Reflective Practice Regularly reflects on practice and thinks about how to improve Is receptive to feedback. Commitment/ Persistence Conveys reasonable understanding of potential challenges involved in teaching in schools. Has high expectations for all students and believes all students are capable of going to college. Demonstrates persistence when confronting obstacles. Best practices for selection Selection Stage Competencies Best Practices Written Application & Resume Review Achievement Critical Thinking Commitment/Persistence Review the written application and resume prior to the demo lesson and note things you would like to ask about specifically and follow-up on. Phone Screen Achievement Commitment/Persistence Reflective Practice Review the phone screen notes prior to the demo lesson and note things you would like to ask about specifically and follow-up on. Demo Lesson Critical Thinking Teaching Ability Classroom Management Reflective Practice School Fit Ask the candidate to prepare a 10 minute lesson on a specific topic, with a specific objective Give the candidate a lesson plan template and ask them to bring the completed lesson plan to the event Choose an “average” class for the candidate to teach If the candidate is presenting to students, prepare the class’ teacher for the sample lesson Create a set of guidelines for the candidate and define the characteristics of a good lesson; email this to the candidate at least 3 days before the date of the lesson Demo Lesson Debrief Critical Thinking Teaching Ability Classroom Management Reflective Practice School Fit 5 minutes after the sample lesson giving 2 pieces of feedback to the candidate. Check for understanding of the feedback. Ask candidate to discuss how they think they did and what they would change if they could. Stay focused. If the candidate starts to talk about other topics, remind him/her that the purpose of this conversation is just to deliver feedback on the sample lesson.
Campus Interview Critical Thinking Teaching Ability Classroom Management Reflective Practice School Fit Review your planned questions. Identify what you hear in a strong response. Identify what you might hear in a weak response. Remember to consider different types of candidates. In some cases, the question may not change but the outline for a great answer does. What might you expect to hear in a strong response from an experienced teacher versus a new teacher? Selection – Roles and Responsibilities Stage Task Person Responsible Timeline Screen Schedule phone screen HR Within X hours/days Phone Screen Conduct phone screen HR Within X hours/days Phone Screen Update online candidate file with phone screen notes, ratings and areas for probing HR Within X hours/days
Town Center Essentials of effective instruction Teacher Evaluation rubric Teacher’s Name: Level and Subject: Date of Evaluation: Instructional Practice Content Knowledge and Academic Rigor (IP1) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson* Presents all information in a well-organized, factually accurate manner. There is a high ratio of student work/talk to teacher talk with students doing most of the heavy lifting of doing the work and explaining their thinking. Has planned key questions that align to the objective and include both (knowledge recall and basic comprehension) and three or more higher order questions that promote critical thinking and problem solving. Presents most information in a clear, well-organized, factually accurate manner. is a high ratio of student work/talk to teacher talk with students doing more than half of the heavy lifting of doing the work and explaining their thinking. Has planned key questions that align to the objective and include both (knowledge recall and basic comprehension) and one or two higher order questions that promote critical thinking and problem solving. Presents some of the information in a clear, well-organized, factually accurate manner. The teacher is doing more than half of the talking. Has planned some key questions that align to the objective, but they are not higher order thinking questions. None of the information presented is clear and well-organized or there are significant mistakes. The teacher is doing most of the work in the lesson. Has not planned questions or they are not aligned to the objective. The teacher regularly probes students' knowledge by asking questions such as "Why?" "What does that relate to?" Lesson plans Questions Please verify this is the most current version of this document *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson. Use of Instructional Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources level level
Strategies (IP2) In one lesson Provides students with multiple ways (more than two) to engage with content and all of the ways move students toward mastery. The lesson includes a visual, kinesthetic, and auditory component. The lesson incorporates a clear and systematic gradual release of responsibility—from a mini-lesson or heavily guided practice to guided practice and then independent practice. Provides students multiple ways to engage with content (more than two) and most ways move students toward mastery. The lesson includes two of the components: visual, kinesthetic, and auditory. The lesson incorporates a gradual release of responsibility—from a mini-lesson or heavily guided practice to guided practice and then independent practice. Provides students with two ways to engage with content and one of the ways moves students toward mastery. The lesson includes a visual, kinesthetic, or auditory component. The lesson incorporates some components of a gradual release model, but insufficient time is spent on one of the components. Provides students with one way to engage with content or the two strategies used are ineffective. The lesson includes a visual, kinesthetic, or auditory component, and it is not effective in engaging students with the content. The lesson does not incorporate a gradual release of responsibility. If new information is introduced, the lesson includes activation of prior knowledge or a short discovery activity. The lesson includes a clear and effective “think aloud,” explicit modeling, heavily guided practice or other form of clear mini-lesson. The key points of the lesson are captured in writing (on white board, butcher paper, notes) so students can reference it during independent practice. Leads students through guided practice with declining guidance so that students eventually provide both the answers and the thought process. Students have ample opportunities to practice the objective and the practice is at the appropriate of difficulty. *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson.
