Georgia Extended Framework for Teaching COMMITTEE FOR QUALITY TEACHING

Transcription

1 Georgia Extended Framework for Teaching COMMITTEE FOR QUALITY TEACHING

2 COMMITTEE FOR QUALITY TEACHING Committee Members: Georgia Professional Standards Commission Georgia s Leadership Institute for School Improvement Georgia Department of Education Georgia Regional Educational Service Agencies Board of Regents of the University System of Georgia Georgia Partnership for Excellence in Education Georgia State Board of Education Georgia Department of Early Care and Learning Governor s Office of Student Achievement

3 TABLE OF CONTENTS Georgia Framework for Teaching Guiding Principles Georgia Extended Framework for Teaching 4 8 Domains of Teaching Content and Curriculum Knowledge of Students Learning Environments Assessments Planning and Instruction Professionalism

4 Georgia Framework for Teaching The Georgia Framework for Teaching was adopted in 2005 by the Georgia Department of Education (DOE), the Georgia Professional Standards Commission (PSC), and the University System of Georgia Board of Regents (BOR) as the state definition of quality teaching. Developed by partners of the Georgia Systemic Teacher Education Program (GSTEP) through extensive focus groups across the state, the Framework identifies knowledge, skills, dispositions, understandings, and other attributes of accomplished teaching. The six domains and associated indicators provide common language and definitions for all stakeholders who are interested in quality teaching. The extended Framework was developed by the Committee for Quality Teacher. Guiding Principles of the Georgia Framework for Teaching The following principles guided the development of the Framework: The Process Principle: Learning to teach is a career-long process. Support Principle: Successful engagement in the process of learning to teach requires support from multiple partners. The Ownership Principle: Professional teachers have ownership of their careers, which they create and design. The Impact Principle: Effective teaching yields evidence of student learning. The Equity Principle: All teachers deserve high expectations and support. The Dispositions Principle: Productive dispositions affect student learning, teacher growth, and school climate positively. The Technology Principle: Technology facilitates teaching, learning, community building, and resource acquisition. 4

5 Domain 1: Content & Curriculum Teachers demonstrate strong knowledge of content area(s) appropriate for their certification levels. Accomplished teachers: 1.1 demonstrate knowledge of content, major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the subject(s) they teach. 1.2 understand and use subject-specific content and pedagogical content knowledge (how to teach their subjects) that is appropriate for diverse learners they teach. 1.3 stay current in their subject areas as engaged learners and/or performers in their fields. 1.4 relate content area(s) to other subject areas and see connections to everyday life. 1.5 carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content area(s). 1.6 interpret and construct school curriculum that reflects state and national content area standards. Domain 2: Knowledge of Students & Their Learning Teachers support the intellectual, social, physical, and personal development of all students. Accomplished teachers: 2.1 believe that all children can learn at high levels and hold high expectations for all. 2.2 understand how learning occurs in general and in the content areas (e.g., how diverse learners construct knowledge, acquire skills, and develop habits of mind). 2.3 are sensitive, alert, and responsive to all aspects of a child s well-being. 2.4 understand how factors in environments inside and outside of school may influence students lives and learning. 2.5 are informed about and adapt their work based on students stages of development, multiple intelligences, learning styles, and areas of exceptionality. 2.6 establish respectful and productive relationships with families and seek to develop cooperative partnerships in support of student learning and well-being. 5

6 Domain 3: Learning Environments Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. Accomplished teachers: 3.1 create a learning community in which students assume responsibility, participate in decision making, and work both collaboratively and independently. 3.2 organize, allocate, and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks. 3.3 understand and implement effective classroom management. 3.4 recognize the value of and use knowledge about human motivation and behavior to develop strategies for organizing and supporting student learning. 3.5 are sensitive to and use knowledge of students unique cultures, experiences, and communities to sustain a culturally responsive classroom. 3.6 access school, district, and community resources in order to foster students learning and well-being. 3.7 use effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Domain 4: Assessment Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. Accomplished teachers: 4.1 understand measurement theory and the characteristics, uses, and issues of different types of assessment. 4.2 use preassessment data to select or design clear, significant, varied and appropriate student learning goals. 4.3 choose, develop, use classroom-based assessment methods appropriate for instructional decisions. 4.4 involve learners in self-assessment, helping them become aware of their strengths and needs and encouraging them to set personal goals for learning. 4.5 develop and use valid, equitable grading procedures based on student learning. 4.6 use assessment data to communicate student progress knowledgeably and responsibly to students, parents, and other school personnel. 4.7 use resources, including available technology, to keep accurate and up-to-date records of student work, behavior, and 6

