Common use of Standards of Effective Instructional Support for Educational Support Professionals Clause in Contracts

Standards of Effective Instructional Support for Educational Support Professionals. In our continuing effort to increase student achievement, the Educational Support Professionals Joint Labor Management Committee has adapted the Minneapolis Public School’s Standards of Effective Instructional Support to guide the practices of Educational Support Professionals as integral team members in the total teaching and learning process. (This committee was formed under the grant received from the Federal Mediation and Conciliation Services.) The Standards of Effective Instructional Support were developed in 1994 to assist with decisions and planning for the improvement of instruction and student learning. During the development of these standards, a committee of teachers, principals, and administrators reviewed, analyzed and synthesized the standards and current research on teaching from the following national organizations: National Board for Professional Teaching Standards (NBPTS), Educational Testing Service (PRAXIS series), National Association of State Directors of Teacher Education and Certification (NASDTEC), Interstate New Teacher Assessment and Support Consortium (INTASC), North Central Accreditation of Teacher Education (NCATE), and Minnesota Educational Effectiveness Program (MEEP). From that effort, the Minneapolis Standards of Effective Instruction were written. The Standards can be used in a variety of ways. They can be used as: • a tool for self-assessment • a basis for teaming and/or coaching; goal setting, planning, and discussions • a guide for implementing staff development • criteria for reflection on work All staff of the Minneapolis Public Schools can continue to improve the quality of teaching and learning through the use of standards as a foundation for professional expectations as well as a guide for planning, implementing and reflecting on instruction. Although the Standards of Effective Instructional Support for Educational Support Professionals are clearly aligned with teacher standards, the ultimate responsibility for the design, content, and implementation of instruction is the professional responsibility of the licensed teacher. Belief Statements About Students And Learning ▪ ALL students can learn and all educators can teach them to learn. ▪ Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences which need to be addressed in designing instruction. ▪ Educational Support Professionals are recognized, respected and supported as integral team members responsible for assisting in the delivery of instruction and other student related activities. ▪ The entire instructional team participates within clearly defined roles within a dynamic changing environment to provide an appropriate educational program for students. ▪ Knowledge needs to be actively constructed in order to create true understanding and meaning. ▪ Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth in achievement in all students. ▪ Instruction, content, and assessment are aligned with each other and with student outcomes. ▪ Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary programs. ▪ Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as to provide feedback to students and parent/families. ▪ Instructional climate encourages questioning discourse, and divergent opinions among all individuals. ▪ Student success is dependent on shared responsibility among student, parent/family, school, and community. ▪ Implementation of new strategies requires ongoing support. ▪ Instructional improvement requires human and often financial resources for the training of instructional team members. ▪ Researched standards of effective instruction impact student achievement. Overview of Standards Standard 1 ▪ Teachers accommodate student differences when they plan for instruction. ▪ Educational Support Professionals collaboratively plan and implement instruction designed to accommodate student differences. Standard 2 ▪ Teachers are active learners as part of a school community. ▪ Educational Support Professionals are active learners as part of a school community. Standard 3 ▪ Teachers provide feedback to students and parents/families regarding their learning. ▪ Educational Support Professionals provide feedback to teachers and students regarding the student’s learning. Standard 4 ▪ Teachers continuously think systematically about their practice to improve their effectiveness. ▪ Educational Support Professionals continuously think systemically about their practice to improve their effectiveness. Standard 5 ▪ Teachers create classrooms in which students want to learn, do learn, and become responsible for their own learning. ▪ Educational Support Professionals support teachers in creating classrooms in which students want to learn, do learn, and become responsible for their own learning. Standard 6 ▪ Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations. ▪ Educational Support Professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations. Standard 7 ▪ Teachers implement instruction in ways that encourage student learning. ▪ Educational Support Professionals implement instruction in ways that encourage student learning. Standard 1 • Teachers accommodate student differences when they plan for instruction. • Educational support professionals collaboratively plan and implement instruction designed to accommodate student differences. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ address learning styles ▪ collaborate with teachers to use curriculum materials for a diverse student population, subject matter, and skills ▪ set high and appropriate expectations for all students and themselves ▪ follow the instructional plan and seek clarification and directions as needed Standard 2 • Teachers are active learners as part of a school community. • Educational support professionals are active learners as part of a school community. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ participate in professional development opportunities through district, state, colleges/universities, and professional organizations, business partnerships or other professional strategies ▪ are aware of methods to access information about best practices and educational issues ▪ share expertise and knowledge with others ▪ collaborate with parent/families, when directed, in making educational decisions ▪ are aware of and access parent/family and community resources as part of the educational team ▪ give and receive feedback in a positive manner Standard 3 • Teachers provide feedback to students and parents/families regarding their learning. • Educational support professionals provide feedback to teachers and students regarding the student’s learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ provide clear feedback to students regarding their learning ▪ use assessment results as feedback to structure future student learning as a member of the instructional planning team ▪ maintain a written record of student achievement as directed ▪ support district, school, and classroom expectations through positive reinforcement Standard 4 • Teachers continuously think systematically about their practice to improve their effectiveness. • Educational support professionals continuously think systematically about their practice to improve their effectiveness. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ elicit feedback from colleagues to improve instructional effectiveness ▪ integrate feedback and reflection into instructional directed activities ▪ seek advice of others ▪ develop an awareness of research-based best practices that support student achievement ▪ learn from experience and colleagues ▪ coach colleagues to higher levels of effectiveness ▪ connect your daily work practices to the individuals, classroom, school, community, and world Standard 5 • Teachers create classrooms in which students want to learn, do learn and become responsible for their own learning. • Educational support professionals support teachers in creating classrooms in which students want to learn, do learn and become responsible for their own learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ affirm success ▪ demonstrate awareness of students and their activities ▪ develop empathy, rapport, and personal interactions among students, peers, and other adults with Multicultural, Gender and Ability Fair perspective ▪ establish and consistently maintain expectations and routines that are Multicultural, Gender and Ability Fair and appropriate to all students ▪ organize the physical facilities of the classroom as directed ▪ promote respectful interactions among students ▪ promote respectful interactions between all students and adults ▪ maximize time spent actively engaged in academic activities; minimize time spent waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct ▪ promote student self-discipline and responsibility ▪ encourage class participation and interaction ▪ exhibit a respectful attitude toward students ▪ positively reinforce achievement and appropriate behavior ▪ support a classroom environment in which students feel safe and willing to take academic risks ▪ encourage work and study habits in the classroom ▪ promote independent thinking, researching, and studying ▪ promote independent and collective learning Standard 6 • Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations • Educational support professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations EDUCATIONAL SUPPORT PROFESSIONALS: ▪ monitor student performance using a variety of informal assessment tools and provide corrective feedback as directed ▪ understand