ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What specific products or demonstrations will assess student learning / achievement of goals for instruction? • How will you ensure that students understand how they are doing and support students’ self-assessment? • How will you use assessment data to inform your next steps?
ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What products or demonstrations will assess student learning / achievement of goals for instruction? Pre-Conference Initials: Teacher Evaluator Date & Time of Pre-Conference: Post-Conference Initials: Teacher Evaluator Date & Time of Pre-Conference: Evaluator’s Form - X-0 Xxxxxxx Xxxxx Xxxx Xxxxxx Xxxxxxxx Formal Observation: Guidelines for Evaluators Evaluators should bring the following to the formal observation: • The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Bowling Green City School District Evaluator’s Form – (Optional) A-6 Observation Narrative Form Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement Bowling Green City School District Evaluator’s Form - A-6 Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Di...
ASSESSMENT OF STUDENT LEARNING. Department or institutional practice may require that adjunct faculty members participate in reasonable departmental or institutional activities, assigned prior to the beginning of the semester, designed to improve teaching and learning.
ASSESSMENT OF STUDENT LEARNING. The District shall develop a plan for formative and summative assessment of student learning for each grade-band, student population, and content area identified above in Sections B-2.2 and B-2.3. The district shall identify an assessment strategy that is consistent from year to year, and is used to inform instructional decisions in accordance with the Big Ideas and Goals of the revised DIP. The assessment plan must be approved by the Superintendent of Public Instruction in order to approve the revised DIP. The District may contract with an Educational Services Provider to assist with selection of assessments, implementation of the plan, and review of data to inform instructional decisions based upon these assessments.
ASSESSMENT OF STUDENT LEARNING. The parties are committed to the ideal that assessment of student learning outcomes is an important and demonstrable goal of our academic community. To this extent, Xxxxx and faculty shall engage in regular and consistent efforts, which shall include discussions on the methodologies to assess student learning outcomes. Faculty shall demonstrate how student learning outcomes have been assessed.
ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How did you check for understanding during the lesson? • What specific products or demonstrations assessed student learning/achievement of goals for instruction? • How did you ensure that students understand how they are doing and support students’ self-assessment? • How did you use assessment data to inform your next steps? • Why is it important to provide specific and timely feedback? PROFESSIONAL RESPONSIBILITIES COLLABORATION AND COMMUNICATION (Standard 6) • How do you cooperate with colleagues? • How do you work with others when there is a problem? • What is your communication style with students? With families? With colleagues? • In what ways do you seek the perspectives of others? Give an example.
ASSESSMENT OF STUDENT LEARNING. 1. Provides evidence of integration of student outcomes and appropriate assessment measures. Recognized Strength Satisfactory Needs Improvement
ASSESSMENT OF STUDENT LEARNING. All full-time faculty will engage in assessment of student learning and will use course-level assessment results to validate student learning. Furthermore, all full-time faculty will provide Academic Chairs with documentation of changes made to curriculum and/or instruction, based on assessment results, to enhance student learning.
ASSESSMENT OF STUDENT LEARNING. ● How will you check for student understanding during the lesson? ● What potential learning obstacles might students encounter? ● What different methods of assessment are used in this lesson? ● How will you use assessment data to inform your next steps? ● What evidence does high-quality student data provide about student learning? PROFESSIONALISM Professional Responsibilities ● Discuss ways you reflect on and analyze your teaching. ● How do you collaborate with colleagues to improve student learning and instructional practice? ● How do you promote two-way communication with students? With families? XXXXXXXX X.0 Walkthroughs/Informal Observations -- Ohio Teacher Evaluation System 2.0 Walkthrough: General Form Teacher Name: Grade(s)/Subject Area(s): Date: Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends: Directions: This form serves as a record of a walkthrough by the teacher’s evaluator. The evaluator will likely not observe all the teaching elements listed below in any one informal observation, nor is this an exhaustive list of evidence that may be observed. This record, along with records of additional informal observations, will be used to inform the holistic evaluation of the teacher. EVALUATOR OBSERVATIONS ☐ Teacher is consistent and effective in communicating appropriate, needs-based, differentiated learning goals ☐ Communication strategies and questioning techniques check for understanding and encourage higher-level thinking ☐ Instructional time is used effectively ☐ Information is presented in multiple formats ☐ Teacher combines collaborative and whole class learning opportunities ☐ Routines, procedures and transitions are consistent, effective and maximize instructional time ☐ Rapport and expectations for respectful, supportive and caring interactions with and among students and the teacher are evident ☐ Feedback is substantive, specific, timely and supports student learning ☐ Lesson makes clear and coherent connections with student prior learning and future learning ☐ Teacher selects, develops and uses multiple assessments ☐ Teacher demonstrates content knowledge and uses content-specific language and strategies to engage students ☐ Teacher uses differentiated instructional strategies and resources for groups of students ☐ Other: ☐ Other: Identified Focus Area(s) and Aligned Evidence, if Applicable: Evaluator Summary Comments: Evaluator Signature: ☐ Photocopy to Teacher APPENDIX C HIGH-QUALITY STUDENT VERIFICATION FORM Teacher Name: ...
ASSESSMENT OF STUDENT LEARNING. How will you check for student understanding during the lesson? • What potential learning obstacles might students encounter? • What different methods of assessment are used in this lesson? • How will you use assessment data to inform your next steps? • What evidence does high-quality student data provide about student learning? PROFESSIONALISM PROFESSIONAL RESPONSIBILITIES • Discuss ways you reflect on and analyze your teaching. • How do you collaborate with colleagues to improve student learning and instructional practice? • How do you promote two-way communication with students? With families?