7 accomplishments. 4.8 are committed to using assessment to identify student strengths and needs and promote student growth. Domain 5: Planning & Instruction Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. Accomplished teachers: 5.1 articulate clear and defensible rationales for their choices of curriculum materials and instructional strategies. 5.2 plan and carry out instruction based upon knowledge of content standards, curriculum, students, learning environments, and assessment. 5.3 understand and use a variety of instructional strategies appropriately to maintain student engagement and support the learning of all students. 5.4 monitor and adjust strategies in response to learner feedback. 5.5 vary their roles in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students. 5.6 use appropriate resources, materials, and technology to enhance instruction for diverse learners. 5.7 value and engage in planning as a collegial activity. Domain 6: Professionalism Teachers recognize, participate in, and contribute to teaching as a profession. Accomplished teachers: 6.1 continually examine and extend their knowledge of the history, ethics, politics, knowledge of the history, ethics, politics, organization, and practices of education. 6.2 understand and implement laws related to rights and responsibilities of students, educators, and families. 6.3 follow established codes of professional conduct, including school and district policies. 6.4 systematically reflect on teaching and learning to improve their own practice. 6.5 seek opportunities to learn based upon reflection, input from others, and career goals. 6.6 advocate for curriculum, instruction, learning environments, and opportunities that support the diverse needs of and high expectations for all students. 6.7 assume leadership and support roles as part of a school team. 7

8 Introduction to the Extended Georgia Framework (With Samples of Teacher and Student Evidence) The Extended Georgia Framework (with Samples of Teacher and Student Evidence) extends the Georgia Framework for Teaching to include (1) adaptations of the indicators across levels of expertise and practice (the extended framework). It also includes (2) samples of what teachers and their students do (evidences) when a teacher is working at each level. Potential Uses: The Extended Georgia Framework (with Samples of Teaching and Student Evidence) may be used to help teachers and their leaders/ mentors/ colleagues to: A. define teaching profession as a complex, highly professional experience. B. illustrate the variations in teachers practices in complex ways. C. provide a modern vision of exemplary teaching. D. offer a career-long map for professional growth including goal setting, professional learning plan, samples of teacher and student evidence, and support for constant development. E. propel the profession toward a rich, new, challenging understanding of teaching that is driven by evidence, including student work. Levels: While teachers will move within various indicators of the Extended Framework, the levels are not intended to describe a fixed developmental sequence over time. The levels are: Basic: Initial practice, beginning or beginning AGAIN as a teacher is reassigned to a new grade level, content area or role, goes to a new school or demographics change Advanced: Solid teaching Accomplished: The Georgia Framework for Teaching level describing the practice of a National Board certified or other accomplished teacher Exemplary: Pushing the envelope of the career Reading Notes 1. No teacher will ever be all in one column (e.g., all advanced); a teacher s profile will vary across indicators. 2. The Extended Georgia Framework is NOT LINEAR across teachers careers. Teachers will move within the levels as they change settings, grade levels, content, courses, or gain new knowledge and skills. 3. No level is negative, bad practice, or deficit; rather, each level illustrates variations in teachers practice. 4. The Extended Georgia Framework (with Sample Teacher and Student Evidence) is designed to support teachers from preservice through the end of career. 5. Evidences are samples; not all are required or expected of teachers or students. Teacher preparation programs, schools, or districts might modify, add more, or devise other evidences. All sample evidences should be read to include: in age appropriate ways. 8

9 6. Each framework indicator is written to be unique and provide one puzzle piece to the overall definition of teaching. Therefore, the indicators-only, one-page versions of the Georgia Framework for Teaching, the Extended Framework Organized by Domains, and the Extended Framework Organized by Levels can all be used to see where each indicator fits within the WHOLE conception or definition of teaching. 7. Each level (Basic, Advanced, Accomplished, and Exemplary) offers a vision of how teachers can situate their current practice and envision how to work toward new levels. 8. The Extended Georgia Framework (with Sample Teacher and Student Evidence) may be most powerful when teachers use it within established learning communities to focus their collaborative work. 9

