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MOET: Measures of Effective Teaching

MOET: Measures of Effective Teaching. Laura Capps. The Team. Dr. Youli Mantzicopoulos & Dr. Helen Patrick 5 Graduate Students and 3 Undergraduates Purpose : Gather data to compare the different systems of teacher evaluation and to determine ways that the systems can be improved

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MOET: Measures of Effective Teaching

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  1. MOET: Measures of Effective Teaching Laura Capps

  2. The Team • Dr. YouliMantzicopoulos & Dr. Helen Patrick • 5 Graduate Students and 3 Undergraduates • Purpose: Gather data to compare the different systems of teacher evaluation and to determine ways that the systems can be improved • Systems to be studied • CLASS • RISE • RTOP • Video Data • Reliability • Validity

  3. CLASS • System of evaluating teachers • Based on observation period • At least 10 minutes • No longer than 20 minutes • Content Free • Three Broad Domains • Emotional Support • Classroom Organization • Instructional Support

  4. Emotional Support • Positive Climate • Smiling, laughter, proximity, respect, affection • Negative Climate • Irritability, yelling, threats, anger, sarcasm • Teacher Sensitivity • Awareness, anticipation of problems, providing assistance, helping resolve problems effectively, providing comfort • Regard for Student Perspective • Level of teacher-directedness, choice, student responsibility, incorporating students’ ideas, movement restriction

  5. Classroom Organization • Behavior Management • Reactivity, clear expectations, consistent enforcement, attention to positive, overall student behavior • Productivity • Use of learning time, routines, quick transitions, teacher preparation, provision of activities • Instructional Learning Formats • Range of modalities: visual, audio, movement, effective questioning by teacher, student interest, clarity of learning objectives

  6. Instructional Support • Concept Development • Analysis: How/Why questions, production, integration of other subjects/previous lessons, real-world connections • Quality of Feedback • Hints/scaffolding, feedback loops, prompting thought processes, providing information, encouragement/affirmation (content related) • Language Modeling • Frequent conversations, open-ended questions, repetition, self- and parallel-talk, advanced language

  7. CYCLE OBSERVATION SHEET

  8. SCORE SUMMARY SHEET

  9. COVER SHEET

  10. How Does This Apply to You?

  11. Teacher Evaluations • Concepts of EDPS 235 Directly Evaluated • Classroom Climate (Chapter 9) • Safe, respectful environment • Conducive to learning • Relationships(Chapters 3, 6, 7 & 9) • Relatedness • Productivity(Chapter 9) • Efficient learning environment • Communicates care about student academics • Behavior Management (Chapter 8) • Effective reduction of problem behaviors • Regard for Student Perspective (Chapters 6 & 8) • Student autonomy

  12. Implications of Evaluations • High Stakes • Promotion • Compensation • Termination • Indiana • Have option of using CLASS • Classroom Climate > Quality of Content

  13. Take Away Message • Know your evaluation system • What is evaluated? • Content? • Climate? • Combination? • How are you evaluated? • Test scores? • Observations? • Combination? • Who evaluates you? • Administrator? • Outside person? • If something doesn’t seem right, say something! It’s your job that’s on the line!

  14. QUESTIONS? ?

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