eq-ees-teacher-evaluation

Standard 2: Student Learning, Growth and Development
Growth Guide 2.1 – Teach Like a Champion Techniques
The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Emerging Developing Proficient Distinguished
2E1) The emerging teacher…
2D1) The developing teacher also… 2P1) The proficient teacher 2S1) The distinguished teacher
also…
also…
Knows how to address developmental factors when
making instructional decisions.
Applies understanding of
child/adolescent growth and
development markers to
implement instruction that
fosters development in students.
Uses knowledge of
individual growth and
development to monitor
and chart learner’s progress
toward goals in each
domain to meet current
needs and lead to the next
level of development.
Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.
Models and shares with
colleagues an effective,
continuous instructional
cycle that assesses
individual performance,
identifies needs and
provides instruction
promoting individual
advancement in each
domain.
Score = 0 1 2 3 4
Technique7: 4 Ms
5 6 7
Teacher
A great lesson objective and therefore a great lesson should be Manageable, Measureable, Made first, and Most important on the path to college (Todd McKee).
Student
Great objectives are manageable (has size & scope to be taught in a single lesson);
measureable (success can be determined by the end of class); made first (guides activities); (Not executed live in front of students; it’s the preparation done before teaching. This
and most important (focuses on the most essential learning there is).
technique will result in student learning driven by useful, effective lesson objectives)
Technique 10: Double Plan
It’s as important to plan for what students will be doing during each phase of a lesson as it is to plan for what you will be doing and saying.
Teacher
Too often, planning only focusing on what the teacher is doing and fails to account for what
the student does. Thinking and planning for what students will do allows you to see your
lesson through their eyes and keeps them productively engaged. Use a T-Chart with “You”
on one side and “Them” on the other
Student
What students will do during the lesson? Taking notes? Writing Summaries?