Oklahoma Criteria

OKLAHOMA CRITERIA

for

EFFECTIVE TEACHING

and

ADMINISTRATIVE PERFORMANCE

Sandy Garrett

State Superintendent of Public Instruction

Oklahoma State Department of Education

Revised

August 2008

OKLAHOMA CRITERIA

for

EFFECTIVE TEACHING

and

ADMINISTRATIVE PERFORMANCE

Sandy Garrett

State Superintendent of Public Instruction

Oklahoma State Department of Education

REVISED

August 2007

This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Four hundred copies have been prepared at a total cost of $5OO. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. August 2007

EVALUATION: CRITERIA FOR EFFECTIVE TEACHING AND ADMINISTRATIVE PERFORMANCE

Each board of education shall maintain and annually review, following consultation with or involvement of representatives selected by local teachers, a written policy of evaluation for all teachers and administrators. In those school districts in which there exists a professional negotiations agreement made in accordance with Sections 509.1 et. seq. of this title, the procedure for evaluating members of the negotiations unit and any standards of performance and conduct proposed for adoption beyond those established by the State Board of Education shall be negotiable items. Nothing in this act shall be construed to annul, modify or to preclude the renewal or continuing of any existing agreement heretofore entered into between any school district and any organizational representative of its employees. Every policy so adopted shall:

Be based upon a set of minimum criteria developed by the State Board of Education;

Be prescribed in writing at the time of adoption and at all times when amendments thereto are adopted. The original policy and all amendments to the policy shall be promptly made available to all persons subject to the policy;

Provide that all evaluations be made in writing and that evaluation documents and responses thereto be maintained in a personnel file for each evaluated person;

Provide that every probationary teacher be evaluated at least two times per school year, once prior to November 15 and once prior to February 10 of each year;

Provide that every teacher be evaluated once every year, except as otherwise provided by law;

Provide that, except for superintendents of independent and elementary school districts and superintendents of area school districts, who shall be evaluated by the local school board, all certified personnel, including administrators, shall be evaluated by certified administrative personnel designated by the local school board;

All personnel designated by the local board to conduct the personnel evaluations shall be required to participate in training conducted by the State Department of Education prior to conducting such evaluations;

The State Department of Education shall develop and conduct workshops pursuant to statewide criteria which train such administrative personnel in conducting evaluations;

The State Board of Education shall monitor compliance with the provisions of this section by local school districts; and

Refusal by a local school district to comply with provisions of this section shall be grounds for withholding State Aid funds until such compliance is met. (70 O.S. § 6-101.10).

Oklahoma Criteria for Effective Teaching and Administrative Performance

Attorney General Opinion No. 86-146. January 9, 1987: It is, therefore, the official opinion of the Attorney General that all evaluation policies adopted by Oklahoma school districts be based upon minimum criteria developed by the State Board of Education; that in those school districts with previously existing professional negotiation agreements, the negotiated provisions must comply with the State Board of Education minimum criteria; that the provisions of the evaluation procedure are mandatory topics of professional negotiations; and that the criteria negotiated and adopted may exceed the minimum criteria promulgated by the State Board of Education pursuance to 70 O.S. § 6-101.10.

Oklahoma Criteria for Effective Teaching and Administrative Performance

CRITERIA

FOR

EFFECTIVE TEACHING PERFORMANCE

CRITERIA FOR EFFECTIVE TEACHING PERFORMANCE

Practice

A. Teacher Management Indicators

1.Preparation

2.Routine

3.Discipline

4.Learning Environment

Teacher Instructional Indicators

1.Establishes Objectives

2.Stresses Sequence

3.Relates Objectives

4.Involves All Learners

5.Explains Content

6.Explains Directions

7.Models

8.Monitors

9.Adjusts Based on Monitoring

10. Guides Practice

11. Provides for Independent Practice

12. Establishes Closure

Products

A. Teacher Product Indicators

1.Lesson Plans

2.Student Files

3.Grading Patterns

B. Student Achievement Indicators

When the term objectives is used it refers to the mandated Oklahoma academic content standards, Priority Academic Student Skills (PASS). PASS may be found on the State Department of Education Web site <

Oklahoma Criteria for Effective Teaching and Administrative Performance

I. Teacher Strategies

A. Teacher Management Indicators

Preparation: The teacher plans for delivery of the lesson relative to short-term and long-term objectives.

Evidence to consider: The teacher

Writes daily lesson plans with clearly identified objectives and a delineated method of delivery of the lesson.

