DRAFT: This module has unpublished changes.

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.
 
KEY INDICATORS:
• 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.

KEY INDICATORS:
• Evaluates student performance to design instruction appropriate for 
   social, cognitive, and emotional development.

• Creates relevance for students by linking with their prior 
   experiences.

• 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.

KEY INDICATORS:
• Designs instruction appropriate to students’ stages of development, 
   learning styles, 
strengths, and needs.
• Selects approaches that provide opportunities for different 
   performance modes.

• 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.

KEY INDICATORS:
• 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.

KEY INDICATORS:
• Encourages clear procedures and expectations that ensure students 
   assume responsibility for themselves and others, work 
   collaboratively and independently, and engage in purposeful 
   learning activities.

• 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 
   to them.

• 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.


KEY INDICATORS:
• 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 
   other media.

• 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 
   participation.

• Uses a variety of media communication tools to enrich learning 
   opportunities.


STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.


KEY INDICATORS:
• 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.

KEY INDICATORS:

• 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, 
   needs, and

• 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.

KEY INDICATORS:

• 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 
   feedback.


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.

KEY INDICATORS:
• 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.

DRAFT: This module has unpublished changes.