How's Your Teacher Supervision and Evaluation Practice?

Quiz Questions

• 1.
  For a FORMAL OBSERVATION, what is the specific purpose of the PRE-OBSERVATION CONFERENCE? (select all that apply):

  • A.
    No specific purpose
  • B.
    Review lesson plan
  • C.
    Strengthen/modify lesson plan
  • D.
    Discussion particular elements of focus for the observation
  • E.
    Not applicable, no pre-observation held
• 2.
  What types of INFORMATION are being collected during a formal observation?

  • A.
    Teacher demeanor (tone, interaction with students)
  • B.
    Student behaviors (how students are engaged in the lesson)
  • C.
    Attributes of the physical/digital environment
  • D.
    The structure of the lesson (i.e. the congruence of the lesson objective with the other elements of the lesson)
  • E.
    Teacher content knowledge
  • F.
    Appropriate use of strategies for the content of the lesson
• 3.
  Which practices BEST characterize of the structure of your FORMAL POST-OBSERVATION CONFERENCES? (select all that apply)

  • A.
    Review of the lesson observations from start to finish
  • B.
    Self-evaluation/reflection by the teacher regarding the lesson
  • C.
    Specific feedback regarding effective elements of the lesson
  • D.
    Specific feedback regarding areas of the lesson which were not effective
  • E.
    Reference to rubric language (i.e Continuum of Practice) to reflect on the level of practice demonstrated
  • F.
    Examination of student work product from the lesson
  • G.
    Examination of student assessment data connected to the content of the lesson
  • H.
    Development of specific plans for support of improved practice
  • I.
    Plan area of focus for next observation based on lesson feedback
• 4.
  What SUPPORTS can you provide to VETERAN teachers to improve their practice? (select all that apply)

  • A.
    Release time to observe another teacher within their grade level/department
  • B.
    Attendance at a conference/workshop (in-person or virtual)
  • C.
    Work with a mentor (formally, with or without an improvement plan)
  • D.
    Informal support by a coach or mentor teacher
  • E.
    None of these
• 5.
  Which areas of teacher evaluation professional development have YOU received in the past 3 years? (check all that apply)

  • A.
    Development and/or approval of annual teacher goals and objectives
  • B.
    Specific use of the evaluation system (i.e. forms, rubrics, timelines)
  • C.
    Collection of evidence of practice during classroom observations
  • D.
    Conducting pre- and/or post-observation conferences
  • E.
    Conducting summative evaluation conferences
  • F.
    None of these
• 6.
  In what format was the professional development you received around teacher evaluation over the past three years? (select all that apply)

  • A.
    In-services/workshops
  • B.
    Job-alike meetings (i.e. for site administrators)
  • C.
    Work with a mentor
  • D.
    Web-based resources
  • E.
    None of these

Quiz Outcomes

• 1.
  Emerging

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  Aware of evaluation best practices that support understanding of how to improve instruction. Recognizes the importance of learning-focused conversations with teachers. Demonstrates knowledge of observation protocols.
• 2.
  Exploring

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  Explores the use of additional evaluation best practices to support improved instruction. Guides the development of teachers to improve instructional practice. Expands knowledge and understanding of evidence of effective instructional practices.
• 3.
  Applying

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  Implements a variety of evaluation best practices. Maintains a consistent practice of learning-focused conversations with teachers. Utilizes knowledge of a range of evidence of instructional practice to facilitate more effective learning-focused conversations.
• 4.
  Integrating

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  Integrates extensive knowledge of evaluation best practices to enhance and deepen teacher instructional practice. Provides a respectful and rigorous learning-focused relationships with teachers that support all students to achieve. Articulates knowledge of how to use a variety of metrics to facilitate learning-focused conversations.
• 5.
  Innovating

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  Designs and implements multiple and varied evaluation best practices to support improved teacher practice and promote high levels of learning-focused conversations. Facilitates teacher reflection on instructional practice that is respectful, rigorous, and responsive. Applies in-depth guidance of effective instructional strategies, well-developed learning goals, and meaningful assessment to teachers to improve practice and support greater student achievement.
• 6.
  Intergalactic

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  WOW! I want to learn more about how you developed your teacher evaluation practice :) Use the contact button below.