Teacher evaluation rubrics and explanation of important terminology in teaching

2.  FULL CONCENTRATION & FOCUS
 ACTIVE INVOLVEMENT
 MAKE NOTES
 PARTICIPATION (PAIR/GROUP WORK)
 SHARING (EXPERIENCES/IDEAS/SUGGESTIONS)

3. THE LYCEUM LGCS

4.  EACH TEACHER WILL HAVE 100 POINTS IN THEIR BAG TO
START off WITH .
 To qualify for the annual increment slab, a teacher must have
90 points in the bag at the end of academic session.
 Teachers will be assessed in six domains throughout the year.
(Appendix A) Quality based
 +
 Monthly Teacher Report (Appendix B) Punctuality &
Time based
 If a teacher fails to meet the minimum standard in any
domain , points will be deducted accordingly.

5.  TEACHER EVALUATION RUBRIC
 +
 MONTHLY TEACHER REPORTS
 =
 FINAL APPRAISAL

6. APPENDIX B

7.  If a teacher fails to submit results on time ,2
points will be deducted from the total‟
 100-2=98
 If a teacher submits the planner after
specified time,2 points will be deducted as
well 100-2=98
 If the same teacher fails to submit results and
planner on time then 98-2=96
 Teachers who reach the finish line
(academic year) with max points will be
eligible for increment

8. 

9.  Planning and Preparation for Learning
 Classroom Management
 Delivery of Instruction
 Monitoring, Assessment, and Follow-Up
 Professional Responsibilities
 Family and Community Outreach
 Teacher rubric

10.  Highly Effective (HE)

 Effective (E)
 RED ZONES

 -1 Improvement Necessary (IN)
 -2 Does Not Meet Standards (NS)


11.  The rubrics are designed to give teachers not only an
end-of-the-year but also ongoing assessment of
where they stand in all performance areas and
detailed guidance on how to improve.
 They are not checklists for classroom visits
 Unannounced mini-observations every 2-3 weeks
followed by face-to-face conversations are the best
way for Branch Heads to have an accurate sense of
teachers‟ performance, give ongoing praise and
suggestions, and listen to concerns.

12.  The Effective level describes solid, expected
professional performance; teachers should
feel good about scoring at this level.

 The Highly Effective level is reserved for truly
outstanding teaching that meets very
demanding criteria; there will be relatively
few ratings at this level. (Extra mile )

13.  Improvement Necessary indicates that
performance has real deficiencies; no teacher
should be content to remain at this level.
 Performance at the Does Not Meet Standards
level is clearly unacceptable should lead to
dismissal if it is not improved immediately.



15.  Follows prescribed curriculum
 • Uses available materials and resources & chooses activities
appropriate for students
 (web,worksheets,charts,presentations etc)
 Chooses activities relevant to the prescribed curriculum and student
abilities
 Considers time available in planning, keeping in mind ample time for
students‟ involvement and practice. ( Hands on learning)
 Demonstrates flexibility in planning
 Plans student grouping according to instructional needs .
 Develops long-range plans and daily lessons


16.  What is it?
 To understand just go through this quotation
 "Tell me, I'll forget. Show me, I'll remember. Involve
me, I'll understand"
 Hands-on learning is an educational method that
directly involves the learner, by actively encouraging
them to do something in order to learn about it.
 In short, it is 'learning by doing„
 CAN YOU THINK OF EXAMPLES?

17.  First and foremost, it is clear that there are certain
situations in which hands-on learning is the only way
to teach something.
 For example, there is no use trying to teach a child to
ride a bicycle in a traditional classroom - they need to
get outside to try out a bike.
 It gives ample time and opportunities to learn.
 Furthermore, hands-on learning allows students to
directly observe and understand what is happening.
 This is a particularly successful way to teach
kinesthetic learners, who learn best by example.
 It also encourages young pupils to do things for
themselves, which will help them with learning
independently later on in life.

18.  Focuses student attention
 Informs students of objectives of the lesson
Relates the lesson to previous and future lessons
 Presents new material clearly and logically
 Models, demonstrates and provides examples
 Monitors student learning continuously


19.  Highly engaging homework?
 What is your take on that?
 Arguments against giving home work
 „there is no point of setting homework for the sake of it‟,
 „children need to have a childhood, why rob them of their
evenings‟
 „research shows that homework doesn‟t make much difference‟.
 „I couldn‟t possibly cope with all the marking if I set homework
every week‟ (teacher view)
 „half the class won‟t do it anyway, so what‟s the point‟

20.  Bridging between teacher-led and student-
led learning:
 Extending learning time.
 Creating Opportunities for Creativity and
Choice.
 Developing the skills required for
independent learning

21.  there is always a „sake‟ because homework
can and should always be an integral part of
the learning process
 the research doesn‟t really deal fully with the
nature of homework being set; we are not
just talking about any old task – we are
talking about great homework that feeds into
lessons and provides exciting opportunities
for student-led learning and creativity

22.  • Provides feedback on assignments as quickly
as possible .(Timely)
 • Gives written and oral comments, as well as
points with corrections.
 • Makes opportunities for one-to-one
conferences to discuss student progress

 • Interprets test results to students and parents
on time


23.  What is meant by one to one
conferences/meeting/feedback?
 Advantages
 Disadvantages

24.  ADVANTAGES
 The student has the undivided attention of the teacher.

 More opportunity to engage in real communication, more
feedback and better understanding of the learner‟s needs.
 The student has more opportunities to use the teacher as a
resource – to ask questions, to see models of language, and to
practise skills.
 The learner can develop a real and productive relationship with
the teacher
 The learner‟s needs can be addressed more fully because there is
more flexibility in timing and structure.
 The teacher has a greater opportunity to engage in real
interaction and to learn.

25.  Classes can be physically and mentally exhausting for learner and teacher.
 The class may become boring if the teacher does not find new approaches
or the learner does not respond to the class.
 There are no opportunities to interact with other learners, develop a group
dynamic and to receive support.
 The learner and teacher may not get on
 The teacher may feel pressurised to achieve results because of a greater
degree of responsibility.
 The teacher may find it difficult to find suitable materials and
activities, and to structure an effective syllabus
 The teacher may feel that they do not have the experience, training or
resources necessary for this kind of class and that they are only effective
working with large groups


26.  With younger students, we can use a form A
such as the "Stars and Stairs" shown in Figure
1 where the star is the success feedback and
the stair is the intervention feedback.
 This helps establish a forward-looking stance
to corrective feedback: "What's my next step?
What do I need to do to accomplish this
learning?
 STARS AND STAIRS

27.  With older students, we can use a similar frame
with a section labelled.
 Asking students to think about their work before
receiving feedback scratches up the "soil" in the
brain so the feedback seeds have a place to settle
in and grow.
 In addition, this offers guided practice for
students in becoming competent self-assessors.
 FIGURE 2

28.  Written feedback can be a powerful tool for
helping students to move forward in their
learning.
 Do you remember ever getting an English paper
with more red marks than your original writing?
Did you feel that it was hopeless to try to write?
 Written feedback has the advantage that the
student can refer to it over and over again.
 With oral feedback, the student may forget
what was said.

29. 
- WRITE your comments in eligible writing so that students can read
them.

- Write your feedback in student understandable talk and don‟t
forget to give corrections.
 FOLLOW UP
- Instead of telling , asking questions
- Be positive or neutral, never negative!

- Be very concrete about what the student needs to do to improve
 AND FOLLOW UP
 Avoid “Write better”, “Enlarge ideas,” and “Be specific.”

-Review your written feedback notes for students to see if you need
to do whole class, small group, pair or individual focused instruction.

- Allow an opportunity for the student to re-do the work. Student
 learning is the REAL purpose.

30.  • Participates in professional workshops
 • Attends professional meetings and gives useful suggestions.
 • Keeps current in subject area
 • Engages in continuing education
 KEY to successful & Effective teaching
 Observe
 Imagine
 Innovate


31.  Adheres to authorized policies .
 . Selects appropriate AND proper channels for resolving
concerns/problems
 Participates in the development and review of school policies
and regulations.

 • Strives to stay informed regarding policies and regulations
applicable to his/her position
 • Exercises responsibility for student management
throughout the entire building .
 • Uses discretion in handling confidential information


32.  I will trust you until you give me reason to do
otherwise.
 I will respect you and work with you to solve
problems.
 I will promptly correct and offer feedback on
your work.
 I will work with you to meet learning goals.
 I will offer extra help and alternative
assessments should you require them.

33.  THANK YOU FOR YOU
PATIENCE AND INVOLVEMENT
 &
 BEST OF LUCK