Develops a year-long instructional calendar based on student learning data.
Aligns plans with PASS.
Makes use of blueprint(s), test specifications, item specifications, and released test items in planning process, where applicable.
Analyzes student achievement data in the planning process.
Includes differentiation of instruction for special populations in lesson plans.
Includes academic interventions in lesson plans.
Has substitute lesson plans available when needed.
Adjusts lesson plans and year-long instructional plan according to students’ learning needs.
Plans for a blend of whole-group, small-group and individualized instruction.
Uses advance organizers, graphic organizers, and outlines to plan for effective instructional delivery.
Considers student attention spans and learning styles when designing lessons.
Systematically develops objectives, questions, and activities that reflect higher-level and lower-level cognitive skills as appropriate for the content and the students.
Creates lesson plans that involve teacher-directed instruction as well as discussion and activities in cooperative student groups when appropriate to the objective.
Collaboratively plans with other members of the professional learning community when appropriate.

Scientifically based research:

Stronge (2002), pp. 37-39
Hunter (2004), p. 28

Oklahoma Criteria for Effective Teaching and Administrative Performance

Routine: The teacher uses minimum class time for noninstructional routines, thus maximizing time on task.

Evidence to consider: The teacher

Starts class on time.
Uses bell activities to engage students as soon as possible in the lesson.
Has procedures for daily events (lunch, tardies, missed work, turning in work, taking up money, ending class, etc.) that maximize instructional time.
Teaches the routines to students.
Has materials, supplies, and equipment ready and accessible for the lesson.
Has and uses a seating chart or some other form of efficient identification process.
Makes transitions from one activity to another smoothly.
Multi-tasksby attending to different events simultaneously without being totally diverted by a disruption or other activity.
Assigns management tasks to all students to improve efficiency.
Has 90 percent or greater of his/her students’ time in academically engaged learning.

Scientifically basedresearch:

Cotton (1998), pp. 1-28
Marzano, et al (2003), pp.13-26
Stronge (2002), pp. 26-29

Oklahoma Criteria for Effective Teaching and Administrative Performance

3. Discipline: The teacher clearly defines expected behavior (encourages positive behavior and controls negative behavior).

Evidence to consider: The teacher

Usually has three-six clear, broad-based rules.
Teaches students the rules.
Reviews the rules periodically, particularly after long breaks or if a particular problem persists.
Posts the rules attractively in the classroom.
Has and implements positive consequences for individuals and the class.
Has and implements negative consequences for individuals.
Has a written discipline plan.
Communicates the discipline plan to parents.
Contacts parents with positive requests for support before discipline issues become too severe.
Enforces classroom rules promptly, consistently, and equitably.
Consistently reiterates and reinforces the expectations for positive behavior.
Anticipates potential discipline problems and uses that information to be proactive in preventing them.
Promotes student self-discipline and responsibility by having students analyze their behavior in a positive and productive manner.
Creates opportunities for students to experience success in their learning and social behavior.
Consistently reinforces positive student behavior.
Deals quickly and efficiently with inappropriate behavior.
Refers few disciplinary problems to the principal.
Minimizes discipline time and maximizes instructional time.
Creates a behavior contract for students who need individualized disciplinary procedures.
Does not use ineffective discipline practices, such as having vague or unenforceable rules; ignoring misconduct; having ambiguous or inconsistent responses to misbehavior; and using excessive or ineffective punishment.
Does not argue or raise his/her voice with students.
Does not call students inappropriate names.
Does not put-down students or use sarcasm.
Does not use academic work for a negative consequence of inappropriate social behavior.

Scientifically basedresearch:

Cotton (1992), pp. 1-28
Marzano, et al (2003), pp.13-26
Stronge (2002), pp. 25-32

Oklahoma Criteria for Effective Teaching and Administrative Performance

4.Learning Environment: The teacher establishes rapport with students and provides a pleasant, safe and orderly climate conducive to learning.

Evidence to consider: The teacher

Proactively attends to creating an overall environment that is conducive to teaching and learning.
Maintains an orderly, organized and safe physical environment.
Maintains a brisk pace for instruction.
Actively engages students in learning.
Makes smooth transitions between activities.
Addresses students by name.
Knows students personally.
Uses the magic triad (a smile, a pat on the back, and a kind word).
Has emotional objectivity.
Communicates to students by his/her behavior that he/she knows what the students are doing and what is going on in the classroom.
Involves nonengaged students in tasks and keeping all students “alerted” to the task at hand.
Makes appropriate use of humor, when suitable, to stimulate student interest and reduce classroom tensions.
Displays information in the classroom that supports the instructional focus.
Displays student work.
Demonstrates courtesy and respect for students.

Scientificallybasedresearch:

Cotton (1992), pp. 1-28
Marzano, et al (2003), pp. 41-75
Stronge (2002), pp. 25-32

Oklahoma Criteria for Effective Teaching and Administrative Performance

Teacher Instructional Indicators

1. Establishes Objectives—The teacher communicates the instructional objectives to students.

2. Stresses Sequence—The teacher shows how the present topic is related to those topics that

have been taught or that will be taught.

3. Relates Objectives—The teacher relates subject topics to existing student experiences.

4. Involves All Learners—The teacher uses signaled responses, questioning techniques and/or

guided practices to involve all students.

