1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
• Demonstrates an understanding of the central concepts of his or her discipline.
• Uses explanations and representations that link curriculum to prior learning.
• Evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.
• Engages students in interpreting ideas from a variety of
perspectives. uses interdisciplinary approaches to teaching and
learning. Uses methods of inquiry that are central to the discipline.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
• Evaluates student performance to design instruction appropriate for
social, cognitive, and emotional development.
• Creates relevance for students by linking with their prior
• Provides opportunities for students to assume responsibility for and
be actively engaged in their learning.
• Encourages student reflection on prior knowledge and its connection
to new information.
• Accesses student thinking as a basis for instructional activities
through group/individual interaction and written work (listening,
encouraging discussion, eliciting samples of student thinking orally
and in writing).
STANDARD 3: DIVERSE LEARNERS
The teacher understands how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
• Designs instruction appropriate to students’ stages of development,
learning styles, strengths, and needs.
• Selects approaches that provide opportunities for different
• Accesses appropriate services or resources to meet exceptional
learning needs when needed.
• Adjusts instruction to accommodate the learning differences or
needs of students (time and circumstance of work, tasks assigned,
communication and response modes).
• Uses knowledge of different cultural contexts within the community
(socio-economic, ethnic, cultural) and connects with the learner-
through types of interaction and assignments.
• Creates a learning community that respects individual differences.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
• Selects and uses multiple teaching and learning strategies (a variety
of presentations/ explanations) to encourage students in critical-
thinking and problem-solving.
• Encourages students to assume responsibility for identifying and
using learning resources.
• Assumes different roles in the instructional process (instructor,
facilitator, coach, an audience) to accommodate content, purpose,
and learner needs.
STANDARD 5: MOTIVATION AND MANAGEMENT
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation.
• Encourages clear procedures and expectations that ensure students
assume responsibility for themselves and others, work
collaboratively and independently, and engage in purposeful
• Engages students by relating lessons to students’ personal interests,
allowing students to have choices in their learning, and leading
students to ask questions and solve problems that are meaningful
• Organizes allocates and manages time, space and activities in a
the way that is conducive to learning.
• Organizes prepares students for and monitors independent and group work
that allows for full and varied participation of all individuals.
• Analyzes classroom environment and interactions and makes
adjustments to enhance social relationships,
student motivation/engagement, and productive work.
STANDARD 6: COMMUNICATION AND TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
• Models effective communication strategies in conveying ideas and
information and when asking questions (e.g., monitoring the effects
of messages; restating ideas and drawing connections; using visual,
aural, and kinesthetic cues; being sensitive to nonverbal cues both
given and received).
• Provides support for learner expression in speaking, writing, and
• Demonstrates that communication is sensitive to gender and cultural
differences (e.g., appropriate use of eye contact, interpretation of
body language and verbal statements, acknowledgment of the
responsiveness to different modes of communication and
• Uses a variety of media communication tools to enrich learning
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
• Plans lessons and activities to address variation in learning styles
and performance modes, multiple development levels of diverse-
learners and problem-solving and exploration.
• Develops plans that are appropriate for curriculum goals and are
based on the effective instruction.
• Adjusts plans to respond to unanticipated sources of input and/or
students needs. Develops short and long-range plans.
STANDARD 8: ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
• Selects, constructs, and uses assessment strategies appropriate to
the learning outcomes.
• Uses a variety of informal and formal strategies to inform choices
about student progress and to adjust instruction (e.g., standardized test
data, peer and student self-assessment, informal assessments such as
observation, surveys, interviews, student work,
performance tasks, portfolio, and a teacher made tests).
• Uses assessment strategies to involve learners in self-assessment
activities to help them become aware of their strengths and needs
and to encourage them to set personal goals for learning.
• Evaluates the effects of class activities on individuals and on groups
through observation of classroom interaction, questioning and
analysis of student work.
• Maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly.
• Solicits information about students’ experiences, learning behavior,
• Progress from parents, other colleagues, and students.
STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.
• Uses classroom observation, information about students and
research as sources for evaluating the outcomes of teaching and
learning and as a basis for experimenting with, reflecting on
and revising practice.
• Uses professional literature, colleagues, and other resources to
support self- development as a learner and as a teacher.
• Consults with professional colleagues within the school and other
professional areas as support for reflection, problem-solving and
new ideas, actively sharing experiences, and seeking and giving
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning andwell-being.
• Participates in collegial activities designed to make the entire school
a productive learning environment.
• Links with counselors, teachers of other classes and activities within
the school, professionals in community agencies, and others in
the community to support students’ learning and well- being.
• Seeks to establish cooperative partnerships with parents/guardians
to support student learning.
• Advocates for students.