

OEthical conductOService to students “putting

students first”OAdvocacyOSound decision makingOCompliance with district

regulations

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