Standard & Proficiencies

Level of Achievement
Recommended by the
Ad-Hoc Committee

Indicators of Achievement

3

• Communicates in a clear and effective manner.
• Models effective communication for students.
• Uses correct language and grammar.
• Demonstrates effective listening skills.
• Demonstrates effective speaking skills.
• Demonstrates effective writing skills.
• Demonstrates effective reading skills.
• Communicates thoughtfully.

2

• Demonstrates knowledge and interests in a variety of stated areas.
• Demonstrates a respect for individuals and organizations participating in free inquiry.

2

• Demonstrates the inter-relatedness of knowledge beyond defined content areas.
• Uses liberal arts knowledge in planning instruction.
• Uses critical thinking skills.

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2

• Encourages students to view content from the perspective of the impact of activities in their community (classroom, school, city, state, country) on other "communities" beyond the United States.
• Discusses the impact of educational experiences beyond the United States.
• Demonstrates involvement in organizations or activities which address global and international concerns.
• Responds appropriately to inquiries that demonstrate understanding of global impact.
• Demonstrates knowledge of international current events.

3

• Maintains a professional and respectful approach to individual differences in: Culture, Race, Gender, Religion, Ethnicity, Heritage, Environment.
• Maintain a professional and respectful approach to humankind's shared heritage and environment.

3

• Demonstrates an understanding of the impact of one's own ethics, values, and points of view on his/her professional practice.
• Demonstrates an understanding of the impact of others' ethics, values, and points of view on his/her professional practice.
• Demonstrates an understanding of the impact of one's own ethics, values, and points of view on others.
• Demonstrates an understanding of the impact of others' ethics, values, and points of view on others.
• Demonstrates respect for the ethics, values, and points of view of: Students, Parents, Administrators, Other individuals and groups.
• Demonstrates an understanding of the right of others to hold and express varying values and points of view.
• Maintains a respectful, ethical, and professional demeanor.

3

• Utilizes various technologies to gather information.
• Utilizes various technologies to share and analyze information.
• Uses technology as a component of instruction.
• Is able to describe the use of technology and its impact on their role as an educator.

*

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3

• Models an attitude of individual responsibility in a free society.
• Encourages individuals to exercise rights and assume responsibilities reflective of a free society.
• Designs instruction that encourages individual responsibility.

3

• Maintains a professional and respectful approach to similarities in: Culture, Race, Gender, Religion, Ethnicity, Heritage, Environment.
• Instruction emphasizes the importance of shared heritage to the fabric of American society.

2

• Plans developmentally appropriate instruction.
• Provides instruction which is developmentally appropriate.
• Uses communication that is developmentally appropriate for the students.
• Uses learning theory to maximize instruction.
• Applies knowledge of learning theory when developing instruction.
• Defends choice of instructional activities and assessment based on learning theories and research on teaching.

2

• Uses a variety of activities that encourages development of the whole person.
• Models metacognitive processes of learning for student.

2

• Discusses the role of expectations in student achievement.
• Demonstrates instructional behavior that supports the connection between teacher expectations and student performance.
• Discusses the impact of ones personal belief system and values upon instruction.
• Provides a rationale for instructional or management behavior consistent with the teacher's personal belief system.

2

• Maintains an appropriate and safe learning environment.
• Handles unexpected events in a professional manner.
• Describes a continuum of discipline techniques.
• Demonstrates knowledge/use of appropriate discipline.
• Describes for the students behavioral expectations appropriate to the situation.
• Demonstrates skill to encourage appropriate student behavior.
• Models appropriate behavior.
• Anticipates and takes action to avoid potential hazards in all environments.

3

• Identifies components of diversity evident in the community.
• Develops plans and instruction to accommodate: Culture, Race, Social diversity, Home environment, Other differences.
• Demonstrates an understanding of the value of diversity.

2

• Continually assesses students' prior knowledge and experiences as a component of instruction.
• Develops plans and instruction that accommodate varying backgrounds.

2

• Uses variety of assessment techniques in planning for instruction.

2

• Recognizes and assesses exceptional needs and abilities.
• Develops instructional plans that create an inclusionary environment.
• Implements instructional plans that create an inclusionary environment.

2

• Uses numeracy, graphics, printed text, computers, electronic media, manipulatives, etc. appropriately in instruction.

2

• Uses a variety of techniques and manipulatives to promote higher order thinking.

3

• Creates opportunities for students to access and use a variety of sources of information including computers and other technology.
• Create opportunities for students to use information to construct knowledge.

3

• Challenges students to reach higher levels of achievement.

2

• Engages students through appropriate and creative activities.
• Employs instructional techniques that are supported by current research.

2

• Plans and instructs in ways that integrate knowledge from various disciplines.

3

• Plans and instructs in ways that make evident to students the relevance of content.
• Provides engaging activities that connect content to relevant experiences outside the classroom.

3

• Seeks and uses updated information and procedures.
• Evaluates educational materials for appropriateness.
• Selects appropriate educational materials.
• Demonstrates knowledge of local, state, and national standards for content areas.
• Participates in professional activities: Membership in professional organizations; Reading professional journals; Attendance at professional activities (conferences, workshops, inservices, etc.);
• Uses appropriate criteria to evaluate educational materials.

2

• Uses a variety of strategies to maximize learning for each student.

3

• Plans, uses and evaluates a variety of teaching methodologies and techniques.

2

• Uses appropriate resources and support personnel to enhance student achievement and success.

