1. MOET: Measures of Effective Teaching
Laura Capps

2. The Team Dr. Youli Mantzicopoulos & Dr. Helen Patrick
5 Graduate Students and 3 Undergraduates
Purpose: Gather data to compare the different systems of teacher evaluation and to determine ways that the systems can be improved
Systems to be studied
CLASS
RISE
RTOP
Video Data
Reliability
Validity

3. CLASS System of evaluating teachers Three Broad Domains
Based on observation period
At least 10 minutes
No longer than 20 minutes
Content Free
Three Broad Domains
Emotional Support
Classroom Organization
Instructional Support

4. Emotional Support Positive Climate Negative Climate
Smiling, laughter, proximity, respect, affection
Negative Climate
Irritability, yelling, threats, anger, sarcasm
Teacher Sensitivity
Awareness, anticipation of problems, providing assistance, helping resolve problems effectively, providing comfort
Regard for Student Perspective
Level of teacher-directedness, choice, student responsibility, incorporating students’ ideas, movement restriction

5. Classroom Organization
Behavior Management
Reactivity, clear expectations, consistent enforcement, attention to positive, overall student behavior
Productivity
Use of learning time, routines, quick transitions, teacher preparation, provision of activities
Instructional Learning Formats
Range of modalities: visual, audio, movement, effective questioning by teacher, student interest, clarity of learning objectives

6. Instructional Support
Concept Development
Analysis: How/Why questions, production, integration of other subjects/previous lessons, real-world connections
Quality of Feedback
Hints/scaffolding, feedback loops, prompting thought processes, providing information, encouragement/affirmation (content related)
Language Modeling
Frequent conversations, open-ended questions, repetition, self- and parallel-talk, advanced language

7. CYCLE OBSERVATION
SHEET

8. SCORE SUMMARY SHEET

9. COVER
SHEET

11. How Does This Apply to You?

12. Teacher Evaluations Concepts of EDPS 235 Directly Evaluated
Classroom Climate (Chapter 9)
Safe, respectful environment
Conducive to learning
Relationships (Chapters 3, 6, 7 & 9)
Relatedness
Productivity (Chapter 9)
Efficient learning environment
Communicates care about student academics
Behavior Management (Chapter 8)
Effective reduction of problem behaviors
Regard for Student Perspective (Chapters 6 & 8)
Student autonomy

13. Implications of Evaluations
High Stakes
Promotion
Compensation
Termination
Indiana
Have option of using CLASS
Classroom Climate > Quality of Content

14. Take Away Message
Know your evaluation system
What is evaluated?
Content?
Climate?
Combination?
How are you evaluated?
Test scores?
Observations?
Who evaluates you?
Administrator?
Outside person?
If something doesn’t seem right, say something! It’s your job that’s on the line!

15. ?
QUESTIONS?