lessons and organize materials for instruction ▪ review, adapt, and summarize lessons as directed ▪ use strategies that encourage critical thinking and problem solving ▪ demonstrate a knowledge of subject matter ▪ know the subject matter and students’ learning styles, needs and experiences ▪ know and use strategies that xxxxxx thinking, reasoning and problem solving by students ▪ support lessons and learning environments that help students relate new information to what they already know ▪ support lessons and learning environments that assist the teachers to integrate instruction across content areas and interdisciplinary themes ▪ assist the teacher to provide opportunities for students to gain new knowledge and skills and to apply what they have learned in the context of their daily lives ▪ in collaboration with the teacher, monitor student performance and provide corrective feedback ▪ implement lessons and learning environments that are developmentally appropriate and challenging to students ▪ implement lessons and learning environments that support Curriculum Content Standards and Grade Level Expectations ▪ support environments where learning is active, experiential and engaging Standard 7 • Teachers implement instruction in ways that encourage student learning. • Educational support professionals implement instruction in ways that encourage student learning. Educational Support Professionals: ▪ implement instructional methods that accommodate differences in developmental levels and learning styles ▪ focus on relevant and important aspects of the instructional materials and activities ▪ relate new learning to students’ previous learning and experiences ▪ Accommodate student differences with clear and appropriate oral directions and assignments. ▪ Accommodate student differences with clear and appropriate written directions and assignments. ▪ accommodate student differences through the use of appropriate wait time ▪ use a variety of teaching strategies and techniques to xxxxxx student motivation ▪ use teaching aids and instructional materials appropriately ▪ facilitates cooperative learning in groups ▪ provide hands on exercises and experiences ▪ provide direct instruction, drill, practice, and feedback according to student needs ▪ promote class participation and interaction ▪ use a variety of questioning techniques/modes ▪ pace instruction appropriately ▪ arrange for physical and social conditions that are conducive to learning ▪ communicate high expectations clearly to students ▪ model learning to help students develop meta-cognitive (thinking about thinking) strategies ▪ guide students to interact with the content (e.g., develop and answer factual and integrative questions, problem solve, and invent new ideas) ▪ model the learning of higher order thinking and problem solving skills through collaboration/cooperation with colleagues

Standards of Effective Instructional Support for Educational Support Professionals. In our continuing effort to increase student achievement, the Educational Support Professionals Joint Labor Management Committee has adapted the Minneapolis Public School’s Standards of Effective Instructional Support to guide the practices of Educational Support Professionals as integral team members in the total teaching and learning process. (This committee was formed under the grant received from the Federal Mediation and Conciliation Services.) The Standards of Effective Instructional Support were developed in 1994 to assist with decisions and planning for the improvement of instruction and student learning. During the development of these standards, a committee of teachers, principals, and administrators reviewed, analyzed and synthesized the standards and current research on teaching from the following national organizations: National Board for Professional Teaching Standards (NBPTS), Educational Testing Service (PRAXIS series), National Association of State Directors of Teacher Education and Certification (NASDTEC), Interstate New Teacher Assessment and Support Consortium (INTASC), North Central Accreditation of Teacher Education (NCATE), and Minnesota Educational Effectiveness Program (MEEP). From that effort, the Minneapolis Standards of Effective Instruction were written. The Standards can be used in a variety of ways. They can be used as: •  a tool for self-assessment •  a basis for teaming and/or coaching; goal setting, planning, and discussions •  a guide for implementing staff development •  criteria for reflection on work All staff of the Minneapolis Public Schools can continue to improve the quality of teaching and learning through the use of standards as a foundation for professional expectations as well as a guide for planning, implementing and reflecting on instruction. Although the Standards of Effective Instructional Support for Educational Support Professionals are clearly aligned with teacher standards, the ultimate responsibility for the design, content, and implementation of instruction is the professional responsibility of the licensed teacher. Belief Statements About Students And Learning ▪  ALL students can learn and all educators can teach them to learn. ▪  Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences which need to be addressed in designing instruction. ▪  Educational Support Professionals are recognized, respected and supported as integral team members responsible for assisting in the delivery of instruction and other student related activities. ▪  The entire instructional team participates within clearly defined roles within a dynamic changing environment to provide an appropriate educational program for students. ▪  Knowledge needs to be actively constructed in order to create true understanding and meaning. ▪  Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth in achievement in all students. ▪  Instruction, content, and assessment are aligned with each other and with student outcomes. ▪  Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary programs. ▪  Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as to provide feedback to students and parent/families. ▪  Instructional climate encourages questioning discourse, and divergent opinions among all individuals. ▪  Student success is dependent on shared responsibility among student, parent/family, school, and community. ▪  Implementation of new strategies requires ongoing support. ▪  Instructional improvement requires human and often financial resources for the training of instructional team members. ▪  Researched standards of effective instruction impact student achievement. Overview of Standards Standard 1 ▪  Teachers accommodate student differences when they plan for instruction. ▪  Educational Support Professionals collaboratively plan and implement instruction designed to accommodate student differences. Standard 2 ▪  Teachers are active learners as part of a school community. ▪  Educational Support Professionals are active learners as part of a school community. Standard 3 ▪  Teachers provide feedback to students and parents/families regarding their learning. ▪  Educational Support Professionals provide feedback to teachers and students regarding the student’s learning. Standard 4 ▪  Teachers continuously think systematically about their practice to improve their effectiveness. ▪  Educational Support Professionals continuously think systemically about their practice to improve their effectiveness. Standard 5 ▪  Teachers create classrooms in which students want to learn, do learn, and become responsible for their own learning. ▪  Educational Support Professionals support teachers in creating classrooms in which students want to learn, do learn, and become responsible for their own learning. Standard 6 ▪  Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations. ▪  Educational Support Professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations. Standard 7 ▪  Teachers implement instruction in ways that encourage student learning. ▪  Educational Support Professionals implement instruction in ways that encourage student learning. Standard 1 •  Teachers accommodate student differences when they plan for instruction. •  Educational support professionals collaboratively plan and implement instruction designed to accommodate student differences. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  address learning styles ▪  collaborate with teachers to use curriculum materials for a diverse student population, subject matter, and skills ▪  set high and appropriate expectations for all students and themselves ▪  follow the instructional plan and seek clarification and directions as needed Standard 2 •  Teachers are active learners as part of a school community. •  Educational support professionals are active learners as part of a school community. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  actively participate in the Professional Development Process to achieve and give support for professional development ▪  participate in professional development opportunities through district, state, colleges/universities, and professional organizations, business partnerships or other professional strategies ▪  are aware of methods to access information about best practices and educational issues ▪  share expertise and knowledge with others ▪  collaborate with parent/families, when directed, in making educational decisions ▪  are aware of and access parent/family and community resources as part of the educational team ▪  give and receive feedback in a positive manner Standard 3 •  Teachers provide feedback to students and parents/families regarding their learning. •  Educational support professionals provide feedback to teachers and students regarding the student’s learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  provide clear feedback to students regarding their learning ▪  use assessment results as feedback to structure future student learning as a member of the instructional planning team ▪  maintain a written record of student achievement as directed ▪  support district, school, and classroom expectations through positive reinforcement Standard 4 •  Teachers continuously think systematically about their practice to improve their effectiveness. •  Educational support professionals continuously think systematically about their practice to improve their effectiveness. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  actively participate in the Professional Development Process to achieve and give support for professional development ▪  elicit feedback from colleagues to improve instructional effectiveness ▪  integrate feedback and reflection into instructional directed activities ▪  seek advice of others ▪  develop an awareness of research-based best practices that support student achievement ▪  learn from experience and colleagues ▪  coach colleagues to higher levels of effectiveness ▪  connect your daily work practices to the individuals, classroom, school, community, and world Standard 5 •  Teachers create classrooms in which students want to learn, do learn and become responsible for their own learning. •  Educational support professionals support teachers in creating classrooms in which students want to learn, do learn and become responsible for their own learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  affirm success ▪  demonstrate awareness of students and their activities ▪  develop empathy, rapport, and personal interactions among students, peers, and other adults with Multicultural, Gender and Ability Fair perspective ▪  establish and consistently maintain expectations and routines that are Multicultural, Gender and Ability Fair and appropriate to all students ▪  organize the physical facilities of the classroom as directed ▪  promote respectful interactions among students ▪  promote respectful interactions between all students and adults ▪  maximize time spent actively engaged in academic activities; minimize time spent waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct ▪  promote student self-discipline and responsibility ▪  encourage class participation and interaction ▪  exhibit a respectful attitude toward students ▪  positively reinforce achievement and appropriate behavior ▪  support a classroom environment in which students feel safe and willing to take academic risks ▪  encourage work and study habits in the classroom ▪  promote independent thinking, researching, and studying ▪  promote independent and collective learning Standard 6 •  Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations •  Educational support professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations EDUCATIONAL SUPPORT PROFESSIONALS: ▪  monitor student performance using a variety of informal assessment tools and provide corrective feedback as directed ▪  understand lessons and organize materials for instruction ▪  review, adapt, and summarize lessons as directed ▪  use strategies that encourage critical thinking and problem solving ▪  demonstrate a knowledge of subject matter ▪  know the subject matter and students’ learning styles, needs and experiences ▪  know and use strategies that xxxxxx thinking, reasoning and problem solving by students ▪  support lessons and learning environments that help students relate new information to what they already know ▪  support lessons and learning environments that assist the teachers to integrate instruction across content areas and interdisciplinary themes ▪  assist the teacher to provide opportunities for students to gain new knowledge and skills and to apply what they have learned in the context of their daily lives ▪  in collaboration with the teacher, monitor student performance and provide corrective feedback ▪  implement lessons and learning environments that are developmentally appropriate and challenging to students ▪  implement lessons and learning environments that support Curriculum Content Standards and Grade Level Expectations ▪  support environments where learning is active, experiential and engaging Standard 7 •  Teachers implement instruction in ways that encourage student learning. •  Educational support professionals implement instruction in ways that encourage student learning. Educational Support Professionals: ▪  implement instructional methods that accommodate differences in developmental levels and learning styles ▪  focus on relevant and important aspects of the instructional materials and activities ▪  relate new learning to students’ previous learning and experiences ▪  Accommodate student differences with clear and appropriate oral directions and assignments. ▪  Accommodate student differences with clear and appropriate written directions and assignments. ▪  accommodate student differences through the use of appropriate wait time ▪  use a variety of teaching strategies and techniques to xxxxxx student motivation ▪  use teaching aids and instructional materials appropriately ▪  facilitates cooperative learning in groups ▪  provide hands on exercises and experiences ▪  provide direct instruction, drill, practice, and feedback according to student needs ▪  promote class participation and interaction ▪  use a variety of questioning techniques/modes ▪  pace instruction appropriately ▪  arrange for physical and social conditions that are conducive to learning ▪  communicate high expectations clearly to students ▪  model learning to help students develop meta-cognitive (thinking about thinking) strategies ▪  guide students to interact with the content (e.g., develop and answer factual and integrative questions, problem solve, and invent new ideas) ▪  model the learning of higher order thinking and problem solving skills through collaboration/cooperation with colleagues

Standards of Effective Instructional Support for Educational Support Professionals. In our continuing effort to increase student achievement, the Educational Support Professionals Joint Labor Management Committee has adapted the Minneapolis Public School’s ad Standards of Effective Instructional Support to guide the practices of Educational Support Professionals as integral team members in the total teaching and learning process. (This committee was formed under the grant received from the Federal Mediation and Conciliation Services.) The Standards of Effective Instructional Support were developed in 1994 to assist with decisions and planning for the improvement of instruction and student learning. During the development of these standards, a committee of teachers, principals, and administrators reviewed, analyzed and synthesized the standards and current research on teaching from the following national organizations: National Board for Professional Teaching Standards (NBPTS), Educational Testing Service (PRAXIS series), National Association of State Directors of Teacher Education and Certification (NASDTEC), Interstate New Teacher Assessment and Support Consortium (INTASC), North Central Accreditation of Teacher Education (NCATE), and Minnesota Educational Effectiveness Program (MEEP). From that effort, the Minneapolis Standards of Effective Instruction were written. The Standards can be used in a variety of ways. They can be used as: • a tool for self-assessment • a basis for teaming and/or coaching; goal setting, planning, and discussions • a guide for implementing staff development • criteria for reflection on work All staff of the Minneapolis Public Schools can continue to improve the quality of teaching and learning through the use of standards as a foundation for professional expectations as well as a guide for planning, implementing and reflecting on instruction. Although the Standards of Effective Instructional Support for Educational Support Professionals are clearly aligned with teacher standards, the ultimate responsibility for the design, content, and implementation of instruction is the professional responsibility of the licensed teacher. Belief Statements About Students And Learning ▪ ALL students can learn and all educators can teach them to learn. ▪ Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences which need to be addressed in designing instruction. ▪ Educational Support Professionals are recognized, respected and supported as integral team members responsible for assisting in the delivery of instruction and other student related activities. ▪ The entire instructional team participates within clearly defined roles within a dynamic changing environment to provide an appropriate educational program for students. ▪ Knowledge needs to be actively constructed in order to create true understanding and meaning. ▪ Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth in achievement in all students. ▪ Instruction, content, and assessment are aligned with each other and with student outcomes. ▪ Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary programs. ▪ Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as to provide feedback to students and parent/families. ▪ Instructional climate encourages questioning discourse, and divergent opinions among all individuals. ▪ Student success is dependent on shared responsibility among student, parent/family, school, and community. ▪ Implementation of new strategies requires ongoing support. ▪ Instructional improvement requires human and often financial resources for the training of instructional team members. ▪ Researched standards of effective instruction impact student achievement. Overview of Standards Standard 1 ▪ Teachers