Content Knowledge. The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students. Knowledge Indicators: The proficient teacher
Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline. 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. 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 uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.
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. 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. Almost half of the participants emphasized the importance of content knowledge in professional collaboration with colleagues, especially when collaborating with teachers of the same grade and level. Participants valued having similar fields of knowledge and experience in to have common understandings. Xxxx (1996), agrees that collaboration of teachers who teach the same grade or the same subject are more likely to develop common understanding of methods, issues and solutions. In this regard, Xxxxx and Xxxxxxxx (as cited in Xxxxxx & Xxxx-Xxxxxxx, 2007) notes that when teachers collaborate they prefer to work with teachers who are in the same level since they have a chance to discuss common objectives, teaching materials and methodology. Furthermore, participants explain that teachers need to be at least a teacher of the same subject or a teacher of a very closely related subject. This was aligned with Xxxxxx et al. (2000) who support that professional development courses that include collective participation of teachers who work in one department, in the same grade or teach the same subject is more likely to make teachers involved in the collaboration process. In addition, it provides more chances for teachers to relate their other experiences with the professional development course they are participating in. Participants pointed out that during the collaboration they need to have a teacher who knows what to discuss and be more than aware of the subject they teach in because this leads to successful professional collaboration. Xxxxxx et al. (2000) also point out an advantage of focusing on content knowledge during professional collaboration and say that it leads to “specific subject area or a subject specific teaching methods” and helps to avoid general teaching methods (p. 30). Overall, teachers with the same knowledge in the area they teach are more likely to succeed in professional interaction. Content knowledge plays key role while teacher collaboration, since it helps to effective teacher collaboration take place and increase teachers’ subject-specific knowledge.
Content Knowledge considerations
