Observable Activities. ● Open lessons with interest-catching manipulatives to capture attention ● Building on student comments/questions to extend understanding ● Spontaneous changes in lesson plans based on student interest and questions ● Appropriate cooperative learning assignments ● Assigning roles for panels or individual characterizations ● Assigning long term research projects ● Using consistent open-ended questioning ● Assigning individual oral reports ● Using technology to encourage inquiry ● Speaking clearly and using vocabulary accessible to all students ● Building lessons around unexpected events ● Encouraging multiple approaches and solutions in problem solving ● Encouraging students to analyze and describe their own learning processes and progress ● Facilitating strategies for accessing knowledge and information
Observable Activities. ● Classroom arranged for positive interaction ● Accommodation of arrangements for individual and group learning ● Facilitation of student access to materials and technology ● An environment that reflects the subject (s) being taught ● Safe and clean classroom ● Important safety information displayed ● Assistance for students to become sensitive to others’ differences ● Modeling of fairness, equity, and respect ● Inappropriate behavior is responded to in a fair and equitable way ● Students are encouraged to take risks and to be creative ● Contributions of all students are acknowledged and supported ● Students are encouraged to accept and respect divergent points of view ● Development of self esteem is facilitated ● Opportunities for leadership are created ● Student behavior expectations are posted and reviewed ● Conflict resolution among students is facilitated ● Rules are enforced fairly and consistently ● Activities are paced for maximum student engagement ● Adequate time for students to complete activities is provided ● Materials and equipment are prepared in advance ● Even transitions between learning activities are provided
Observable Activities. ● Identifiable key concepts, relationships and underlying themes in a subject matter ● Subject matter knowledge is kept current ● Building of the understanding of student cognitive and linguistic development ● Curriculum that is organized and sequenced to increase student learning ● Subject matter has been organized to reveal and value cultural perspectives ● Subject/grade level expectations and frameworks have been incorporated in the organization of subject matter ● Key concepts are identified and integrated across subject matter areas ● A variety of instructional strategies are being used ● Students are challenged to think critically ● Technology is being utilized to convey key subject matter concepts
Observable Activities. ● Students’ past knowledge and experience incorporated in lesson planning ● Student diversity incorporated in to lesson and activity planning ● Teacher knowledge of physical, social, and emotional development utilized in lesson planning ● High expectations are established for student learning ● Subject matter is sequenced to enable students to see connections and relationships across curricular areas. ● Instructional time is organized to enable learning, review, and assessment ● Instructional plans are revised based on formal and informal assessment ● Emergency lesson plans that are current and easily understood have been prepared for substitute teachers
Observable Activities. ● District and State standards, frameworks, and other sources are used as guides in developing student learning goals ● Students and families are involved in goal planning as appropriate ● Learning goals are appropriate to language development and acquisition, as well as other special needs ● A variety of assessments are used in determining what students are able to do ● Assessment tools support student learning ● Grades are based on multiple sources of information ● Grading policies are fairly and equitably applied ● Tools and guidelines that help students assess their own work have been developed ● Opportunities for students to engage in peer discussion of their work are provided ● Informal assessments are used to adjust instruction while teaching ● Assessment data is used to plan more effective ways of teaching subject matter ● Assessment data is used to meet individual student needs ● Regular feedback is provided to students about their learning progress ● Regular communication with families about their student’s progress is initiated
Observable Activities. ● Learning about teaching happens while interacting with and observing students ● Instructional successes and challenges are reflected upon to move practice forward ● Professional development plans that are based on reflection and analysis ● Opportunities for professional development are sought after ● An attitude of lifelong learning is apparent ● Current knowledge of instructional strategies and technology are expanded ● The students’ community and its role in student learning is valued and respected by the teacher ● Collaboration between families, community, and the school is promoted ● Local community resources are sought out and used to support student learning ● An understanding of student families has been developed ● Positive interactions between the school and community is promoted ● Families are encouraged to participate in classroom and school activities ● Opportunities to collaborate with colleagues are created ● Participation in school-wide decisions ● Collaboration with all relevant members of the school community to support student success ● Observations of colleagues are used to improve teaching ● Communication with students, families, and school personnel is conducted in a professional and effective manner ● Appropriate supervision and direction for paraprofessionals, student aides, student teachers and volunteer is provided ● Participation in school committees to review and revise curriculum ● Facilitation of support, as appropriate, to maintain a balance of personal and professional responsibility
Observable Activities. Arrange the classroom for positive interaction • Accommodate arrangements for individual and group learning • Facilitate student access to materials and technology • Create an environment that reflects the subjects being taught • Ensure the safety and cleanliness of the classroom • Display important safety information • Assist students in becoming sensitive to others' differences • Model fairness, equity and respect • Respond to inappropriate behavior in a fair and equitable way • Encourage students to take risks and be creative • Acknowledge and support the contributions of all students • Assist students in accepting and respecting divergent points of view • Facilitate the development of self-esteem • Create opportunities for leadership • Post and review student behavior expectations • Facilitate conflict resolution among students • Enforce rules fairly and consistently • Pace activities for maximum student engagement • Provide adequate time for students to complete activities • Prepare materials and equipment in advance • Provide even transitions between learning activities Standard Three: Understanding & Organizing Subject Matter for Students in Learning