accommodate student differences when they plan for instruction. ▪ Educational Support Professionals collaboratively plan and implement instruction designed to accommodate student differences. Standard 2 ▪ Teachers are active learners as part of a school community. ▪ Educational Support Professionals are active learners as part of a school community. Standard 3 ▪ Teachers provide feedback to students and parents/families regarding their learning. ▪ Educational Support Professionals provide feedback to teachers and students regarding the student’s learning. Standard 4 ▪ Teachers continuously think systematically about their practice to improve their effectiveness. ▪ Educational Support Professionals continuously think systemically about their practice to improve their effectiveness. Standard 5 ▪ Teachers create classrooms in which students want to learn, do learn, and become responsible for their own learning. ▪ Educational Support Professionals support teachers in creating classrooms in which students want to learn, do learn, and become responsible for their own learning. Standard 6 ▪ Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations. ▪ Educational Support Professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations. Standard 7 ▪ Teachers implement instruction in ways that encourage student learning. ▪ Educational Support Professionals implement instruction in ways that encourage student learning. Standard 1 • Teachers accommodate student differences when they plan for instruction. • Educational support professionals collaboratively plan and implement instruction designed to accommodate student differences. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ address learning styles ▪ collaborate with teachers to use curriculum materials for a diverse student population, subject matter, and skills ▪ set high and appropriate expectations for all students and themselves ▪ follow the instructional plan and seek clarification and directions as needed Standard 2 • Teachers are active learners as part of a school community. • Educational support professionals are active learners as part of a school community. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ participate in professional development opportunities through district, state, colleges/universities, and professional organizations, business partnerships or other professional strategies ▪ are aware of methods to access information about best practices and educational issues ▪ share expertise and knowledge with others ▪ collaborate with parent/families, when directed, in making educational decisions ▪ are aware of and access parent/family and community resources as part of the educational team ▪ give and receive feedback in a positive manner Standard 3 • Teachers provide feedback to students and parents/families regarding their learning. • Educational support professionals provide feedback to teachers and students regarding the student’s learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ provide clear feedback to students regarding their learning ▪ use assessment results as feedback to structure future student learning as a member of the instructional planning team ▪ maintain a written record of student achievement as directed ▪ support district, school, and classroom expectations through positive reinforcement Standard 4 • Teachers continuously think systematically about their practice to improve their effectiveness. • Educational support professionals continuously think systematically about their practice to improve their effectiveness. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ elicit feedback from colleagues to improve instructional effectiveness ▪ integrate feedback and reflection into instructional directed activities ▪ seek advice of others ▪ develop an awareness of research-based best practices that support student achievement ▪ learn from experience and colleagues ▪ coach colleagues to higher levels of effectiveness ▪ connect your daily work practices to the individuals, classroom, school, community, and world Standard 5 • Teachers create classrooms in which students want to learn, do learn and become responsible for their own learning. • Educational support professionals support teachers in creating classrooms in which students want to learn, do learn and become responsible for their own learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ affirm success ▪ demonstrate awareness of students and their activities ▪ develop empathy, rapport, and personal interactions among students, peers, and other adults with Multicultural, Gender and Ability Fair perspective ▪ establish and consistently maintain expectations and routines that are Multicultural, Gender and Ability Fair and appropriate to all students ▪ organize the physical facilities of the classroom as directed ▪ promote respectful interactions among students ▪ promote respectful interactions between all students and adults ▪ maximize time spent actively engaged in academic activities; minimize time spent waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct ▪ promote student self-discipline and responsibility ▪ encourage class participation and interaction ▪ exhibit a respectful attitude toward students ▪ positively reinforce achievement and appropriate behavior ▪ support a classroom environment in which students feel safe and willing to take academic risks ▪ encourage work and study habits in the classroom ▪ promote independent thinking, researching, and studying ▪ promote independent and collective learning Standard 6 • Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations • Educational support professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations EDUCATIONAL SUPPORT PROFESSIONALS: ▪ monitor student performance using a variety of informal assessment tools and provide corrective feedback as directed ▪ understand lessons and organize materials for instruction ▪ review, adapt, and summarize lessons as directed ▪ use strategies that encourage critical thinking and problem solving ▪ demonstrate a knowledge of subject matter ▪ know the subject matter and students’ learning styles, needs and experiences ▪ know and use strategies that xxxxxx thinking, reasoning and problem solving by students ▪ support lessons and learning environments that help students relate new information to what they already know ▪ support lessons and learning environments that assist the teachers to integrate instruction across content areas and interdisciplinary themes ▪ assist the teacher to provide opportunities for students to gain new knowledge and skills and to apply what they have learned in the context of their daily lives ▪ in collaboration with the teacher, monitor student performance and provide corrective feedback ▪ implement lessons and learning environments that are developmentally appropriate and challenging to students ▪ implement lessons and learning environments that support Curriculum Content Standards and Grade Level Expectations ▪ support environments where learning is active, experiential and engaging Standard 7 • Teachers implement instruction in ways that encourage student learning. • Educational support professionals implement instruction in ways that encourage student learning. Educational Support Professionals: ▪ implement instructional methods that accommodate differences in developmental levels and learning styles ▪ focus on relevant and important aspects of the instructional materials and activities ▪ relate new learning to students’ previous learning and experiences ▪ Accommodate student differences with clear and appropriate oral directions and assignments. ▪ Accommodate student differences with clear and appropriate written directions and assignments. ▪ accommodate student differences through the use of appropriate wait time ▪ use a variety of teaching strategies and techniques to xxxxxx student motivation ▪ use teaching aids and instructional materials appropriately ▪ facilitates cooperative learning in groups ▪ provide hands on exercises and experiences ▪ provide direct instruction, drill, practice, and feedback according to student needs ▪ promote class participation and interaction ▪ use a variety of questioning techniques/modes ▪ pace instruction appropriately ▪ arrange for physical and social conditions that are conducive to learning ▪ communicate high expectations clearly to students ▪ model learning to help students develop meta-cognitive (thinking about thinking) strategies ▪ guide students to interact with the content (e.g., develop and answer factual and integrative questions, problem solve, and invent new ideas) ▪ model the learning of higher order thinking and problem solving skills through collaboration/cooperation with colleagues

Standards of Effective Instructional Support for Educational Support Professionals. In our continuing effort to increase student achievement, the Educational Support Professionals Joint Labor Management Committee has adapted the Minneapolis Public School’s Standards of Effective Instructional Support to guide the practices of Educational Support Professionals as integral team members in the total teaching and learning process. (This committee was formed under the grant received from the Federal Mediation and Conciliation Services.) The Standards of Effective Instructional Support were developed in 1994 to assist with decisions and planning for the improvement of instruction and student learning. During the development of these standards, a committee of teachers, principals, and administrators reviewed, analyzed and synthesized the standards and current research on teaching from the following national organizations: National Board for Professional Teaching Standards (NBPTS), Educational Testing Service (PRAXIS series), National Association of State Directors of Teacher Education and Certification (NASDTEC), Interstate New Teacher Assessment and Support Consortium (INTASC), North Central Accreditation of Teacher Education (NCATE), and Minnesota Educational Effectiveness Program (MEEP). From that effort, the Minneapolis Standards of Effective Instruction were written. The Standards can be used in a variety of ways. They can be used as: • a tool for self-assessment • a basis for teaming and/or coaching; goal setting, planning, and discussions • a guide for implementing staff development • criteria for reflection on work All staff of the Minneapolis Public Schools can continue to improve the quality of teaching and learning through the use of standards as a foundation for professional expectations as well as a guide for planning, implementing and reflecting on instruction. Although the Standards of Effective Instructional Support for Educational Support Professionals are clearly aligned with teacher standards, the ultimate responsibility for the design, content, and implementation of instruction is the professional responsibility of the licensed teacher. Belief Statements About Students And Learning ▪ ALL students can learn and all educators can teach them to learn. ▪ Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences which need to be addressed in designing instruction. ▪ Educational Support Professionals are recognized, respected and supported as integral team members responsible for assisting in the delivery of instruction and other student related activities. ▪ The entire instructional team participates within clearly defined roles within a dynamic changing environment to provide an appropriate educational program for students. ▪ Knowledge needs to be actively constructed in order to create true understanding and meaning. ▪ Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth in achievement in all students. ▪ Instruction, content, and assessment are aligned with each other and with student outcomes. ▪ Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary programs. ▪ Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as to provide feedback to students and parent/families. ▪ Instructional climate encourages questioning discourse, and divergent opinions among all individuals. ▪ Student success is dependent on shared responsibility among student, parent/family, school, and community. ▪ Implementation of new strategies requires ongoing support. ▪ Instructional improvement requires human and often financial resources for the training of instructional team members. ▪ Researched standards of effective instruction impact student achievement. Overview of Standards Standard 1 ▪ Teachers accommodate student differences when they plan for instruction. ▪ Educational Support Professionals collaboratively plan and implement instruction designed to accommodate student differences. Standard 2 ▪ Teachers are active learners as part of a school community. ▪ Educational Support Professionals are active learners as part of a school community. Standard 3 ▪ Teachers provide feedback to students and parents/families regarding their learning. ▪ Educational Support Professionals provide feedback to teachers and students regarding the student’s learning. Standard 4 ▪ Teachers continuously think systematically about their practice to improve their effectiveness. ▪ Educational Support Professionals continuously think systemically about their practice to improve their effectiveness. Standard 5 ▪ Teachers create classrooms in which students want to learn, do learn, and become responsible for their own learning. ▪ Educational Support Professionals support teachers in creating classrooms in which students want to learn, do learn, and become responsible for their own learning. Standard 6 ▪ Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations. ▪ Educational Support Professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations. Standard 7 ▪ Teachers implement instruction in ways that encourage student learning. ▪ Educational Support Professionals implement instruction in ways that encourage student learning. Standard 1 • Teachers accommodate student differences when they plan for instruction. • Educational support professionals collaboratively plan and implement instruction designed to accommodate student differences. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ address learning styles ▪ collaborate with teachers to use curriculum materials for a diverse student population, subject matter, and skills ▪ set high and appropriate expectations for all students and her/himself themselves ▪ follow the instructional plan and seek clarification and directions as needed Standard 2 • Teachers are active learners as part of a school community. • Educational support professionals are active learners as part of a school community. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ participate in professional development opportunities through district, state, colleges/universities, and professional organizations, business partnerships or other professional strategies ▪ are aware of methods to access information about best practices and educational issues ▪ share expertise and knowledge with others ▪ collaborate with parent/families, when directed, in making educational decisions ▪ are aware of and access parent/family and community resources as part of the educational team ▪ give and receive feedback in a positive manner Standard 3 • Teachers provide feedback to students and parents/families regarding their learning. • Educational support professionals provide feedback to teachers and students regarding the student’s learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ provide clear feedback to students regarding their learning ▪ use assessment results as feedback to structure future student learning as a member of the instructional planning team ▪ maintain a written record of student achievement as directed ▪ support district, school, and classroom expectations through positive reinforcement Standard 4 • Teachers continuously think systematically about their practice to improve their effectiveness. • Educational support professionals continuously think systematically about their practice to improve their effectiveness. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ elicit feedback from colleagues to improve instructional effectiveness ▪ integrate feedback and reflection into instructional directed activities ▪ seek advice of others ▪ develop an awareness of research-based best practices that support student achievement ▪ learn from experience and colleagues ▪ coach colleagues to higher levels of effectiveness ▪ connect your daily work practices to the individuals, classroom, school, community, and world Standard 5 • Teachers create classrooms in which students want to learn, do learn and become responsible for their own learning. • Educational support professionals support teachers in creating classrooms in which students want to learn, do learn and become responsible for their own learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ affirm success ▪ demonstrate awareness of students and their activities ▪ develop empathy, rapport, and personal interactions among students, peers, and other adults with Multicultural, Gender and Ability Fair perspective ▪ establish and consistently maintain expectations and routines that are Multicultural, Gender and Ability Fair and appropriate to all students ▪ organize the physical facilities of the classroom as directed ▪ promote respectful interactions among students ▪ promote respectful interactions between all students and adults ▪ maximize time spent actively engaged in academic activities; minimize time spent waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct ▪ promote student self-discipline and responsibility ▪ encourage class participation and interaction ▪ exhibit a respectful attitude toward students ▪ positively reinforce achievement and appropriate behavior ▪ support a classroom environment in which students feel safe and willing to take academic risks ▪ encourage work and study habits in the classroom ▪ promote independent thinking, researching, and studying ▪ promote independent and collective learning Standard 6 • Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations • Educational support professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations EDUCATIONAL SUPPORT PROFESSIONALS: ▪ monitor student performance using a variety of informal assessment tools and provide corrective feedback as directed ▪ understand lessons and organize materials for instruction ▪ review, adapt, and summarize lessons as directed ▪ use strategies that encourage critical thinking and problem solving ▪ demonstrate a knowledge of subject matter ▪ know the subject matter and students’ learning styles, needs and experiences ▪ know and use strategies that xxxxxx thinking, reasoning and problem solving by students ▪ support lessons and learning environments that help students relate new information to what they already know ▪ support lessons and learning environments that assist the teachers to integrate instruction across content areas and interdisciplinary themes ▪ assist the teacher to provide opportunities for students to gain new knowledge and skills and to apply what they have learned in the context of their daily lives ▪ in collaboration with the teacher, monitor student performance and provide corrective feedback ▪ implement lessons and learning environments that are developmentally appropriate and challenging to students ▪ implement lessons and learning environments that support Curriculum Content Standards