5. Explains Content—The teacher teaches the objectives through a variety of methods.

6. Explains Directions—The teacher gives directions that are clearly stated and related to the

learning objectives.

7. Models—The teacher demonstrates the desired skills.

8. Monitors—The teacher checks to determine if students are progressing toward stated

objectives.

9. Adjusts Based on Monitoring—The teacher changes instruction based on the results of

monitoring.

10. Guides Practice—The teacher requires allstudents to practice newly learned skills while

under the direct supervision of the teacher.

11. Provides for Independent Practice—The teacher requires students to practice newly learned

skills without the direct supervision of the teacher.

12. Establishes Closure—The teacher summarizes and fits into context what has been taught.

Oklahoma Criteria for Effective Teaching and Administrative Performance

B.Instructional Indicators

Establishes objectives – The teacher communicates the instructional objectives to students.

Evidence to consider: The teacher

Has learning objectives that are aligned with PASS.
Analyzes the learning objective into its essential elements.
Engages students in establishing personal learning goals.
Communicates the learning objectives to students in multiple ways.
Engages students in generating and testing hypotheses.
Explains what the student will do to accomplish the objective.
Presents learning objectives in the language of the learner.
Checks to see that students understand what they are to learn.

Scientificallybasedresearch:

Marzano, et al (2003), pp. 50-52
Marzano, et al (2001), pp. 92-96
Stronge (2002), pp. 37-39
Hunter (2004), pp. 4-10; 42-43

Oklahoma Criteria for Effective Teaching and Administrative Performance

Stresses sequence – The teacher shows how the present topic is related to those topics that have been taught or that will be taught.

Evidence to consider: The teacher

Explains how what is being learned is related to previously learned skills.
Explains how what is being learned is related to future learning.
Explains how what is being learned is related to concepts students have learned in other classes.

Scientificallybasedresearch:

Hunter (2004), pp. 4-10
Stronge (2002), pp. 37-39

Oklahoma Criteria for Effective Teaching and Administrative Performance

Relates objectives – The teacher relates subject topics to existing student experiences.

Evidence to consider: The teacher

Recognizes the importance of linking instruction with real life.
Identifies similarities and differences in the new learning and previous student experiences.
Uses cues to relate new learning to students.
Explains why and how the learning is relevant to the student.
Consistently connects critical attributes of the learning to students’ personal lives, work, and future life experiences.
Explains the value and importance of the learning.
Uses anticipation guides to relate learning.

Scientificallybasedresearch:

Marzano (2001), pp. 111-114
Stronge (2002), p. 39

Oklahoma Criteria for Effective Teaching and Administrative Performance

Involves all learners – The teacher uses signaled responses, questioning techniques and/or other guided practices to involve all students.

Evidence to consider: The teacher

Engages learners in active learning 80 percent or more of the class time.
Uses activities that address a variety of learning styles/multiple intelligences.
Uses activities that foster student self-direction.
Asks questions frequently throughout the lesson.
Asks questions that students can successfully answer the majority of the time.
Uses teaching strategies that foster overt and covert participation of students.
Requires participation of all students.
Uses cooperative learning activities.
Uses questioning techniques to involve all learners.
Uses advance organizers to involve all learners.
Uses language that increases student awareness of learning.

Scientificallybasedresearch:

Marzano (2001), pp. 84-91; 111-122
Hunter (2004), pp. 17-18
Stronge (2002), pp. 43-45

Oklahoma Criteria for Effective Teaching and Administrative Performance

Explains content – The teacher teaches the objectives through a variety of methods.

Evidence to consider: The teacher

Has/acquires sufficient subject matter knowledge to present the complexities of the content and to provide students with effective examples of the subject.
Understands and uses key concepts, underlying themes, relationships and different perspectives related to the content area.
Demonstrates knowledge of research-based instructional practices that address the full range of cognitive levels.
Chooses instructional strategies which most effectively communicate the specific new learning.
Regularly presents students with the academic vocabulary related to the subject matter and to PASS.
Presents information at varying levels of Bloom’s Taxonomy.
Promotes student inquiry during presentation of lessons.
Uses instructional strategies that enable students to construct meaning for themselves.
Uses a logical process for delivering information to students.
Uses multiple examples in the teacher’s presentation of information.
Uses a variety of instructional approaches that address student learning styles and multiple intelligences.
Has students take notes effectively.
Uses nonlinguistic representations in explaining content.
Uses hands-on learning strategies.
Uses a variety of grouping strategies.
Uses available technology aligned with the instructional goals where appropriate.
Uses varied instructional materials.
Speaks fluently and precisely, using grammatically correct language.
Conducts lessons at a brisk pace, slowing presentations when necessary for students’ understanding but avoiding unnecessary slowdowns when students become engaged.
Does not depend on one instructional strategy for all learning.

Scientificallybasedresearch: