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"One potential unintended effect of punishment techniques is that the target child may feel powerless--a situation that could erode the child's investment in learning. Whenever possible, the teacher should give the student a voice in the design of the behavior management plan. For example, a teacher designing a response-cost program might ask the student to come up with a 'secret' sign that the instructor might use to signal a warning to the student that he is on the verge of having a point deducted from his 'Great Study Behaviors' chart."

My district is in its inaugural year of using the Danielson model to evaluate teachers. I created this template using Google Forms for teachers to have an easy way to record evidence of meeting each of the domains. I have created shortcuts to the form on the home screen of my iPad and iPhone which allows me an easy way to record evidence "on the fly". It records the data into a spreadsheet which allows for filtering and sorting and can easily be shared with administration. This is my first draft and would appreciate any feedback to improve this tool. I also have a Professional contribution log and communication log template using Google Forms for your review.

Nice work. I will share these with my school!

This rubric (2011) lists each of the domains (1-4) and sub domains (a-f) for each. It also gives Critical Attributes of each one and of Possible examples of distinguished models of implementation. This does not give each individual row of the rubric, but it is a good start.

"Why Formative Assessments Matter FEBRUARY 15, 2011 Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They? Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction. They are used during instruction rather than at the end of a unit or course of study. And if we use them correctly, and often, yes, there is a chance instruction will slow when we discover we need to re-teach or review material the students wholly "did not get" -- and that's okay. Because sometimes we have to slow down in order to go quickly."

My district is in its inaugural year of using the Danielson model to evaluate teachers. I created this template using Google Forms for teachers to have an easy way to record evidence of communication with students or parents. I have created shortcuts to the form on the home screen of my iPad and iPhone which allows me an easy way to record evidence "on the fly". It records the data into a spreadsheet which allows for filtering and sorting and can easily be shared with administration. This is my first draft and would appreciate any feedback to improve this tool.

My district is in its inaugural year of using the Danielson model to evaluate teachers. I created this template using Google Forms for teachers to have an easy way to record evidence of professional contributions to colleagues or the school district. I have created shortcuts to the form on the home screen of my iPad and iPhone which allows me an easy way to record evidence "on the fly". It records the data into a spreadsheet which allows for filtering and sorting and can easily be shared with administration. This is my first draft and would appreciate any feedback to improve this tool.

I use this document for my students to maintain ownership of their own grades. I noticed that students jump to work harder when I gave them a printout and they didn't know what there grade was. This puts the student in charge of their own grades, not the teacher.

Page 19 has some information about involving students in creating a school wide discipline policy. Perhaps these guiding principles could be developed and then implemented in all classrooms and that would cover the requirement in the rubric? It seems like a better method than individual teachers taking a day to develop the system in each class. This may work in an elementary contained classroom level, but when a student has 7 classes? I exchanged emails with Michael Linsen, the author of "Dream Class" www.smartclassroommanagement.com and he disagreed with the idea of letting students create the discipline plan, but said that there are ways of involving them which will bring you to the same result if necessary.  I highly recommend the book, it changed the way I manage my classroom.

A sample livebinder to use while developing an eportfolio