A.

ROBERT MARZANO CAUSAL TEACHER EVALUATION MODEL

1. Classroom strategies and behaviors

involve routine events such as communicating learning goals and feedback and establishing
rules and procedures

involve addressing content by helping students interact with new knowledge, practice and
deepen new knowledge

helping students generate and test hypotheses

involve events enacted on the spot such as engaging students, recognizing adherence to rules
and procedures, establishing and maintaining effective relationships with students and
communicating high expectations for all students

2. Planning and Preparing

planning and preparing for lessons

for use of technology

for needs of students receiving Special education

for needs of students who lack support for schooling

3. Reflection on Teaching

evaluating personal performance such as identifying

Areas of pedagogical strengths and weaknesses developing, implementing and monitoring a

professional growth plan

Reflective practice is ‘learning through and from experience towards gaining new insights of self
and practice’ (Finlay, 2008).

Reflection is a systematic reviewing process for all teachers which allows you to make links
from one experience to the next, making sure your students make maximum progress.

Reflection is a basic part of teaching and learning. It aims to make you more aware of your own
professional knowledge and action by ‘challenging assumptions of everyday practice and
critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The
reflective process encourages you to work with others as you can share best practice and draw
on others for support. Ultimately, reflection makes sure all students learn more effectively as
learning can be tailored to them.

4. Collegiality and Professionalism

promoting positive interactions with colleagues, students and parents

Seeking mentorship for areas of need/interest

- mentoring other teachers and sharing ideas and strategies - adhering to school rules and
procedures

- participating in school initiatives

collegiality is the cornerstone of professional work (Cipriano, 2011).

The definition of collegiality is the shared authority between two or more people who work
together.

An example of collegiality is a group of teachers sharing the responsibility of student discipline.

Be on time;

Arriving early to school or staying late is often necessary. Some people may prefer one option
over the other to complete such tasks as preparing lesson plans, organizing the classroom,
responding to messages, entering data, and so forth. Regardless of your choice of arrival and
departure time, there is no excuse for arriving late to a class, rehearsal, or meeting. Set the
example for punctuality.

Dress respectfully*.

Dressing for success may make you feel more effective in your role as educator and motivator.
Especially with younger students, a particular accessory that you are wearing may even be the
magic to holding their attention! Dressing respectfully should boost your confidence, helping to
ensure recognition as the classroom leader.

Be positive*.

If you do not demonstrate pride in your students, program, and school, then do not expect
others to do the same. Positivity is contagious!

Never complain.

If you plan to share a frustration with a colleague or administrator, be prepared to offer a

solution. Complaining accomplishes nothing and may toxify your working environment. (That
said, sharing frustrations with a friend or family member outside the walls of the school may be
a necessary outlet.)

Blame no one.

If you are making excuses for your ensemble’s performance or your students’ behavior, then you
haven’t done your best to prepare your students for success. When an educator is consistent in
his or her communication, management, organization, and tutelage, it is evident in the
performance and behavior of the musicians. Are you teaching behaviors before content?
Demonstrate it.

Smile

. A smile offers a kind gesture when speaking may not be possible. You will be invigorated,
students will feel welcome, colleagues will feel included, and supporters will sense appreciation.

Compliment.

Give compliments to your students and colleagues on their accomplishments. Your kind words
could be the only empathetic attention they experience on that day.

Ask for help.

There is no shame in this. Find inspirational people to serve as a resource for you. Invite them
into your classroom or rehearsal space and ask them to adjudicate your teaching or ensemble.
Accept their feedback.

Listen with your eyes and ears.

Listen carefully at meetings and read all correspondences in a timely fashion. Mark your
calendar accordingly—don’t expect reminders of due dates to be sent by colleagues and
supervisors. When a deadline is given, prepare for it and meet it.

Proofread and obtain approval.

Employ a new set of eyes to review the content,grammar, formatting, and legalities of a
document or e-mail. If suggestions or changes are made, update and re-proof for errors.
Particularly if you are a new teacher, be sure to show the document to your administrator before
printing and distributing. Ask him or her to review it, offer suggestions, and approve all content.

Acknowledge others.

If a colleague’s work interests you, kindly ask before implementing it for your own purpose.
Credit that person, program, or school if you plan to use the exact words or ideas, regardless of
the quantity. Do not plagiarize.

Respect the tenured.

If a colleague is having difficulty learning a new technology or procedure, this does not mean
that he or she will never learn it. Are you aware of all the ways this experienced person may have
added to the value of music education for your program, school, and community through the
years?

Show gratitude

. Show appreciation for all who have supported you, your students, and your program
throughout the school year. Some people may choose to tag these people on a social media
post, but that is not truly thanking them directly. Personalize your gratitude. Write the than you
notes.

