eq-ees-teacher-evaluation

deviations higher than the achievement in classes without effective management techniques. This translates into a 20percentile
point increase in achievement. Marzano concluded that “effective classroom management has a powerful
impact on students.” (p. 10).
Reference:
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for
every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. Available from
http://www.ascd.org/publications/books/103027.aspx
5.3 Teacher promotes a positive classroom environment and classroom and school culture
Aligns with InTASC Standard #3: Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
Pickett and Fraser (2010) cite several studies that point to the impacts of positive classroom learning environments on
student learning. They note that analyses of large databases, collected as part of the National Assessment of Educational
Progress (NAEP), found that the classroom and school environment was a strong predictor of both student achievement
and attitudes.
Reference:
Pickett, L., & Frader, B. (2010, January). Creating and assessing positive classroom learning environments. Childhood
Education, January 1, 2010. Available from
http://www.thefreelibrary.com/Creating+and+assessing+positive+classroom+learning+environments.-a0229717502
6.3 Teacher supports and expands safe, free and respectful learning expression
Aligns with InTASC Standard #3: Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
Educational research supports creating an atmosphere of mutual respect and support in the classroom, where students
feels safe in expressing concerns or asking questions, and where tolerance and a sense of common identity and community
are supported (Shepard, 2000; Stronge 2002; Wilen et al., 2004). Impacts of a positive classroom emotional climate on
student engagement and academic achievement are documented in Reyes, et al. (2102) where the authors note that
Missouri’s EDuCATor EVALuATioN sYsTEM