eq-ees-teacher-evaluation

1.5 Teacher incorporates global and real world learning activities
Aligns with InTASC Standard #5: Innovative Applications of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related
to authentic local and global issues.
Gay (2003, p. 4) states that culturally responsive teachers “validate, facilitate, liberate and empower ethnically diverse
students by simultaneously cultivating their cultural integrity, individual abilities, and academic success.” Kemp and Hall
(1992) state that such teachers are better prepared to provide a variety of opportunities for students to apply and use
knowledge and skills in different learning situations.
References:
Gay, G. (2003). Introduction: Planting seeds to harvest fruits. In G. Gay (Ed.), Becoming multicultural educators: Personal
journey toward professional agency (pp. 1–16). San Francisco: Jossey-Bass.
Kemp, L., & Hall, A. H. (1992). Impact of effective teaching research on student achievement and teacher performance:
Equity and access implications for quality education. Jackson, MS: Jackson State University. (ERIC Document
Reproduction Service No. ED 348 360).
2.1 Teacher uses developmental factors and theories to guide instruction
Aligns with InTASC Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to access and appropriately apply information.
Research points to the fact that aspects of development—neural, cognitive, social, psychological, physical, and ethical have
far-reaching effects on children’s ability to learn (Bransford, Brown, & Cocking, 2002; Shonkoff & Phillips, 2000). It is
essential that educators know the “typical” patterns of human development in order to understand what to expect of
students at different ages (preschool/kindergarten, primary, intermediate, junior high school, and high school )and to plan
age-appropriate instruction based on various teaching and instructional models that optimize students’ ability to engage
with and learn from the curriculum (Rothstein, 1990).
References:
Bransford, J. D., Brown, A. L., & Cocking, R. (2002). How people learn: Brain, mind, experience, and school. Washington, DC:
National Academies Press.
Missouri’s EDuCATor EVALuATioN sYsTEM