10 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM BASIC TEACHING (When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :) Demonstrate knowledge of major concepts in assigned content area(s). Adapt content and teaching to meet observed learner needs. Build teaching on a strong and current foundation in the content area(s) they teach. Earn a degree from an accredited university in the assigned content area(s)/developmental levels. Pass required standardized test(s) in the assigned content/developmental area(s). Use current and accurate content knowledge in teaching. Are aware that subject matter knowledge in any field is not a fixed body of facts but is complex and ever-evolving. Recognize that there are multiple perspectives on any topic. Demonstrate enthusiasm for and interest in teaching and learning more about the field(s) of study. Consider, select, and shape content for the specific students they teach. Explain content in multiple ways. Accommodate learning in compliance with students Individual Education Plan (IEP) when called for. Have opportunities to study content from a teaching perspective in order to understand not only content knowledge but also how students learn content in specific ways. Collect data about students as diverse learners, identifying their prior knowledge, potential problems, and misconceptions through observation and other means. Use students previous knowledge and/or misconceptions to guide instruction. Collaborate with other teachers in Student Support Teams (SSTs) to learn how to adapt instruction for particular students needs. Take courses and learn from professors, practitioners, and teachers who specialize in the content area(s) they teach. Seek real-world learning opportunities as apprentices or as colleagues of those who specialize in using content area knowledge (e.g., workshops, jobs, service or community-based learning). Gain knowledge and experience in the content area(s) through independent efforts (e.g., travel, informal research, related community and volunteer work). Read current text and online materials from the content area(s), including those intended for popular audiences as well as experts or teachers in the field(s). Follow and become conversant in recent news about both education and their content area(s). Demonstrate knowledge of content (GPS) through classroom and external assessments. Learn accurate information, but also see different ideas people have about content. Report (in surveys, orally, etc.) that they benefit from and enjoy learning in the content area(s) taught. Engage in appropriate and varied learning activities that meet their interests and learning needs. Observe (in surveys, etc.) that teachers help them understand rather than judge them for misconceptions. Grasp the meaning, not just the facts, of the content they are learning. Work from accommodations made in compliance with their IEPs, SST plans, etc., as needed. Learn through supportive teaching. Understand how people work in, learn in, and use content area knowledge, ideas, and skills. Demonstrate knowledge of content (GPS) that is current. Are aware (in surveys etc.) that their teachers are learning about, and sometimes share, current issues in their fields of study. Learn from current materials located by teachers. 10

11 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM BASIC TEACHING (When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :) Relate content to everyday lives of students. Use available resources, including technology, from preparation programs, personal background and research, and the school/district to learn more about the content area(s). Use a variety of strategies to get to know students interests, lives, and communities. Invite students to bring their everyday knowledge and experiences into the classroom. Offer opportunities for students to connect new knowledge to prior knowledge and experiences. Devise ways for students to link new content to settings they have already encountered (e.g., invent a store with money in kindergarten). Relate stories, problems, and solutions from their own experiences so students can see how content knowledge impacts and is useful to everyone in a variety of everyday settings. Invite speakers to share their real world uses of and experiences with content knowledge and skills. Present new content knowledge and skills in relation to media (e.g., TV, film) to which students relate. Organize and use materials collected or developed in preparation programs to refresh content knowledge. Use resources and technology in school/district media centers in order to learn new content. Use teacher guides to textbooks to expand content and pedagogical content knowledge. Use professional books and journals to learn. Seek to learn independently in the content area(s) through personal experiences/reading, collaborations with others, and contacts (including university faculty/ professionals). Become adept at using the Internet to research content area topics they will teach and are interested in. Communicate via the Web with other professionals (e.g., teachers, mentors, professors, experts) in the content area(s) they teach. Follow state and local curriculum. Participate actively in school and district curriculum information sessions. Review and use the state standards (GPS) and curriculum as instructional guides. Explore questions and issues about state and local standards and curriculum with colleagues as needed. Select, organize, and identify state and local curriculum standards in lesson and unit plans. Write and review daily goals with students so all see and hear them. Explain their selection of standards for lessons and units to administrators, colleagues, students, and their families. Work with colleagues to understand how local and state curricula align with School Improvement Plans (SIP) and use this knowledge to design standards-based instruction. Design and ask essential questions as a way to organize instruction. Engage in discussions that relate content to their everyday lives. Make connections between content and their lives. Hear teachers (and others such as speakers, in the media, etc.) relate stories about how they see content area knowledge used in the world. See the value of what they are learning and become more engaged. Use books, magazines, videos, computers, calculators, and other appropriate resources, technology, and software during learning activities. Learn from teachers who have a wide range of resources at their fingertips. Benefit from seeing teachers learn more and share valuable resources to extend classroom learning. Meet the standards on state-mandated standardized tests. Work with teacher and peers to answer essential questions that organize curriculum and standards. Understand standards (or learning goals) around which teachers organize curriculum, units, lessons. Engage in goal-directed learning to accommodate specific needs. 11

