The NYSUT rubric that we are using is aligned with the NYS Learning Standards
Standard 1: Knowledge of Students and Student Learning and Standard 2: Knowledge of Content and Instructional Planning are both standards that you address with your evaluator in your pre-conference.
This is your opportunity to share information about both your students and how you planned for your lesson. You know a great deal about your kids; how they learn best, the specific needs of your students with IEP's, the student who can't hear well so they're sitting up front, the child who needs to get up and move around because he had an hour bus ride to school, or the child whose parents are illiterate and are unable to help their child with their homework. All of that information you will share with your evaluator, along with how you have made modifications to allow them to have success despite these issues.
You will also go over your lesson and how you came to this instructional plan. It will be written to conform to the learning standards and you'll want to share information about the background lessons that came prior to this, so your evaluator has a good understanding of how you have moved your students through the progression of learning, what data has brought you to that point and how you will assess their learning to move forward. You will also be sure to point out what modifications you have in place to meet the needs of your diverse learners.
Standards 3, 4 and parts of 5 are for the actual observation of your lesson.
Standard 3 is Knowledge of Instructional Planning
This is the core of what we do every day. Is the lesson aligned to the standards and researched based? Are the students engaged? How do you form your questions and how are you responding to student answers? Is there good communication of content and directions? Is there evidence of differentiation, are there opportunities for collaboration? Are you monitoring and adjusting using formative assessments, and changing the pacing of the lesson if need be?
Standard 4 - Learning Environment
When I think of the Learning Environment I automatically think of the physical environment first- the materials, the room layout, the student groupings, and that is part of this standard but it is also more about the interaction between the teacher and the student as well as student to student. Are there high expectations for the kids, as well as set routines,rules and procedures? If there are volunteers or paraprofessionals in the room how are they managed?
Standard 5 - Assessment for Student Learning
Part of this standard is discussed during your pre-conference – How are you using assessments to establish learning goals and inform your instruction, what modifications have been made, are students engaging in self-assessment and how do you analyze the assessment data can all be discussed in the pre-conference.
As part of the observation the evaluator will be looking to see how you have designed or selected assessments tools to measure and document growth. Do you have grading procedures in place? Do you communicate the goals to the students and do they know how they will be assessed? Have you prepared your students for the testing format?
Standards 6 and 7 are the post-conference. You will be asked to complete a reflection following your lesson to share with the evaluator.
Standard 6 is Professional Responsibilities and Collaboration
The evaluator will be collecting evidence on your ability to collaborate with your peers, how you follow District policies and how you communicate with your parents.
Standard 7 is Professional Growth
For those of you who are intrinsically motivated to be the best teacher you can be, this is what you do daily. And I dare say it is every person sitting in this room. You reflect on your strengths and weaknesses, you set goals for yourself and determine ways to improve, and to do that you seek out help or feedback from peers, join in a professional book groups or belong to a professional membership or simply work to make the next lesson better than the last.
Introducing TED: Teacher Evaluation & Development
Every child deserves an effective teacher. And every teacher, when evaluated for effectiveness, deserves an objective process that integrates evaluations into ongoing professional growth. Those premises are fundamental to TED, a system of Teacher Evaluation and Development, which was created by six labor/management Innovation Teams across New York State to integrate evaluations in a continuum that advances teacher practice and student learning.
NYSUT, as a union of more than 600,000 professionals across New York State, is proud to have initiated this groundbreaking project, one that has given voice to teachers in shaping the standards for our profession. Through this effective labor/management collaboration, teachers worked side by side with principals and superintendents in developing the TED system as an exemplar. This practitioner-led initiative came to fruition as policymakers at the federal and state levels were continuing to debate proposals targeting teacher effectiveness.
What TED is:
TED is an accessible and integrated strategy for teacher evaluation and development based on research into what works to advance teacher growth and student learning. With the goal of ensuring an effective teacher for every learner, TED includes these essential components including teaching standards expressed as a teacher practice rubric.
To learn more about TED, please click here.
Его ни разу не удалось разоблачить, указав на Форт- Мид. Единственная беда - Халохот глухой, с ним нельзя связаться по телефону. Недавно Стратмор сделал так, что Халохота снабдили новейшей игрушкой АНБ - компьютером «Монокль».