Content Knowledge. The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.
Content Knowledge. Teachers must have a deep and flexible understanding of their content area(s) and be able to draw upon it as they work with students to access information, apply knowledge in real world settings, and work with meaningful issues. Demonstration of the teacher’s proficiency in Content Knowledge is evidenced by:
Content Knowledge. The teacher demonstrated a thorough knowledge of content. Key indicators include: encouraging use of multiple representations, explanations, and a wide variety of experiences building student understanding.
Content Knowledge. The teacher demonstrated a thorough knowledge of content.
Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline. Standard 5: Assessment The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
Content Knowledge. The application of cognitive skills is conducted within a broad knowledge base. Students at RISE will demonstrate competency in all core subject areas within the Summit Learning model, which includes vocabulary, ideas, events, concepts, properties, and details related to a given academic discipline. It has been proven that content knowledge supports and enables critical thinking. Mastery of a subject is accelerated when content knowledge is demonstrated. EVIDENCE-BASED PRINCIPLES • In order to be successful in college and careers, students must master rigorous Content Knowledge in each of the academic disciplines24. • Students acquire new Content Knowledge in reference to existing Content Knowledge25. • Content that is presented in multiple modalities allows for greater practice.1 • Content knowledge acquisition is foundational to the development of Cognitive Skills26. • Students need to explore Content Knowledge at their own pace based on their own interests27. • Students need multiple opportunities to demonstrate competence in Content Knowledge28. APPLICABILIY RISE students will have the opportunity to take responsibility for their own learning. Learning is a cyclical process and even in times when students fall short of their goals, an opportunity is presented to review learning strategies, set a new goal and re-try. Educators will be trained on platforms which offer immediate feedback such as Google Docs, Xxxx Academy, and the Summit Learning Platform. 23 What is Project Based Learning? (2017). Retrieved August 08, 2020, from xxxxx://xxx.xxxxxxxx.xxx/what-is-pbl 24 Common Core State Standards Math Team. (2014). High School Publishers’ Criteria for the Common Core State Standards for Mathematics. Retrieved from: xxxx://xxx. xxxxxxxxxxxxx.xxx/xxxxxx/Xxxx_Xxxxxxxxxx_Xxxxxxxx_XX_Xxxxxx%000000_XXXXX.xxx; NGSS Lead States. (2013). Next Generation Science Standards. Washington, D.C.: The National Academies Press. Xxxxxx, X. (2012). A Complete Definition of College and Career Readiness. Eugene, OR: Educational Policy Improvement Center. Retrieved from: xxxxx://xxx.xxxxxxxxxx.xxx/ ccr-definition/; Xxxxx, C., Xxxxxx, M., & Xxxxxxxx, B. (2015). Four Dimensional Education: the Competencies Learners Need to Succeed. Boston: Center for Curriculum Redesign. 25 Xxxxxxxxx, X. X., Xxxxx, X. X. & Xxxxxxx, X. X. (Eds). (2000). How People Learn: Brain, Mind, Experience and
Content Knowledge. The teacher shall demonstrate a thorough knowledge of the subject matter area and curriculum. • Lessons reflect a deep understanding of content and important concepts and principles within the curriculum. • Demonstrates knowledge of prerequisite relationships within a curriculum that are needed for effective learning. Evidence Comments Meets Does Not Meet Professional Professional Objectives Objectives
Content Knowledge. As suggested above, systems coaching within an MTSS framework also requires content knowledge in the areas in which coaching support is applied. When working from a team-‐ based perspective, it is important for at least one individual to have expertise specific to the problem at hand. For instance, an individual with expertise in reading curriculum and instruction would be a necessary team participant when discussing issues with student reading outcome data. A behavior specialist might be a necessary team participant when addressing school-‐wide behavioral concerns and discipline issues. In addition to content 22 knowledge related to curriculum and instruction, MTSS implementation also requires expertise on educational and organizational reform processes, effective leadership methods, data use and evaluation, as well as an understanding of national, state, and local policies and procedures. Therefore, it is recommended that team membership be flexible, allowing for rotating participation from professionals with expertise matched to the current issue under consideration.
Content Knowledge considerations • Demonstrates initiative and independence in developing a thorough knowledge of content • Provides thoughtful and accurate responses to student questions • Demonstrates current knowledge of subject including what is taught in preceding and subsequent levels • Uses a variety of sources to enhance content knowledge and willingly shares with colleagues • Has knowledge of NYS Standards and curriculum What evidence is there that the teacher demonstrated content knowledge? Comments:
Content Knowledge. The teacher shall demonstrate a thorough knowledge of the subject matter and curriculum.