12 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. ADVANCED TEACHING (When teachers are teaching at an ADVANCED level for a given indicator, this may be evidenced by the following :) CONTENT & CURRICULUM Demonstrate knowledge of major concepts and assumptions essential to the content area(s) assigned to teach Understand and use subject-specific content and pedagogical content knowledge Stay current in their subject area(s) and participate in professional growth activities as engaged learners and/or performers in their fields. Engage in further education (courses, degrees, workshops, online resources/courses, the BRIDGE) to increase content knowledge in the field Expand content knowledge beyond initial degree. Articulate, question, and reflect on larger issues in the field. Can explain concepts and assumptions in the content area(s) to students, families, and community members. Seek and explain how subject matter knowledge is representative of the many cultures in the U.S. and globally. Search for, locate, shape, and adapt subject-specific content knowledge so that it is appropriate for the learners they teach. Anticipate common misconceptions and make modifications before the lesson or unit to address student needs. Provide appropriate scaffolding, coaching, and modeling to support students as they develop new skills or learn new concepts, removing supports as students are ready to continue and expand on their own. Differentiate instruction for specific students based on knowledge of the students and their specific learning needs. Earn the required number of PLUs or college credits to maintain certification. Read professional journals. Join professional organizations. Stay abreast of current news and issues in education and related to content area(s). Attend required and optional school, district, state, national workshops in content area(s). Perform as professionals do in the field, seeking to locate and create opportunities when possible (e.g., as artist, writer, book club member, musician, athlete, historian, accountant, graduate lab assistant). Display enthusiasm for learning in the content area(s). Seek to learn from a diverse range of sources (e.g., people, texts, technology) so as to expand perspectives beyond their own experiences. Demonstrate working knowledge of major concepts and assumptions of the content area(s). Recognize and discuss issues related to content. Experience learning in the content area(s) that is representative of many perspectives, cultures, and people. Acknowledge that learning sometimes means moving through confusion to clarity. Report that teachers create and adapt learning opportunities to meet students needs and interests. Demonstrate understanding of content through explanation, interpretation, empathy, perspective, application, and metacognition (self-knowledge). Feel successful in learning. Benefit from teachers new learning by increasing their own knowledge in the fields of study, sometimes beyond the regular curriculum. Observe and experience teachers and others (speakers, etc.) enthusiasm for learning & working in the field. Hear from and see teachers who work as professionals and use the content area skills and knowledge that they teach. 12

13 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM ADVANCED TEACHING (When teachers are teaching at an ADVANCED level for a given indicator, this may be evidenced by the following :) Relate content to students lives and to one or more other areas of the curriculum Constantly update and expand on the resources they use, including technology, to continue to learn in the content area(s). Understand and use state and local curriculum as guides to teaching and learning. Examine the standards (GPS) across the curriculum areas for their grade level to discover natural connections for interdisciplinary and life-based lessons, units, and concepts. Choose topics and/or concepts (e.g., patterns, light, humor, revolution) and brainstorm ideas for organizing content around these themes. Develop guiding (or essential) questions that transcend content areas to drive interdisciplinary study. Plan and use teaching/learning strategies (e.g., projects, essays, research) that require students to relate one content area to another and to real-life experiences. Plan and assess collaboratively with colleagues the student projects, essays, and research developed from interdisciplinary units. Develop a sense of collaboration and enthusiasm as they develop interdisciplinary perspectives and units with colleagues. Search for, evaluate, and use new resources, materials, technology, and software in the content area(s) they teach as a professional way of life. Attend professional content area workshops and conferences, read professional journals, take courses that increase content knowledge and/or pedagogical skills in the areas they teach. Maintain, label and organize, and periodically purge files (paper or computer) so that they can easily access resources. Seek new ways to learn including through the media, technology, and other people. Develop and use graphic organizers, concept maps, mind maps, etc. to make sense of and organize their content knowledge and the relationships among topics and subjects. Examine the current curriculum and help shape new curriculum as needed to create appropriate learning situations for all students. Assure that teaching decisions help all students move toward learning the required curriculum standards for the grade level, course, or IEP. Develop authentic learning, teaching, and assessment activities. Help students build a deep understanding of standards in language they can comprehend. Work with students to describe and design how they can meet--and later have met-- standards. Create authentic assessment measures that reflect student accomplishments in relation to the standards. Help select textbooks and other materials to support the local and state curricula. Engage in projects, essays, and research that relate content areas and their everyday lives. Translate knowledge into new and meaningful contexts. Apply their knowledge effectively in thinking and reasoning through cross-content lessons and units. Develop higher-order thinking skills. Use up-to-date resources and technology regularly to enhance learning. Gain competence in the use of content area resources through teachers expert guidance. Locate and select appropriate resources, technology, and software for learning in the content area(s). Organize theirown resources. Engage in learning activities that lead to their achieving or exceeding standards. Know expectations for their learning regarding standards and can restate those standards in their own language. Explain and defend (when appropriate) how they have met standards. 13

