eq-ees-teacher-evaluation
eq-ees-teacher-evaluation eq-ees-teacher-evaluation
Standard 4: Critical Thinking Teacher Growth Guide 4.3 Quality Indicator 3: Cooperative, small group and independent learning Emerging Developing Proficient Distinguished 4E3) The emerging teacher… 4D3) The developing teacher also… 4P3) The proficient teacher also… 4S3) The distinguished teacher also… Employs individual and cooperative learning activities to promote critical thinking skills. Evidence of Commitment N / A Evidence of Practice Effectively manages students and learning activities in both individual and collaborative situations Evidence of Impact Students participate in individual and collaborative learning activities Uses a variety of learning situations, such as independent, small group and whole class to enhance individual and collective critical thinking skills. Evidence of Commitment N / A Evidence of Practice Classroom structures include independent, cooperative and whole class as appropriate to content Evidence of Impact Students define roles and demonstrate improved collaborative skills in various learning structures Professional Frames Effectively combines flexible and varied independent, cooperative and whole-class learning situations and applies grouping strategies to maximize student understanding and learning. Evidence of Commitment N / A Evidence of Practice Demonstrates the combining of varied independent, collaborative and whole-class learning situations and grouping strategies Evidence of Impact Students automatically engage in peer and independent learning strategies that results in increased knowledge and skills Models and/or shares with others the effective use of flexible and varied independent, collaborative and whole-class learning situations. Evidence of Commitment N / A Evidence of Practice Is able to presents on or act as a resource on the use of independent, collaborative and whole class learning situations Evidence of Impact Students are self-directed learners who maximize understanding and learning by fluently using a variety of strategies to learn Score = 0 1 2 3 4 5 6 7 Missouri's educator evaluation systeM May 2013
Standard 4: Critical Thinking Possible Sources of Evidence The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including technological resources. • Lesson plans/unit plans • Lesson design • Selects and utilizes developmentally appropriate instructional resources including technology • Adapts instructional resources to promote complex thinking and technology skills attainment • Selects instructional strategies that promote critical thinking skills and are aligned to instructional goals. • Student work/projects • Observation of student participation in collaborative learning activities • Observation/examples of student directed inquiry and problem • Performance assessments data • Planned resource list including technology resources • Instructional strategies list • Implements learning activities focused on higher order thinking and problem-solving skills • Utilizes cooperative learning strategies that promote collaborative learning • Utilizes class debates and other methods requiring students to defend their thinking and solutions • Uses independent, collaborative and whole-class learning situations • Technology literacy inventories • Student assessment data • Student questions/discussions (higher level questions) • Student presentations/ research/reports • Student application/use of technology tools - demonstrations, projects, products, etc. Professional Commitment Professional Practice • Planned Cooperative learning strategies (list) • Plans for projects and activities • Uses effective questioning techniques to expand student critical thinking skills, to consider multiple solutions, and defend their own thinking. • Designs open-ended projects/activities promoting complex thinking and technology skills including multiple solutions and innovations Professional Impact • Student feedback/comments • Student reflection/journals • Student structured interviews • Anecdotal data and formative evaluations • Students products/projects showing application of learning documenting the ability to in analyze, synthesize, interpret and create original products • Student learning expectations • Flexible grouping plans • Professional reading/research documentation • Provides frequent opportunities for students to use critical thinking and problem solving • Uses advanced instructional techniques to create a high level of student achievement • Overall effectiveness is enhanced through the use of instructional resources and technology • Serves as a resource providing collegial support and modeling • Non-instructional records of individual student progress (participation, engagement, motivation, behavior, etc.) • Demonstration/examples that students are able to explain their reasoning • Observations or examples of students ability to pose and answer own questions pursuant to learning objectives Missouri's educator evaluation systeM May 2013
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- Page 73 and 74: Standard 8: Professionalism Quality
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Standard 4: Critical Thinking<br />
Teacher Growth Guide 4.3<br />
Quality Indicator 3: Cooperative, small group and independent learning<br />
Emerging Developing Proficient Distinguished<br />
4E3) The emerging <strong>teacher</strong>…<br />
4D3) The developing <strong>teacher</strong> also… 4P3) The proficient <strong>teacher</strong> also… 4S3) The distinguished <strong>teacher</strong> also…<br />
Employs individual and<br />
cooperative learning activities to<br />
promote critical thinking skills.<br />
Evidence of Commitment<br />
N / A<br />
Evidence of Practice<br />
Effectively manages students and<br />
learning activities in both<br />
individual and collaborative<br />
situations<br />
Evidence of Impact<br />
Students participate in individual<br />
and collaborative learning<br />
activities<br />
Uses a variety of learning<br />
situations, such as independent,<br />
small group and whole class to<br />
enhance individual and collective<br />
critical thinking skills.<br />
Evidence of Commitment<br />
N / A<br />
Evidence of Practice<br />
Classroom structures include<br />
independent, cooperative and<br />
whole class as appropriate to<br />
content<br />
Evidence of Impact<br />
Students define roles and<br />
demonstrate improved<br />
collaborative skills in various<br />
learning structures<br />
Professional Frames<br />
Effectively combines flexible and<br />
varied independent, cooperative<br />
and whole-class learning<br />
situations and applies grouping<br />
strategies to maximize student<br />
understanding and learning.<br />
Evidence of Commitment<br />
N / A<br />
Evidence of Practice<br />
Demonstrates the combining of<br />
varied independent, collaborative<br />
and whole-class learning<br />
situations and grouping strategies<br />
Evidence of Impact<br />
Students automatically engage in<br />
peer and independent learning<br />
strategies that results in increased<br />
knowledge and skills<br />
Models and/or shares with others<br />
the effective use of flexible and<br />
varied independent, collaborative<br />
and whole-class learning<br />
situations.<br />
Evidence of Commitment<br />
N / A<br />
Evidence of Practice<br />
Is able to presents on or act as a<br />
resource on the use of<br />
independent, collaborative and<br />
whole class learning situations<br />
Evidence of Impact<br />
Students are self-directed learners<br />
who maximize understanding and<br />
learning by fluently using a variety<br />
of strategies to learn<br />
Score = 0 1 2 3 4 5 6 7<br />
Missouri's educator <strong>evaluation</strong> systeM May 2013
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