2

• Communicates and interacts with parents and/or guardians to enhance student achievement and success.

2

• Plans evaluation and assessment activities to support instruction.
• Utilizes multiple techniques appropriately for formative and summative evaluation purposes.
• Selects or creates appropriate means for assessment and evaluation.
• Correctly interprets results of measurements used for assessment and evaluation.

2

• Demonstrates knowledge concerning the legal and ethical responsibilities of teaching.
• Seeks information concerning building policies.
• Demonstrates knowledge concerning building policies.
• Applies knowledge concerning building policies.

2

• Demonstrates in teaching, use of research gained from: Attendance at conferences, seminars, workshops; Use of professional literature; Membership in professional organization(s); Use of local, state, and national standards

2

• Achieves goals and objectives by: Allocating time appropriately; Modifying lessons to meet student needs; Using resources effectively

2

• Manages lessons in the classroom to promote learning.
• Achieves appropriate pace and direction for instruction.
• Demonstrates ability to adapt lesson plans as needed.
• Makes use of time on task.
• Selects activities that actively involve students in the learning process.

1

• Demonstrates an awareness of the interdependence between the school and community.

2

• Identifies areas for growth.
• Develops short and long term goals.
• Develops plans for individual professional growth.
• Develops plans collaboratively for professional growth in the work setting.

2

• Establishes professional relationships on behalf of students.
• Utilizes school and community members as partners.
• Follows school/district protocol.
• Communicates effectively with parents.
• Identifies when assistance is needed.
• Seeks appropriate support and resources.
• Collaborates with others in the school setting.

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2

• Identifies the weaknesses of professional practice in others.
• Identifies strengths and weaknesses of professional practice in themselves.
• Makes appropriate adaptations to their own instruction, based upon reflection.

2

• Identifies community resources.
• Identifies skills and resources that families bring to the learning environment.
• Uses resources to enhance learning.

1

• Identifies community organizations as resources.
• Plans instructional activities which involve a representation of a community organization.
• Uses community service/organization activities as a component of instruction.

1

• Describes the role of teacher as a member of the following communities: Professional; Local; State; National; International

2

• Actively pursues collegial communication at all levels.
• Participates in discussions of educational/school/community groups.
• Participates in activities of educational/school/community groups.
• Participates in planning of school activities.
• Initiates involvement with faculty, department, school team or grade level groups and other stakeholders.

2

• Facilitates communication with families which augments student learning.
• Provides opportunities for families to assist with learning in the home, school, and community.

2

• Prepares template documents for students utilizing a variety of application software and subject matter.
• Utilizes information technology to support various student grouping strategies.
• Utilizes information technology to support the inclusion of students with special needs.
• Designs lessons utilizing information technologies to meet specific instructional goals.

2

• Demonstrates awareness of assistive technology devices for students with special needs.
• Participates in an ongoing professional dialogue about instructional technologies via formal and informal.
• Reads publications in print and non-print media.
• Locates and utilizes information from the Internet in the development of lesson plans.
• Participates in instructional technology conferences, workshops, and seminars.
• Identifies community resources for information technology including traditional (Regional Educational Media Centers, colleges and universities) and non-traditional (museums, zoos, public television access, public television broadcasts, etc.) educational institutions.

2

• Communicates electronically (e-mail, video systems, voice mail, etc.)
• Accesses, integrates, and/or transfers information between files.
• Produces presentations with video, sound and graphics.
• Creates integrated electronic documents that incorporate information such as text, tables, graphs, drawings, diagrams, photos, videos, sounds, and active objects (simulations, spreadsheets, etc.)
• Operates equipment such as scanners, CD ROMs, video cameras, calculators, personal digital assistants, digital cameras, and data collection devices.
• Demonstrates awareness of authoring software to produce multi-media lessons or presentations.
• Uses technology related to computers and technology appropriately in written and oral communications.
• Describes and implements basic trouble-shooting techniques for multimedia computer systems with related peripheral devices.

3

• Uses information technology to organize information about student performance.
• Uses information technology to enhance communication with the community (e.g., utilizing public access TV, newsletters, voice mail, etc.).
• Creates lesson plans using technology.
• Evaluates and uses instructional software to foster student learning.
• Evaluates and uses instructional management and student data management tools.
• Demonstrates awareness of the technique of producing electronic portfolios for personal and student use.

3

• Encourages and models student use of electronic communication such as e-mail, Internet, and World Wide Web sites.
• Helps students to utilize search engines to conduct efficient and strategic searches for specific information.
• Encourage students to create classroom and school publications and presentations using information technology.
• Encourage students to solve problems using information technology to collect, manage, use, present, and communication information.

3

• Evaluates resources available on the Internet and other media.
• Demonstrates an understanding of acceptable use policies.
• Demonstrates understanding of copyright and plagiarism issues.
• Demonstrates understanding of devices and techniques to control access to information.
• Responds with sensitivity to inequities in access to technology.
• Demonstrates an understanding of how individuals relate to and respond to technology.
• Demonstrates an understanding of privacy and lack of privacy issues in information technology.
• Demonstrates an understanding of when technological solutions are or are not appropriate.
• Demonstrates knowledge of uses of computers and technology in business, industry and society.
• Designs student learning activities that foster equitable, ethical, and legal uses of technology by students.

2

• Participates in multiple forms of learning communities including list servs, bulletin boards, chat groups, news services, and virtual conferences.
• Identifies computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and educator.