14 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM ACCOMPLISHED TEACHING (When teachers are teaching at an ACCOMPLISHED level for a given indicator, this may be evidenced by the following :) Demonstrate knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the content area(s) assigned to teach. Understand and use subject-specific content and pedagogical content knowledge that is appropriate for the diverse learners they teach. Stay current in their subject area(s) as engaged learners and /or performers in their fields. Draw their teaching content and perspectives from a complex knowledge of the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the content area(s) they teach. Engage in continued study, professional learning, reading, and collaboration. Articulate, discuss, challenge, and revise their understandings in the field. Are aware of current research, developments, and debates in their field(s). Present at conferences and/or publish in technical or teaching journals in the field. Can think like someone in the content area (e.g., scientist, mathematician, reader) and help students to see how to think and see the world in that way as well. Understand and can explain how people working in a content area (e.g., historian, mathematician, reader/writer, scientist, healthcare worker) think, create new insights, do their work, and decide what to believe in ways unique to their field. Evaluate, select, and adapt subject specific content appropriate for all of the diverse students they teach. Evaluate students prior knowledge, and transform their ideas into new, understandable, teachable events. Are literate enough in the content area(s) to transform content knowledge into learning opportunities. Help students comprehend the assumptions underlying a field of study (e.g., the power of scientific method, or that readers create meaning from text). Expect, allow, and encourage students to learn and reason about problems in the content area(s), try to make sense of the world through those lens, and create the desire to learn more. Earn college credit and/or PLUs in the assigned (and related) content area(s) that are beyond the minimum required to maintain certification. Seek, judiciously choose, and create professional learning activities for themselves and in collaboration with other teachers. Participate actively in professional organizations. Seek funding for research, practice, scholarship, or travel in the content area(s) and report findings to sponsors, school colleagues, and the community. Contribute to the dialogues in education and the content area(s) through civic and professional involvement. Gain perspective and deepen their understanding by studying the historical Actively engage in hands-on/minds-on learning through inquiry processes, projects, and technology similar to those used by professionals in the content area. Debate issues in the content area(s). Listen, learn, generate data, and use evidence in ways acknowledged by those in the content area(s). Actively seek to learn about the content area and how people learn in and use content knowledge. Engage in a variety of highly enriching, content-specific learning opportunities. Help teachers create learning opportunities that meet diverse students needs and interests. Explain how the field of study works (e.g., how people understand, learn, and use content knowledge and skills) and engage in content-specific learning. Feel respected as learner. Believe that teachers are life-long learners. Value and seek teachers expertise in the content area(s) they teach. Explore related areas of the subject that go beyond the curriculum, assured that the teacher will be able to support their explorations. Receive a broad, deep, and complex perspective of the content area(s) taught 14

15 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM ACCOMPLISHED TEACHING (When teachers are teaching at an ACCOMPLISHED level for a given indicator, this may be evidenced by the following :) Relate content area(s) to other subject areas and see connections to everyday life. Carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content area(s). Interpret and construct school curriculum that reflects state and national content area standards. foundations of current issues related to education and the content area(s). Plan interdisciplinary lessons/ units with other teachers so as to create curriculum that is stimulating, more relevant, and less fragmented. Create research and learning opportunities that connect students with the world outside the school, including people in their own and other communities (e.g., pen pals, local history, etc.). Involve students in planning activities/units to relate new content to prior knowledge/interests. Develop processes, assignments, and rubrics for complex assessments that apply to all disciplines covered and model ways that people really report knowledge in these fields. Can demonstrate how they use a wide variety of content area resources to learn and expand their knowledge in the fields they teach. Document and critique resources they encounter in acquiring new knowledge. Create, update, and maintain bibliographies of valuable sources to come back to and to share with students and colleagues. Update content area learning software and their knowledge of how to use it on a regular basis. Seek and review new resources from professional organizations in the content area(s) they teach. Get to know community members who can provide content area knowledge/skills for teacher and student learning. Share and contribute new content area resources via online learning communities such as the BRIDGE. Correlate and reflect on local and national standards in order to envision and build more productive lessons and units. Write and share curriculum guides and curriculum maps that address local, state, and national curriculum standards. Work with colleagues to critique and change the current curriculum as needed in order to improve student achievement and meet School Improvement Plan goals. Enrich curriculum in practice by studying and implementing all components of a sound curriculum theory (e.g., Essential Schools, and others). Create curricula that are developmentally appropriate, complex, interesting to students and teachers, and important for understanding responsible citizenship and the disciplines. because their teachers are learners themselves. Select and design projects, essays, research to connect content areas and everyday life. Make their own connections from subject to subject and to everyday life. Apply knowledge to solve problems in their lives and the lives of others in and/or out of their community. Locate, evaluate, and (when appropriate) defend resources and technology they select for specific purposes. Build a repertoire of content area resources and technology with which they are comfortable. Learn from community members and their expertise in content areas. Let teacher submit their student work to content area web sites. Use explanation, interpretation, application, empathy, perspective, and/or self-knowledge to master standards. Generate learning opportunities and performances to help all learn and demonstrate growth. Answer questions about a task's purpose, resources needed, and how to do it well. 15

