eq-ees-teacher-evaluation

3.3 Teacher evaluates lessons relative to long and short-term learning goals
Aligns with InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and
instruction.
Several studies have found that student achievement improves when learning goals and objectives are clearly defined,
displayed prominently, and have an articulated relationship to both instructional activities and student assessment (Behr &
Bachelor, 1981; Deal & Peterson, 1993; Hallinger & Heck, 1996; Sammons, Hillman, & Mortimore, 1995). Haberman (1995)
found that effective teachers incorporate the “big picture”, including long term goals, daily practice, engaging students,
fostering teacher student rapport, expecting and understanding the range of differences among students.
References:
Behr, G., & Bachelor, B. (1981). Identifying effective schools: A case study involving black racially isolated minority schools
and instructional accomplishments/information systems. Los Alamos, CA: SWRL Educational Research and
Development.
Deal, T. E., & Peterson, K. D. (1993). The principal's role in change: Technical and symbolic aspects of school improvement.
Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research, National Center for Effective
Schools.
Haberman, M. (1995). Star teachers of children in poverty. Bloomington, IN: Kappa Delta Pi.
Hallinger, P., & Heck, R. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research,
1980-1995. Educational Administration Quarterly, 32(1), 5-44.
Sammons, P., Hillman, J., & Mortimore, P. (1995, March). Key characteristics of effective schools: a review of school
effectiveness research. Paper presented at an internal seminar for Ofsted, London: Institute of Education, pp. 1-71.
4.1 Teacher promotes critical thinking and problem-solving skills
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 apply knowledge in meaningful ways.
Research shows that there is a link between critical thinking skills and increased student achievement. In studies of NAEP
score data, Wenglinsky (2002, 2003, 2004) found that teaching critical thinking is associated with higher test scores. Metaanalysis
conducted by Hattie (2009) showed that a problem-solving teaching approach yielded a medium effect size (d =
Missouri’s EDuCATor EVALuATioN sYsTEM