and Grade Level Expectations ▪ support environments where learning is active, experiential and engaging Standard 7 • Teachers implement instruction in ways that encourage student learning. • Educational support professionals implement instruction in ways that encourage student learning. Educational Support Professionals: ▪ implement instructional methods that accommodate differences in developmental levels and learning styles ▪ focus on relevant and important aspects of the instructional materials and activities ▪ relate new learning to students’ previous learning and experiences ▪ Accommodate student differences with clear and appropriate oral directions and assignments. ▪ Accommodate student differences with clear and appropriate written directions and assignments. ▪ accommodate student differences through the use of appropriate wait time ▪ use a variety of teaching strategies and techniques to xxxxxx student motivation ▪ use teaching aids and instructional materials appropriately ▪ facilitates cooperative learning in groups ▪ provide hands on exercises and experiences ▪ provide direct instruction, drill, practice, and feedback according to student needs ▪ promote class participation and interaction ▪ use a variety of questioning techniques/modes ▪ pace instruction appropriately ▪ arrange for physical and social conditions that are conducive to learning ▪ communicate high expectations clearly to students ▪ model learning to help students develop meta-cognitive (thinking about thinking) strategies ▪ guide students to interact with the content (e.g., develop and answer factual and integrative questions, problem solve, and invent new ideas) ▪ model the learning of higher order thinking and problem solving skills through collaboration/cooperation with colleaguescolleagues Professional Development Plan: The Minneapolis Federation of Teachers, Educational Support Professionals Chapter and the Minneapolis Public Schools have elected to use the Professional Development Plan (PDP) to support and enhance the performance of Educational Support Professionals. The goals of the District’s PDP process are to: improve student achievement and promote collegial and professional growth. Participation in the PDP process will achieve these goals by: focusing improvement efforts on instruction; improving peer interaction and involvement; increasing communication especially between Educational Support Professionals, administrators and teachers; increasing parent/community participation; focusing on inclusion in instruction, i.e. multicultural, gender fair, ability fair and developmentally appropriate instruction; creating an environment which promotes risk-taking and trust; sharing decisions with all of the stakeholders. The PDP process requires employees to develop and enhance their skills in their area of responsibility. The mission of the District is to ensure that all students learn. Further, the professional development plan must support the School Improvement Plan of the site. The PDP is an individualized self-improvement plan designed by an employee and the PDP team. It is believed that the employees will assume increased responsibility for professional growth because of the support of the team and the focus on student achievement. The PDP requirement that the employee seeks professional development as part of a team will enhance a spirit of collegiality. Plan design for the implementation of the PDP process for Educational Support Professionals is the shared responsibility of the site leadership team, the site principal, Human Resources, Teacher and Instructional Services, and other departments within Minneapolis Public Schools. The “Standards of Effective Instructional Support for Educational Support Professionals” is provided as a guide for Educational Support Professionals in the preparation of their PDPs. It is understood that not all members of the bargaining unit currently provide instructional support and may need to modify these standards and/or use other criteria to prepare their PDP. PDP does not apply to probationary or temporary Educational Support Professionals.

Standards of Effective Instructional Support for Educational Support Professionals. In our continuing effort to increase student achievement, the Educational Support Professionals Joint Labor Management Committee has adapted the Minneapolis Public School’s Standards of Effective Instructional Support to guide the practices of Educational Support Professionals as integral team members in the total teaching and learning process. (This committee was formed under the grant received from the Federal Mediation and Conciliation Services.) The Standards of Effective Instructional Support were developed in 1994 to assist with decisions and planning for the improvement of instruction and student learning. During the development of these standards, a committee of teachers, principals, and administrators reviewed, analyzed and synthesized the standards and current research on teaching from the following national organizations: National Board for Professional Teaching Standards (NBPTS), Educational Testing Service (PRAXIS series), National Association of State Directors of Teacher Education and Certification (NASDTEC), Interstate New Teacher Assessment and Support Consortium (INTASC), North Central Accreditation of Teacher Education (NCATE), and Minnesota Educational Effectiveness Program (MEEP). From that effort, the Minneapolis Standards of Effective Instruction were written. The Standards can be used in a variety of ways. They can be used as: • a tool for self-assessment • a basis for teaming and/or coaching; goal setting, planning, and discussions • a guide for implementing staff development • criteria for reflection on work All staff of the Minneapolis Public Schools can continue to improve the quality of teaching and learning through the use of standards as a foundation for professional expectations as well as a guide for planning, implementing and reflecting on instruction. Although the Standards of Effective Instructional Support for Educational Support Professionals are clearly aligned with teacher standards, the ultimate responsibility for the design, content, and implementation of instruction is the professional responsibility of the licensed teacher. Belief Statements About Students And Learning ▪ ALL students can learn and all educators can teach them to learn. ▪ Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences which need to be addressed in designing instruction. ▪ Educational Support Professionals are recognized, respected and supported as integral team members responsible for assisting in the delivery of instruction and other student related activities. ▪ The entire instructional team participates within clearly defined roles within a dynamic changing environment to provide an appropriate educational program for students. ▪ Knowledge needs to be actively constructed in order to create true understanding and meaning. ▪ Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth in achievement in all students. ▪ Instruction, content, and assessment are aligned with each other and with student outcomes. ▪ Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary programs. ▪ Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as to provide feedback to students and parent/families. ▪ Instructional climate encourages questioning discourse, and divergent opinions among all individuals. ▪ Student success is dependent on shared responsibility among student, parent/family, school, and community. ▪ Implementation of new strategies requires ongoing support. ▪ Instructional improvement requires human and often financial resources for the training of instructional team members. ▪ Researched standards of effective instruction impact student achievement. Overview of Standards Standard 1 ▪ Teachers accommodate student differences when they plan for instruction. ▪ Educational Support Professionals collaboratively plan and implement instruction designed to accommodate student differences. Standard 2 ▪ Teachers are active learners as part of a school community. ▪ Educational Support Professionals are active learners as part of a school community. Standard 3 ▪ Teachers provide feedback to students and parents/families regarding their learning. ▪ Educational Support Professionals provide feedback to teachers and students regarding the student’s learning. Standard 4 ▪ Teachers continuously think systematically about their practice to improve their effectiveness. ▪ Educational Support Professionals continuously think systemically about their practice to improve their effectiveness. Standard 5 ▪ Teachers create classrooms in which students want to learn, do learn, and become responsible for their own learning. ▪ Educational Support Professionals support teachers in creating classrooms in which students want to learn, do learn, and become responsible for their own learning. Standard 6 ▪ Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations. ▪ Educational Support Professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations. Standard 7 ▪ Teachers implement instruction in ways that encourage student learning. ▪ Educational Support Professionals implement instruction in ways that encourage student learning. Standard 1 • Teachers accommodate student differences when they plan for instruction. • Educational support professionals collaboratively plan and implement instruction designed to accommodate student differences. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ address learning styles ▪ collaborate with teachers to use curriculum materials for a diverse student population, subject matter, and skills ▪ set high and appropriate expectations for all students and themselves ▪ follow the instructional plan and seek clarification and directions as needed Standard 2 • Teachers are active learners as part of a school community. • Educational support professionals are active learners as part of a school community. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ participate in professional development opportunities through district, state, colleges/universities, and professional organizations, business partnerships or other professional strategies ▪ are aware of methods to access information about best practices and educational issues ▪ share expertise and knowledge with others ▪ collaborate with parent/families, when directed, in making educational decisions ▪ are aware of and access parent/family and community resources as part of the educational team ▪ give and receive feedback in a positive manner Standard 3 • Teachers provide feedback to students and parents/families regarding their learning. • Educational support professionals provide feedback to teachers and students regarding the student’s learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ provide clear feedback to students regarding their learning ▪ use assessment results as feedback to structure future student learning as a member of the instructional planning team ▪ maintain a written record of student achievement as directed ▪ support district, school, and classroom expectations through positive reinforcement Standard 4 • Teachers continuously think systematically about their practice to improve their effectiveness. • Educational support professionals continuously think systematically about their practice to improve their effectiveness. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ actively participate in the Professional Development Process to achieve and give support for professional development ▪ elicit feedback from colleagues to improve instructional effectiveness ▪ integrate feedback and reflection into instructional directed activities ▪ seek advice of others ▪ develop an awareness of research-based best practices that support student achievement ▪ learn from experience and colleagues ▪ coach colleagues to higher levels of effectiveness ▪ connect your daily work practices to the individuals, classroom, school, community, and world Standard 5 • Teachers create classrooms in which students want to learn, do learn and become responsible for their own learning. • Educational support professionals support teachers in creating classrooms in which students want to learn, do learn and become responsible for their own learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪ affirm success ▪ demonstrate awareness of students and their activities ▪ develop empathy, rapport, and personal interactions among students, peers, and other adults with Multicultural, Gender and Ability Fair perspective ▪ establish and consistently maintain expectations and routines that are Multicultural, Gender and Ability Fair and appropriate to all students ▪ organize the physical facilities of the classroom as directed ▪ promote respectful interactions among students ▪ promote respectful interactions between all students and adults ▪ maximize time spent actively engaged in academic activities; minimize time spent waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct ▪ promote student self-discipline and responsibility ▪ encourage class participation and interaction ▪ exhibit a respectful attitude toward students ▪ positively reinforce achievement and appropriate behavior ▪ support a classroom environment in which students feel safe and willing to take academic risks ▪ encourage work and study habits in the classroom ▪ promote independent thinking, researching, and studying ▪ promote independent and collective learning Standard 6 • Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations • Educational support professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations EDUCATIONAL SUPPORT PROFESSIONALS: ▪ monitor student performance using a variety of informal assessment tools and provide corrective feedback as directed ▪ understand lessons and organize materials for instruction ▪ review, adapt, and summarize lessons as directed ▪ use strategies that encourage critical thinking and problem solving ▪ demonstrate a knowledge of subject matter ▪ know the subject matter and students’ learning styles, needs and experiences ▪ know and use strategies that xxxxxx thinking, reasoning and problem solving by students ▪ support lessons and learning environments that help students relate new information to what they already know ▪ support lessons and learning environments that assist the teachers to integrate instruction across content areas and interdisciplinary themes ▪ assist the teacher to provide opportunities for students to gain new knowledge and skills and to apply what they have learned in the context of their daily lives ▪ in collaboration with the teacher, monitor student performance and provide corrective feedback ▪ implement lessons and learning environments that are developmentally appropriate and challenging to students ▪ implement lessons and learning environments that support Curriculum Content Standards and Grade Level Expectations ▪ support environments where learning is active, experiential and engaging Standard 7 • Teachers implement instruction in ways that encourage student learning. • Educational support professionals implement instruction in ways that encourage student learning. Educational Support Professionals: ▪ implement instructional methods that accommodate differences in developmental levels and learning styles ▪ focus on relevant and important aspects of the instructional materials and activities ▪ relate new learning to students’ previous learning and experiences ▪ Accommodate student differences with clear and appropriate oral directions and assignments. ▪ Accommodate student differences with clear and appropriate written directions and assignments. ▪ accommodate student differences through the use of appropriate wait time ▪ use a variety of teaching strategies and techniques to xxxxxx student motivation ▪ use teaching aids and instructional materials appropriately ▪ facilitates cooperative learning in groups ▪ provide hands on exercises and experiences ▪ provide direct instruction, drill, practice, and feedback according to student needs ▪ promote class participation and interaction ▪ use a variety of questioning techniques/modes ▪ pace instruction appropriately ▪ arrange for physical and social conditions that are conducive to learning ▪ communicate high expectations clearly to students ▪ model learning to help students develop meta-cognitive (thinking about thinking) strategies ▪ guide students to interact with the content (e.g., develop and answer factual and integrative questions, problem solve, and invent new ideas) ▪ model the learning of higher order thinking and problem solving skills through collaboration/cooperation with colleagues

Standards of Effective Instructional Support for Educational Support Professionals. In our continuing effort to increase student achievement, the Educational Support Professionals Joint Labor Management Committee has adapted the Minneapolis Public School’s Standards of Effective Instructional Support to guide the practices of Educational Support Professionals as integral team members in the total teaching and learning process. (This committee was formed under the grant received from the Federal Mediation and Conciliation Services.) The Standards of Effective Instructional Support were developed in 1994 to assist with decisions and planning for the improvement of instruction and student learning. During the development of these standards, a committee of teachers, principals, and administrators reviewed, analyzed and synthesized the standards and current research on teaching from the following national organizations: National Board for Professional Teaching Standards (NBPTS), Educational Testing Service (PRAXIS series), National Association of State Directors of Teacher Education and Certification (NASDTEC), Interstate New Teacher Assessment and Support Consortium (INTASC), North Central Accreditation of Teacher Education (NCATE), and Minnesota Educational Effectiveness Program (MEEP). From that effort, the Minneapolis Standards of Effective Instruction were written. The Standards can be used in a variety of ways. They can be used as: •  a tool for self-assessment •  a basis for teaming and/or coaching; goal setting, planning, and discussions •  a guide for implementing staff development •  criteria for reflection on work All staff of the Minneapolis Public Schools can continue to improve the quality of teaching and learning through the use of standards as a foundation for professional expectations as well as a guide for planning, implementing and reflecting on instruction. Although the Standards of Effective Instructional Support for Educational Support Professionals are clearly aligned with teacher standards, the ultimate responsibility for the design, content, and implementation of instruction is the professional responsibility of the licensed teacher. Belief Statements About Students And Learning ▪  ALL students can learn and all educators can teach them to learn. ▪  Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences which need to be addressed in designing instruction. ▪  Educational Support Professionals are recognized, respected and supported as integral team members responsible for assisting in the delivery of instruction and other student related activities. ▪  The entire instructional team participates within clearly defined roles within a dynamic changing environment to provide