Preparing for Teacher Evaluations

EDUC 600

Course Syllabus and Assignments

Course Instructor: Joseph C’de Baca,  MaEd.  727-258-7233, info@TeacherRecertification.com

 Credit Hours: 3 Quarter Credits Grade Type: Letter Grade

Course Readings: Honoring Diverse Teaching Styles, by Edward Pajak. 2003.  Alexandria, VA: Association for Supervision and Curriculum Development. 112 pages. Additional required readings: School District Teacher Supervision Policy Manual.

Course Description:

This course assists educators in preparing for teacher evaluations in this era of increasing accountability. The four basic teaching styles: Knowing, Caring, Inventing, and Inspirational Teachers are explained. Respecting the unique gifts and styles that each teacher brings to the classroom is essential for objective evaluations. Educators will test themselves and learn about the positive or limits of each of the teaching styles. Teachers will study their district’s Teacher Evaluation Policy Manual to prepare for their upcoming evaluation. They will develop an action plan utilizing the book content and evaluation manual to improve their instructional delivery and teaching methodology.

TLC BelcherButton Preparing for Teacher Evaluations

Contact Hours:

The 45 contact hours of time include reading the course book and writing chapter reviews and reflections for each chapter in the book.  Educators find a research article on the course topic and then write an article review.  Later in the course, they pull all the coursework together and write a classroom application essay. They will develop a classroom activity, a unit or lesson plan utilizing course concepts as applied to teaching and school environments.

 

Course Learning Outcomes & Objectives:

1.  Educators will review the standard “Clinical Supervision” models historically developed by most school districts and how they are utilized in teacher evaluations.

2.   Teachers will test themselves and explore their preferred teaching style and then evaluate how they must also incorporate other teaching styles into their classroom.

3.  Educators will be presented with the characteristics of the Knowing, Inventing, Caring, and Inspiring teacher for a broader understanding of other teaching styles.

4.  Teachers will examine their own preferences in light of objectivity when evaluating other teaching styles or colleagues in order to strengthen their instructional practices.

5.  Educators will examine their school districts teacher evaluation policy manual in order to develop an action plan to prepare for the teacher evaluation process.

 

Chapter Review/Reflections:  Write several paragraphs summarizing the main ideas or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.

 

 

 

Chapters:

1.  Understanding the Clinical Cycle

2.  The Clinical Cycle and Psychological Functions

3.  Experiences of Teaching

4.  Languages, Dialects and the Clinical Cycle

5.  Communicating Successfully with All Teaches

6.  Speaking the Languages of Dialects

7.  Developing and Integrated Style

Appendix A-B, References, Movie Titles, Index

Writing Assignments:

After the chapter reviews, write a two-page paper linking key concepts from the book Honoring Diverse teaching Styles by Edward Pajak, to your specific classroom context.  Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. Focus your writings and activities on the concepts and strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.

Assignments include: 1. Book readings 2. Chapter reviews 3.District evaluation policy manual review 4.  Action plan activity 5.Final application essay

Email Assignments:info@TeacherRecertification.com instructor Joseph C’de Baca 727-258-7233 Mail registration:  Teachers Learning Center   11246 68th Avenue.   Seminole, FL   33772

Grading   Grade Distribution
Chapter Reviews & Reflections 30% 90 – 100 = A
District Evaluation Manual Review 20% 80 - 89  = B
Action Plan Project or Activity 30% 70 – 79   = C
Application Essay 20% 0 – 69 = D – F
Total 100%
Letter Grade % Possible Points                   Points Earned
A 90-100 100
B 80-89 70
C 70-79 50
Re-Write Assignments   Based on Rubric                Score

 

TLC BelcherButton Preparing for Teacher Evaluations

Preparing for Teacher Evaluations

 

Course Assignments and Rubric with Video Assignment:

 

Chapter Reviews/Reflections

 

 

 

 

Chapter Reviews Basic (50 pts.) Proficient (60 pts.) Advanced (70 pts.)
Read the book and write chapter reviews and reflections for each chapter.Write 3 to 6 paragraphs summarizing the ideas, knowledge, and information that you thought was significant from each chapter.Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.

Address or apply any state, district, or national academic standards.

Expanded bullet points of main issues are also acceptable.

Include your personal

experiences, ideas, and critical analysis.

Writes a basic narrative of the chapters’ contents.Includes major points expressed by the author.Includes at least one citation or example. Writes a general narrative of the chapters’ contents with limited personal reflection.Expresses major points of each chapter.Writing includes any state, district, or national academic standards that apply.

Includes several citations or examples.

Writes a complete narrative of the main points of each chapter.Writes personal reflections that include the student’s experiences with these issues as they relate to their personal classroom experience.Expresses major points of each chapter and provides in-depth elaboration.

Includes any state, district, or national academic standards that apply.

Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Error-free.


 

Academic Standards: Academic standards that apply to this course will vary from state to state.  Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.

Final-Application Essay Basic (10 pts.) Proficient (20 pts.) Advanced (30 pts.)
Write an essay(3 to 6 pages ) combining  all the course content or assignments and show how they can be applied to teaching students, schools settings and staff and personal development. Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment. Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments.Writing addresses any state, district, or national academic standards.Addresses instructional methods, teaching strategies and effective lessons as well as students’ affective needs and academic achievement. Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.Includes student’s personal and experiential reflections and any state, district, or national academic standards that apply.Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.

 
 

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