16 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM EXEMPLARY TEACHING (When teachers are teaching at an EXEMPLARY level for a given indicator, this may be evidenced by the following :) Actively engage in original, personallydriven learning activities that develop higher-order thinking skills in the content area(s) Set high expectations for self and meet and/or exceed achievement goals in the content area(s). Generate and use evidence in creative ways to discuss and challenge knowledge in the content area(s). Learn about/use content as used in the field. Discover and share with others knowledge about the assigned content area(s) Continue to learn about new, diverse students and groups, and if school demographics change, accommodate content learning to meet the needs of all. Model life-long learning for students, colleagues, and the public. Share original knowledge about teaching and content through teacher research, professional writing/ submissions, speaking, teaching, and collaboration. Design and carry out teacher research projects that focus on content knowledge. Spend time with professionals in fields related to the content areas they teach (e.g., professors, researchers, or practitioners in music, business, accounting, publishing, etc.) and bring new insights back to the classroom and school. Engage in in-depth study of a particular concept or area of the field (e.g., archaeology for social sciences, or sculpture for art, or landscaping for science) using field-specific inquiry processes. Seek opportunities to learn about content area(s) through service learning and other community connections. Explore various theoretical and philosophical stances that workers in/users of the content area may believe (e.g., early reading as phonics, whole language, etc.) As school and classroom demographics change, use a variety of resources to learn to adapt content and instruction as appropriate. Use a variety of data sources to identify the needs and talents of each student. Make connections between content understandings and what it takes to teach and learn that content so as to focus on deep conceptual understanding rather than coverage. Demonstrate and teach from a deep understanding of how diverse learners acquire specific content knowledge. Use cooperative learning groups to help students communicate about and learn from each others understandings and misconceptions. Conduct action research as a regular part of the work of teaching. Participate in and lead professional committees, work groups, and organizations. Share learning through professional learning communities, workshops. conference presentations, and publications. Set high expectations for self, one another, and the teacher. Achieve at high levels. Explain and demonstrate in what ways they are highly capable in the content area(s). Become increasingly confident and selfdirected and take responsibility for own learning. Accept and overcome learning challenges, sometimes in collaboration with peers. Participate in the action research conducted by the teacher. Become increasingly self-directed and participatory in planning their own learning. Engage in action or independent research 16

17 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM EXEMPLARY TEACHING (When teachers are teaching at an EXEMPLARY level for a given indicator, this may be evidenced by the following :) Create interdisciplinary learning experiences that allow students to integrate knowledge and skills and regularly apply them to everyday life situations. Investigate, locate, create, and share content area resources, including technology with colleagues, students, the community, and the profession. Lead curriculum development and implementation teams. Develop their own talents and skills in content-related fields, sometimes to the level of the professional. Use professional learning opportunities to question, critique, and challenge their own and others assumptions about education and the content area(s) (e.g., through cross-site visitation, observation, study in another discipline, etc.). Model for students, families, and colleagues the importance and power of life-long learning. Model for students, families, and colleagues the importance and power of life-long learning. Lead interdisciplinary teams to collaboratively plan and share learning opportunities that integrate content areas and relate to everyday lives of students Use a wide variety of resources, including colleagues in other subject areas, professional journals, professional organizations, workshops, and the Internet, to plan integrated units. Seek to dissolve the boundaries of areas of study and encourage learning across the curriculum as a major way of learning in the school. Provide incentive, intellectual rigor, order, and expectations for complex reasoning and critical thinking as replacements for skimming the surface, focusing on thin and broad curriculum, and having insufficient time to gain deep, significant understandings. Understand and seek ways to share with students how people use aspects of content areas in life and leisure, in work (called contextual teaching and learning), and in a democratic society. Conduct research in the latest technology, software, and other resources in order to enhance their own content area knowledge and to share these resources with others. Write grants and seek contributors to acquire technology and other content resources for use in the classroom, school, and community. Share resources with colleagues, students, the community, and the profession through leading, teaching, writing, speaking, and technology. Develop their own content area resources (e.g., materials, software, organizing frameworks) based on study, research, and practice and share these with colleagues, students, or others through publication. Serve on district/state committees to develop standards, curriculum, and assessments of the standards. in the content areas. Benefit from their teachers learning experiences because teachers have experienced, as learners, problems and insights that students will encounter. Develop projects, essays, research that address different subject areas and are assessed by multiple reviewers. Understand and explain how content areas relate to others thematically, historically, and/or conceptually. Independently relate new learning to community, career, leisure, and goals. Make comparisons that bridge disciplines, span eras, and encourage the application of knowledge. Use a wide range of resources to engage in independent explorations in the content area(s). Create resources, including with technology, in order to share content knowledge with others. Benefit from the wealth of resources teachers access, use, and share. See student learning contribute to content knowledge. Work collaboratively with other students to enhance learning of all. 17