Pace of Instruction (IP4) Highly (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson Pace of is always highly efficient, and urgent. and are always orderly, efficient, and with minimal from the teacher in to time. Pace of instruction is usually efficient, engaging, and urgent. Routines, procedures and transitions are usually orderly, efficient, and systematic with minimal prompting from the teacher in order to maximize instructional time. Pace of instruction is sometimes efficient, engaging, or urgent. Routines, procedures and transitions are sometimes orderly, efficient, and systematic with minimal prompting from the teacher in order to maximize instructional time. Pace of instruction is rarely efficient, engaging, or urgent. Routines, procedures and transitions are rarely orderly, efficient, and systematic with minimal prompting from the teacher in to maximize instructional time. Posted rules and routines Students following clear rules and routines
Student Engagement (IP6) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson All students are on task and engaged. Students are not allowed to opt out of participating in an activity or answering a question. Uses a variety of high-engagement strategies that effectively engage all students. Most students are on task and engaged. Students are not allowed to opt out of participating in an activity or answering a question. Uses a few strategies that effectively engage most students. Some students are on task and engaged, but many are not and the teacher does not notice or students are allowed to opt out of participation. Uses at least one high-engagement strategy that engages some of the students. Very few students are on task or engaged. Engagement strategies are not implemented or are not effective in engaging the students. Cold calling, rapid-fire call and response, think-pair share, turn and talk, mini white-boards, frequent choral responses, non-verbal responses, and/or "everyone writes" *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson. Assessment and data Classroom Assessments/Exit Tickets (A1) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources One lesson There is a systematic and accurate way to assess students’ mastery of objectives and it is at the appropriate of rigor. At least 85% of students master the objective. is a systematic and accurate way to assess students’ mastery of objectives. At 75% of students master the objective. The assessment only partially measures the objectives students are being taught. At least 60% of students master the objective. An assessment isn’t or does not accurately measure the objectives students are being taught. Less than 60% of students master the objective. Anecdotal checklists, exit tickets, classroom assessments
Check for Understanding (A2) Highly Effective (4) Effective (3) Not Effective (2) Ineffective (1) Evidence/Resources In one lesson Adeptly, efficiently and frequently uses a variety of checking for understanding techniques to constantly monitor student learning. Always responds to student errors/misconceptions immediately and specific skills as necessary. Always focuses on student mastery of specific objectives. Uses a sampling of checking for understanding techniques to monitor student learning. Usually responds to student errors/misconceptions immediately and specific skills as necessary Usually focuses on student mastery of specific objectives. Uses a couple of checking for understanding techniques to monitor student learning. Sometimes responds to student errors/misconceptions immediately. Sometimes focuses on student mastery of objectives. Does not employ techniques to check for understanding and plows ahead without monitoring student understanding. Rarely responds to student errors/misconceptions. Rarely focuses on student mastery of objectives. *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson. Planning Standards and Curriculum (P1) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson Uses rigorous, bite-sized, measureable, objective/s to drive instruction. Objectives meet three of the following criteria: rigorous, bite-sized, measureable, Objectives meet two of the following criteria: rigorous, measureable, Objectives meet one of the following criteria: rigorous, bite-sized, measureable, Weekly and daily plans
Written Application Presents a results-oriented explanation of the role data will play in the classroom. Has achieved significant, quantifiable success with student learning or has achieved significant success in another endeavor. Resume Review Includes student achievement data or significant accomplishments. Phone Screen Sets ambitious and concrete goals for teaching performance and/or student success. Describes specific examples of taking on challenges or initiatives (regardless of outcome). CRITICAL THINKING - Analyzes situations thoroughly and generates effective strategies Score:/10 Written Application Responds to questions coherently and directly. Resume Review Uses proper grammar, spelling; and is professional, clear and logical Phone Screen Analyzes data/situations thoroughly and generates multiple effective strategies. Supports responses or points with specific and relevant examples/evidence. Demo Lesson Debrief Can analyze student data, diagnose student errors and develop re-teaching strategies. COMMITMENT/PERSISTENCE: Commits to raising academic achievement for all students in schools and persists in the face of obstacles Written Application Articulates a compelling commitment to teaching in a high-needs school. Resume Review There are no gaps or frequent changes in employment and the candidate has assumed multiple responsibilities at one time. Screen Indicates desire to remain a teacher. Demonstrates persistence when confronting obstacles. Campus Interview 1. Has high expectations for all students and believes all students are capable of to college. TEACHING ABILITY - Demonstrates an appropriate knowledge of content and pedagogy /10 Campus Interview Campus Interview Is able to identify 3 different ways to assess students’ ability to the concept and is able to identify student misconceptions about the content area. Demo Lesson The model lesson is rated a high 2 on the following strands. (Each strand is worth 2 points). IP1: IP2: A1: A2: CLASSROOM MANAGEMENT-Demonstrates ability to manage and engage students Score:/10