eq-ees-teacher-evaluation

Standard 1: Content knowledge aligned with appropriate instruction.
Quality Indicator 3: Disciplinary research and inquiry methodologies
1E3) The emerging teacher…
Growth Guide 1.3 – Hattie Research
Emerging Developing Proficient Distinguished
Introduces students to various methods of inquiry and
research methodologies.
1D3) The developing teacher also…
Employs student- inquiry
instructional approaches to build
capacity for all students on research
methodologies.
1P3) The proficient teacher also…
Develops strategies to engage
students in the processes of
inquiry and research pertinent
to the discipline being taught.
Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge.
1S3) The distinguished teacher
also…
Acquires and shares new
knowledge on inquiry and
research methodologies that
improve student learning.
Score = 0 1 2 3 4 5 6 7
Comprehensive Interventions for LDS (.77 effect size)
Combine direct instruction with strategy instruction with extended, deliberate practice; emphasis on meta-cognition
Homework (.29 effect size: Elementary .15 effect size; High School .64 effect size)
Positive effect is negatively related to duration; does not help with time management; problem-solving type is less effective due to the need for feedback; Involves “tasks
assigned to students by teachers that are meant to be carried out during non-school hours.” Effects twice as large for high as for junior high, and twice as large again for
junior high as for elementary. Smallest effects in math. Largest in science and social studies with English in the middle. Effects greater for higher than lower ability
students. Homework for some reinforces that they cannot learn by themselves. Can undermine motivation and internalize incorrect routines and strategies.