Effective Teaching Practice Sample Clauses

Effective Teaching Practice. ETP1a Relies primarily on lecture and seatwork as instructional strategies. ETP1b Begins to incorporate some active processing strategies. ETP1c Uses a wide variety of active processing strategies, including cooperative learning and questioning strategies designed to engage all students in learning. ETP1,2,3,4,5d In addition to being proficient, a staff member exceeding the standard is recognized by colleagues as a resource for others who are developing skill in the area of focus. This staff member demonstrates an ability to synthesize new knowledge about teaching with an existing understanding to further enhance expertise. The staff member exceeding the standard may also be involved in the following activities: mentoring colleagues, authoring district curriculum, participating in district level committees, teaching district in-service, speaking at community functions, presenting at conferences, teaching demonstration lessons. ETP2a Organizes instruction primarily for whole class grouping. ETP2b Occasionally uses flexible grouping. ETP2c Uses flexible groupings to deliver instruction and meet individual needs. ETP3a Teaches to a single intelligence. ETP3b Addresses a few of the multiple intelligences. ETP3c Teaches to multiple intelligences. ETP4a Unaware of thinking skills and behaviors. ETP4b Begins to use graphic organizers and other tools to teach thinking skills and behaviors. ETP4c Teaches thinking skills and behaviors using course content. ETP5a Does not address the learning needs of students with disabilities. ETP5b Begins to address the learning needs of students with disabilities. ETP5c Effectively addresses the learning needs of students with disabilities. ETP6a Uses haphazard learning activities, which are not motivating or suitable to students or instructional goals. Expectation for students are low. ETP6b Uses some learning activities that are motivating or suitable to students and instructional goals. Expectations for students are inconsistent. ETP6c Instructional goals and learning activities are engaging, motivating and convey high expectations for student achievement. The activities progress coherently. ETP6d Selects from a large repertoire of learning activities, which are highly engaging and relevant to students and to instructional goals. The activities progress coherently, and reflect recent professional research. Expectations for all students are consistently high. ETP7a Fails to effectively communicate course expectations and uses a...
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