eye-con Rhode Island Model Educator Evaluation
iPad version developed by LEC Leadership Institute
Teacher   School Observer
Type Self Short Long   Date Email
Planning and Preparation
 Ex Pr Em Un Evidence Classroom Environment Ex Pr Em Un Evidence
1A. Plans instruction that is aligned to developmentally appropriate learning objectives and a variety of skill levels and learning styles
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3A. Creates a productive learning environment that maximizes learning time, establishes procedures and expectations, and ensures access to learning materials
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1B.Evaluates, selects, and accesses appropriate services, resources and curricular materials that facilitate student engagement with the curriculum
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3B. Creates a safe learning community that respects individual differences, promotes positive social relationships, and allows students to comfortably take risks
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1C.Designs instruction that motivates students to connect to their learning by linking curriculum with prior knowledge, experience, and/or cultural contexts
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3C. Reinforces positive behavior, redirects off-task behavior, and de-escalates challenging behavior
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1D. Organizes and prepares students for independent, whole class, and group work that allows for full and varied participation of all individuals through various modes of communication
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3D. Clearly communicates high expectations for all students and guides students to assume responsibility for their learning
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Classroom Instruction Ex Pr Em Un   Assessment, Reflection, Improvement Ex Pr Em Un Evidence
2A. Demonstrates a deep understanding of discipline/content
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4A. Uses a variety of formal and informal assessment strategies to monitor student progress, adjust instruction, and modify plans
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2B. Uses questioning techniques that encourage critical thinking and problem solving
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4B. Provides students with feedback that is timely and high quality and teaches students to use feedback in their learning
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2C. Makes cross-content connections and creates interdisciplinary learning experiences
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4C. Engages students in self-assessment to help them set goals and become aware of their strengths and areas to develop
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2D. Implements instruction to ensure that students understand, are focused on, and accountable for the learning objectives
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4D. Solicits information about students’ experiences, learning behavior, needs, and progress from students, parents, and other colleagues
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2E. Uses multiple teaching and learning strategies to engage students
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4E. Maintains useful records of student work and performance and communicates progress responsibly
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2F. Frequently checks for and responds to student understanding during instruction
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2G. Uses and models effective communication
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2H. Assumes different roles during instruction to accommodate content, purpose, and learner needs
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Summary Comments




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Web and iPad implementation developed by James G Lengel 2011