Those are all for Marzano's Model. We shall now proceed with Charlotte Danielson Framework
for Teaching.

Danielson's proposed models is also divided into 4 and the idea isn't really far from that of
Marzano's. Let us discuss these 4 domains one by one.

1. Planning and Preparation

Just like Marzano's Model Danielson Framework for Teaching also includes planning and
Preparation.

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

•teach, teach well and teach even better

reflecting on teaching maintaining accurate records

communicating with families

participating in the professional community growing professionally

showing professionalism

C. James Stronge - Teacher Effectiveness Performance Evaluation System (TEPES) System:

Seven performance standards:

1. Professional Knowledge

•content knowledge, general pedagogical knowledge, pedagogical content knowledge, curricular

knowledge, knowledge of learners, and knowledge of educational contexts.

2. Instructional Planning

• pertains not only about what learners could learn but most importantly , how will the learners
learn the lessons

3. Instructional Delivery

Interaction between teacher, students and content

4. Assessment of/for Learning

a. Diagnostic (given at the start of the course; to know the strategies)

B. Formative( during the class/ duration of topic )

C. Interim (to monitor if the learners are moving forward/progress)

D. Summative( at the end of the lesson; to see what areas need improvement)

5. The Learning Environment

Learner-centered environments

Learner-centered environments encourage students to use their past experiences and

knowledge to create new knowledge

Knowledge-centered environments

Knowledge centered experiences engage students in the construction of knowledge – by

organizing and relating back to prior knowledge. In addition to teaching new material,
knowledge-centered classrooms connect what students already know to new material.

Assessment-centered environments

Assessment-centered environments allow teachers to grasp students’ preconceptions through

the use of frequent and immediate formative assessments and purposeful summative
assessments in the pursuit of mastering learning outcomes.

Community-centered environments

. Using the community-centered perspective fully in your classroom creates connections to the
real world outside of school

6. Professionalism - maintains a commitment to professional ethics, communicates effectively

and takes responsibility for and participates in professional growth that results in enhanced
learning

7. Student Progress - the work of the teacher results in acceptable, measurable and appropriate
student academic progress.

a way of understanding how well schools are helping individual students grow academically
year-over-year, and whether these students are on track to meet their full potential, compared to
students in other schools in the state.

Teacher Evaluation Standards The McREL model (Mid Continent Research for Education and
Learning

1. Teachers demonstrate leadership

2. Teachers establish a respectful environment for a diverse population of students.

3. Teachers know the content they teach

Teachers makes the educational process a lot easier for the students. They help students in
nurturing their critical thinking by helping them understand several contents of the curriculum.

5. Teachers reflect on their practices.

It allows teachers to adjust and respond to issues. It helps teachers to become aware of their
underlying beliefs and assumptions about learning and teaching. It helps teachers promote a
positive learning environment.

Society demands Teaching Competence from the teachers.

Teaching competence is spelled out in the PPST (PHILIPPINE PROFESSIONAL STANDARDS

FOR TEACHER OR THE REVISED National Competency-Based Teacher Standards NCBTS)

The main responsibility of teacher is to effectively teach students but what are the functions of
teaching?

To provide Learning Environment

- create an atmosphere for a conducive learning environment inclusive to all students. An

environment which accept and respect differences among the learners.

To understand the need of the learner

-understand that every student possess different abilities. And know that 5here are multiple
intelligences. Teacher should take note their strengths and weaknesses to provide solution and
address the needs effectively.

To facilitate the learner and learning

-in any ways, teacher must help the students understand the lessons and must see to it that
every learners comprehend the content.

To provide Guidance

-serve as second parents

To provide Training

- should not only impart knowledge but also teachers must teach the learners different skills
they need in order to survive. Practicality should be integrated in every lesson in order for the
students to really picture out what the educators are trying to imply.

Natures of teaching

Teaching is a Process.

Initially Teaching is considered as bipolar process i.e. between teacher and student/learner

Than another pole is added i.e. curriculum and polular as tri polar process which involved
Teacher, Leaner and and Curculum

One of the important factor i.e. learning Environments has also taken place so Teaching is
considered as Four Polar Process

• Teacher

• Student

• Curriculum
• Learning Environment

It is art as well as science.

Teaching is an art in terms of shaping the personality of a child and modify his behaviour and
nurture the capabilities of a child

Teaching is science as well because it involves techniques, procedure and skills that can be
systematically studied, described and improved

Formal as well informal process

Teaching is a formal as well as informal process.

Formal in the sense in which teacher planned the instructional objectives, planned the
activities to be organised in classroom and explore the resources that will be utilised in the
classroom and execute all the activites which he planned in avery systematic way.

Informal in the sense that students learnt a lot informally by teacher's attributes, chacterstics
and his personality and follow in their life. Some students changed their inclination from one
subject to another due to the teacher only and some students dreamed to be a teacher by
influencing the personality of teachers.

Social Process

It is a social acitivity because it involves human being and social factors. It involves student,
teacher and societal environment. The society and nature of human( student & teacher) is
dynamic not static. This process is complex as well due to complexity in social structure &
human nature. A teacher need to

understand the social and psuchological factors associated with the students. Because they
directly
affect the learning of students.

Goal oriented process

Teaching is a goal oriented process. Behaviour modification and harmonious development is

the ultimate goal of teaching. At the planning stage goals/objectives are dertermined and
ascertained at implementation stage.

Task Oriented Process

Teaching is goal oriented process. A teacher has to plan various task/ activities to achieve
these goals. In thatcontext it is task oriented task. Task may be divided in to two :

Teachers' Task

• Planning the lesson

• Present the lesson

• evaluate Students' understanding

Students' Tasks

• Participlation in activities planned by teacher

• Responding according to stimuli.

Interactive process/Highly Dominated by Communication

Teaching is highly dominated by communication. In classroom two types of communication

existed

Verbal Communication

Non Verbal Communication

Verbal communication refers to a form of communication in which message is transmitted

verbally; communication is done by word of mouth and a piece of writing.

The Non-Verbal Communication is the process of conveying meaning without the use of
words either written or spoken. In other words, any communication made between two or more
persons through the use of facial expressions, hand movements,body language, postures, and
gestures is called as non-verbal

communication.

Organised and Systematic Process

It is an organised and systematic process. There are three phases of teaching (Preactive,
Interactive & Postactive). All the activities must be organised under these three phases.

All the steps are arranged in hierarical order. If it is not arranged systematically so ultimate
goal cannot be achieved.

Systematic process involves arrangement of content according to Maxims of teaching and

following the principle of teaching.

Specialised task comprising of different teaching skills

Teaching is a very complex task that requires skills to ascertain the predetermine objectives
which are as follows:

• Skill of Introducing the Lesson

• Skill of Probing Question

Possessing the skill of probing means asking questions that are designed to uncover more
information from pupils, requiring them to go beyond their first response and enhancing their
capacity to think simultaneously on multiple aspects.

• Skill of Explanation

The selection of appropriate relevant to the age, maturity, previous knowledge, and content of
the concept or phenomenon. The skill of interrelating and using the selected statements for the
proper understanding of the concept of phenomenon.

• Skill of Illustration with Examples

And the skill of Illustrating with Examples can be defined as the selection and presentation of
the example, relevant to the concept or generalization to be taught to the pupils so as to make it
easier for them to understand it”. The examples, of courses, may be drawn from the pupils'
experiences”.

• Skill of Reinforcement

The skill of reinforcement comprises using more and more positive reinforcers to make the
learning experience pleasant for children. Positive reinforcers can be words or gestures that
motivate pupils and encourage them to participate in the class.

• Skill of Stimulus Variation

Stimulus variation is an important skill which helps to keep students attentive in the class and to
sustain their motivation. This skill involves using various attention producing behavior patterns
from the part of the teacher, in order to sustain the interest and attention of the students.

• Skill of Board Writing

The writing on a blackboard must be clear, with adequate spacing between the letters and a
clear distinction between words and sentences. The writing must not be difficult to read or
comprehend and should be legible.

Amenable to Scientific observation and analysis

Teaching process can be observed , analysed and assessed through teacher behaviour, pupil-
teacher interaction and the changes brought in the behaviour of the pupils. Such analysis and
assessment may provide essential feedback for bringing desirable improvemnt in this process.
e.g.

Flander's Interaction Analysis

Flanders' interaction analysis system is an observational tool used to classify the verbal
behaviour of teachers and pupils as they interact in the classroom. Flanders' instrument was
designed for observing only the verbal communication in the classroom and non-verbal
gestures are not taken into account.

Micro Teaching

Microteaching is a teacher training technique for learning teaching skills. It employs real
teaching situation for developing skills and helps to get deeper knowledge regarding the art of
teaching.

Simualted Teaching

The simulated teaching is a technique or mechanism of feedback device to induce certain

desirable behaviours among pupil-teachers by playing the role of teacher in their own group as
an artificial situation of classroom teaching.

Role Playing

What is it? Role play is a form of experiential learning (Russell & Shepherd, 2010). Students take
on assigned roles and act out those roles through a scripted play. The role play can be carried
out one-to-one (individual role play) or as a group role play with each member in the group
taking on a role/character.