Standards for the Teaching Profession a. Understanding student learning and development and respecting the diversity of the students they teach;
Standards for the Teaching Profession. The research supports the direct connection between effective teaching and high student achievement. Inherent in this definition is the expectation that all students will demonstrate a minimum of one year of growth based on standard and reliable measures. Effective teachers: Understand student learning and development, respect the diversity of the students they teach, and hold high expectations for all students to achieve and progress at high levels; Know and understand the content areas for which they have instructional responsibility; Understand and use varied assessments to inform instruction, and evaluate and ensure student learning; Plan and deliver effective instruction that advances the learning of each individual student; Create a learning environment that promotes high levels of student learning and achievement for all students; Collaborate and communicate with students, parents, other teachers, administrators and the community to support student learning; and Assume responsibility for professional growth and performance as an individual and as a member of a learning community. tenure or compe allow the xxxxx By statute, teachers and principals will not use value-added ratings from state tests for 2014-2015 and 2015-2016 school years as part of their evaluations or when making decisions regarding dismissal, retention, Alternative Framework nsation unless districts and educators enter into a Memorandum of Understanding (MOU) to nued use of these value-added ratings for 2015-2016 and 2016-2017. *HB362 had permitted districts to modify the alternative framework (sliding scale) beginning 2015-16. In order to still utilize this framework districts are required to have a negotiated agreement dated prior to 9/29/2015 which includes the 2015-16 school year stating that the prior alternative framework (sliding scale) will be utilized for teacher evaluations. Upon expiration of this contract the sliding scale option is no longer available. Selection of Appropriate Plan Teachers with a final summative rating of Accomplished annually develop a self-directed Professional Growth Plan. Teachers with a final summative rating of Skilled also annually develop a Professional Growth Plan initiated by the teacher and completed collaboratively with the evaluator. Teachers with a final summative rating of Developing annually develop a Professional Growth Plan with their evaluator who will grant final approval of the plan. Teachers with a final summative rating of Ineffe...
Standards for the Teaching Profession. Standard One: Engaging and supporting all students in learning. • Standard Two: Creating and maintaining effective environments for student learning. • Standard Three: Understanding and organizing subject matter for student learning. • Standard Four: Planning instruction and designing learning experience for all students. • Standard Five: Assessing students for learning. • Standard Six: Developing as a professional educator.
Standards for the Teaching Profession. Xxx Xxxxxxx xx Xxxxxx Xxxxxxxxxxxxx (please refer to the Teaching Council’s Our Code Our Standards booklet for Elaborations of each Standard). Priorities for Professional Learning Accountabilities Knowledge, Professional Attributes, Values Te Tiriti o Waitangi Partnership: Committed to tanga whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional Learning: Committed to professional learning. Professional Relationships: Establishing and maintaining professional relationships and behaviours. Learning-focused culture: Being respectful, inclusive, showing empathy, collaboration and safety. Design for Learning: Using in-depth curriculum and pedagogical knowledge. Teaching: Being knowledgeable about individual learners and their needs / interests / learning styles. Actions Te Tiriti o Waitangi Partnership: Demonstrating a commitment to understanding of tanga whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional Learning: Using inquiry, collaborative problem solving and professional learning to improve professional capacity. Professional Relationships: Establishing and maintaining professional relationships and behaviours that are focussed on the wellbeing of each learner. Learning-focused culture: Developing a culture that is focused on learning. Design for Learning: Designing learning based on curriculum and pedagogical knowledge. Teaching: Teaching and responding to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. Outcomes Te Tiriti o Waitangi Partnership: • Visibly using te reo and tikanga Māori. • Developing and maintaining cultural partnerships. Professional Learning: • Experienced Kaiako will grow professional capability that impacts positively on the learning and achievement of all learners. • Engages in professional learning through inquiry and critically examines their own assumptions and beliefs. • Is informed by research and innovations and works to implement them into leadership and teaching practice. • Seeks and responds to feedback and participates actively in professional discussions. Professional Relationships: • Engages in reciprocal, collaborative learning-focussed relationships. • Communicates effectively with others. • Actively contributes and works collegially. • Is focused on the learning and wellbeing of each learner. • Communicates clear and accurate assessment for learning and achievement information. Learning-focused ...