18 CONTENT & CURRICULUM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. CONTENT & CURRICULUM EXEMPLARY TEACHING (When teachers are teaching at an EXEMPLARY level for a given indicator, this may be evidenced by the following :) Provide professional learning and mentoring to colleagues about implementing standards and curriculum. Reflect on standards, curriculum, and policy and make recommendations to appropriate people and agencies in order to improve student achievement. Attend local school board meetings and present curriculum issues to the board. Support students as they co-create learning opportunities and performances to demonstrate their understanding of the standards and to demonstrate their growth in the standards. Analyze assumptions teachers hold about school structures, students, and how learning happens and use these insights to develop curriculum together. Set high standards for self & others. Encourage peers to engage in activities that will enhance their academic achievement. Speak at or write for school and school board representatives about issues of curriculum, learning, motivation, etc. 18

19 KNOWLEDGE OF STUDENTS Teachers support the intellectual, social, physical, and personal development of all students. BASIC TEACHING (When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :) Believe that all students can learn. Plan, act, speak, and write from the assumption that all students will learn, though not in the same ways, time, or depth. Communicate positively about students with students, colleagues, and families at all times. Recognize some students lower achievement as a challenge to teach differently or seek further resources. Recognize that students demonstrations of learning may occur in various forms, including those representative of cultural backgrounds different from the teacher or from others in the community. Design instruction to foster knowledge acquisition and understanding by all students. Understand and use basic theories of learning to create productive classroom instruction. Read and consider theories and research about how people learn across the lifespan.* Develop a philosophy of learning/teaching based on theory, research, reflection on their own experiences as learner and teacher. Focus in their classrooms more on learners and learning than on teacher and teaching. Observe and reflect on students as learners, gaining experiential insights to confirm or critique theoretical knowledge. Adjust instruction to use alternative strategies when they become aware of Believe that teachers want all students to learn. Learn, understand, and perform content standards at grade level, or as established in his/her IEP. Demonstrate learning in ways that are challenging but comfortable and appropriate for their learning styles, needs, and talents. Experience learning activities and assessments that are appropriate for their needs but may differ from other students. Feel welcome as learners in the classroom. Feel validated for their accomplishments, even if their learning takes longer or looks different from others. Receive help when needed from teacher as well as other adults and students. Show respect for students whose learning takes longer or is different from others. Recognize that the teacher is striving to help them learn in more productive ways. Bring prior knowledge and skills to the classroom and build on those. Trust teachers to help make transitions to new concepts. KNOWLEDGE OF STUDENTS 19

