eq-ees-teacher-evaluation

Rothstein, P. (1990). Educational psychology. New York: McGraw-Hill.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development.
Washington, DC: National Academy Press.
2.2 Teacher encourages student responsibility for their own learning
Aligns with InTASC Standard #1: Learner Development. The teacher understands how children learn and develop,
recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
The research and theoretical base for creating a classroom environment where students take greater responsibility for
their learning shows that students achieve at higher levels when they are more self-reliant, self-directed in their learning,
are more motivated to learn, and are more efficient in their learning (Hom & Murphy, 1983). Students that better
understand their strengths and weaknesses as learners can leverage their strengths in learning situations (Blakey &
Spence, 1990).
References:
Blakey, E., & Spence, S. (1990). Developing metacognition. Syracuse, NY: ERIC Clearinghouse on Information Resources.
[ED327218]
Hom, H. L., & Murphy, M. D. (1985). Low need achievers' performance: The positive impact of a self- determined goal.
Personality and Social Psychology Bulletin, 11,275-285.
2.3 Teacher applies theories of learning to differentiate instruction
Aligns with InTASC Standard #2: Learning Differences. The teacher uses understanding of individual differences and
diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Danielson (1996) asserts that understanding the developmental context of the subject matter being taught enables
teachers to construct instructional goals appropriate to students with particular needs. It also allows them to observe
important pattern of development of students within a content area, which is particularly important in the areas of science
and math at all levels and literature and social sciences at the high school level. Research validates that the use various
instructional methods that form the basis of differentiated instruction, including:
• Using effective classroom management procedures;
Missouri’s EDuCATor EVALuATioN sYsTEM