20 KNOWLEDGE OF STUDENTS Teachers support the intellectual, social, physical, and personal development of all students. BASIC TEACHING (When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :) student struggles in learning. Understand that much of what people learn occurs without formal instruction and value knowledge students bring. Make connections for learners between new learning situations and familiar ones. Communicate respect for and develop rapport with all students. Analyze student data both independently and with colleagues. Identify students stages of development, multiple intelligences, learning styles, and areas of exceptionality and, with help, begin to develop and use a repertoire of strategies to accommodate individual needs. Greet students with a smile. Communicate with students respectfully. Listen to students about their needs, goals, lives, and learning. Arrange to spend time with each student as an individual. Respond immediately to clues of distress (including child abuse), following established procedures and laws. Seek help from counselors, administrators, social workers, and other support staff as needed and appropriate to remedy problems. Participate actively in Student Support Teams. Protect students physical health and safety in all classroom/ school activities. Review permanent records of each student, asking questions and seeking further information as needed. Work in school teams to analyze student data. Learn about students and the potential influence of their school and community contexts through professional discussions with colleagues. Learn to read test results, IEPs, and other official paperwork and use information to assist all learners. Seek and work from accurate, complex information about students, not from stereotypes, rumors, or quick answers. Understand and can explain how students develop cognitively from birth through young adulthood. Begin to ground learning theories in evidence from their practice. Have a working knowledge of recognized exceptionalities, including characteristics and appropriate adaptations. Work productively with special needs teachers. Understand multiple intelligences and learning styles and seek to adapt instruction to meet identified learning needs. Experiment with and reflect on various strategies to see which ones are most productive for which learners. Feel welcome as learners in the classroom. Respond positively to teacher and peers. Feel free to communicate with the teacher and other adults about issues that are important to them. Are protected and supported within the school environment. Discuss appropriate home and school issues comfortably with teacher and other school personnel. Work with teacher to address learning challenges and identify strengths. Participate in a variety of learning activities. Feel supported in their learning, as shown in surveys, written prompts, etc. Have their special needs met in productive ways as a result of teacher reflection and planning. KNOWLEDGE OF STUDENTS 20

21 KNOWLEDGE OF STUDENTS Teachers support the intellectual, social, physical, and personal development of all students. BASIC TEACHING (When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :) Understand and teach from the knowledge that children are cognitively active learners, able to set goals, plan, and revise, assemble, organize material. Communicate with families regarding student progress through required school and district procedures. Communicate with families through established school and district procedures: telephone, , web sites, school newsletters, reports, writing, and/or in person through conferences and meetings. Interpret school, district, and state curriculum and standards so that families understand learning goals. Provide frequent information on student progress that families can interpret and understand. Initiate contacts with families both for positive feedback as well as to discuss concerns. Prepare thoroughly for meetings and communication with families, seeking assistance from support staff (counselors, special teachers, etc.) as appropriate. Listen to and address family concerns with sensitivity. Work with school and community resources to understand families. Stay informed about their own progress, strengths, and needs. Observe that adults from both school and home have their best interests in common. Use oral and written reports to discuss their learning with family. KNOWLEDGE OF STUDENTS 21

22 KNOWLEDGE OF STUDENTS Teachers support the intellectual, social, physical, and personal development of all students. ADVANCED TEACHING (When teachers are teaching at an ADVANCED level for a given indicator, this may be evidenced by the following :) Constantly update and expand on the resources they use, including technology, to continue to learn in the content area(s). Understand and use state and local curriculum as guides to teaching and learning Hold high expectations and support the learning of all students. Search for, evaluate, and use new resources, materials, technology, and software in the content area(s) they teach as a professional way of life. Attend professional content area workshops and conferences, read professional journals, take courses that increase content knowledge and/or pedagogical skills in the areas they teach. Maintain, label and organize, and periodically purge files (paper or computer) so that they can easily access resources. Seek new ways to learn including through the media, technology, and other people. Develop and use graphic organizers, concept maps, mind maps, etc. to make sense of and organize their content knowledge and the relationships among topics and subjects. Examine the current curriculum and help shape new curriculum as needed to create appropriate learning situations for all students. Assure that teaching decisions help all students move toward learning the required curriculum standards for the grade level, course, or IEP. Develop authentic learning, teaching, and assessment activities. Help students build a deep understanding of standards in language they can comprehend. Work with students to describe and design how they can meet--and later have met--standards. Create authentic assessment measures that reflect student accomplishments in relation to the standards. Help select textbooks and other materials to support the local and state curricula. Set high expectations for all students regardless of background and previous performance. Experience success in bringing students to high levels of achievement. Can demonstrate and explain how students growth results from the teacher s conscious planning to support all learners. Design learning opportunities that require students to summarize, interpret, contrast, predict, associate, differentiate, and estimate. Use up-to-date resources and technology regularly to enhance learning. Gain competence in the use of content area resources through teachers expert guidance. Locate and select appropriate resources, technology, and software for learning in the content area(s). Organize their own resources. Engage in learning activities that lead to their achieving or exceeding standards. Know expectations for their learning regarding standards and can restate those standards in their own language. Explain and defend (when appropriate) how they have met standards. Achieve content standards at high levels. Demonstrate confidence in schoolwork. Engage in multiple and varied opportunities to learn until they succeed or surpass standards. Examine their own work and can explain how they learn. KNOWLEDGE OF STUDENTS 22