an appropriate educational program for students. ▪  Knowledge needs to be actively constructed in order to create true understanding and meaning. ▪  Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth in achievement in all students. ▪  Instruction, content, and assessment are aligned with each other and with student outcomes. ▪  Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary programs. ▪  Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as to provide feedback to students and parent/families. ▪  Instructional climate encourages questioning discourse, and divergent opinions among all individuals. ▪  Student success is dependent on shared responsibility among student, parent/family, school, and community. ▪  Implementation of new strategies requires ongoing support. ▪  Instructional improvement requires human and often financial resources for the training of instructional team members. ▪  Researched standards of effective instruction impact student achievement. Overview of Standards Standard 1 ▪  Teachers accommodate student differences when they plan for instruction. ▪  Educational Support Professionals collaboratively plan and implement instruction designed to accommodate student differences. Standard 2 ▪  Teachers are active learners as part of a school community. ▪  Educational Support Professionals are active learners as part of a school community. Standard 3 ▪  Teachers provide feedback to students and parents/families regarding their learning. ▪  Educational Support Professionals provide feedback to teachers and students regarding the student’s learning. Standard 4 ▪  Teachers continuously think systematically about their practice to improve their effectiveness. ▪  Educational Support Professionals continuously think systemically about their practice to improve their effectiveness. Standard 5 ▪  Teachers create classrooms in which students want to learn, do learn, and become responsible for their own learning. ▪  Educational Support Professionals support teachers in creating classrooms in which students want to learn, do learn, and become responsible for their own learning. Standard 6 ▪  Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations. ▪  Educational Support Professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations. Standard 7 ▪  Teachers implement instruction in ways that encourage student learning. ▪  Educational Support Professionals implement instruction in ways that encourage student learning. Standard 1 •  Teachers accommodate student differences when they plan for instruction. •  Educational support professionals collaboratively plan and implement instruction designed to accommodate student differences. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  address learning styles ▪  collaborate with teachers to use curriculum materials for a diverse student population, subject matter, and skills ▪  set high and appropriate expectations for all students and themselves ▪ her/himself  follow the instructional plan and seek clarification and directions as needed Standard 2 •  Teachers are active learners as part of a school community. •  Educational support professionals are active learners as part of a school community. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  actively participate in the Professional Development Process to achieve and give support for professional development ▪  participate in professional development opportunities through district, state, colleges/universities, and professional organizations, business partnerships or other professional strategies ▪  are aware of methods to access information about best practices and educational issues ▪  share expertise and knowledge with others ▪  collaborate with parent/families, when directed, in making educational decisions ▪  are aware of and access parent/family and community resources as part of the educational team ▪  give and receive feedback in a positive manner Standard 3 •  Teachers provide feedback to students and parents/families regarding their learning. •  Educational support professionals provide feedback to teachers and students regarding the student’s learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  provide clear feedback to students regarding their learning ▪  use assessment results as feedback to structure future student learning as a member of the instructional planning team ▪  maintain a written record of student achievement as directed ▪  support district, school, and classroom expectations through positive reinforcement Standard 4 •  Teachers continuously think systematically about their practice to improve their effectiveness. •  Educational support professionals continuously think systematically about their practice to improve their effectiveness. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  actively participate in the Professional Development Process to achieve and give support for professional development ▪  elicit feedback from colleagues to improve instructional effectiveness ▪  integrate feedback and reflection into instructional directed activities ▪  seek advice of others ▪  develop an awareness of research-based best practices that support student achievement ▪  learn from experience and colleagues ▪  coach colleagues to higher levels of effectiveness ▪  connect your daily work practices to the individuals, classroom, school, community, and world Standard 5 •  Teachers create classrooms in which students want to learn, do learn and become responsible for their own learning. •  Educational support professionals support teachers in creating classrooms in which students want to learn, do learn and become responsible for their own learning. EDUCATIONAL SUPPORT PROFESSIONALS: ▪  affirm success ▪  demonstrate awareness of students and their activities ▪  develop empathy, rapport, and personal interactions among students, peers, and other adults with Multicultural, Gender and Ability Fair perspective ▪  establish and consistently maintain expectations and routines that are Multicultural, Gender and Ability Fair and appropriate to all students ▪  organize the physical facilities of the classroom as directed ▪  promote respectful interactions among students ▪  promote respectful interactions between all students and adults ▪  maximize time spent actively engaged in academic activities; minimize time spent waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct ▪  promote student self-discipline and responsibility ▪  encourage class participation and interaction ▪  exhibit a respectful attitude toward students ▪  positively reinforce achievement and appropriate behavior ▪  support a classroom environment in which students feel safe and willing to take academic risks ▪  encourage work and study habits in the classroom ▪  promote independent thinking, researching, and studying ▪  promote independent and collective learning Standard 6 •  Teachers create lessons and learning environments that are structured so that students can relate what they know to new information and situations •  Educational support professionals support lessons and learning environments that are structured so that students can relate what they know to new information and situations EDUCATIONAL SUPPORT PROFESSIONALS: ▪  monitor student performance using a variety of informal assessment tools and provide corrective feedback as directed ▪  understand lessons and organize materials for instruction ▪  review, adapt, and summarize lessons as directed ▪  use strategies that encourage critical thinking and problem solving ▪  demonstrate a knowledge of subject matter ▪  know the subject matter and students’ learning styles, needs and experiences ▪  know and use strategies that xxxxxx thinking, reasoning and problem solving by students ▪  support lessons and learning environments that help students relate new information to what they already know ▪  support lessons and learning environments that assist the teachers to integrate instruction across content areas and interdisciplinary themes ▪  assist the teacher to provide opportunities for students to gain new knowledge and skills and to apply what they have learned in the context of their daily lives ▪  in collaboration with the teacher, monitor student performance and provide corrective feedback ▪  implement lessons and learning environments that are developmentally appropriate and challenging to students ▪  implement lessons and learning environments that support Curriculum Content Standards and Grade Level Expectations ▪  support environments where learning is active, experiential and engaging Standard 7 •  Teachers implement instruction in ways that encourage student learning. •  Educational support professionals implement instruction in ways that encourage student learning. Educational Support Professionals: ▪  implement instructional methods that accommodate differences in developmental levels and learning styles ▪  focus on relevant and important aspects of the instructional materials and activities ▪  relate new learning to students’ previous learning and experiences ▪  Accommodate student differences with clear and appropriate oral directions and assignments. ▪  Accommodate student differences with clear and appropriate written directions and assignments. ▪  accommodate student differences through the use of appropriate wait time ▪  use a variety of teaching strategies and techniques to xxxxxx student motivation ▪  use teaching aids and instructional materials appropriately ▪  facilitates cooperative learning in groups ▪  provide hands on exercises and experiences ▪  provide direct instruction, drill, practice, and feedback according to student needs ▪  promote class participation and interaction ▪  use a variety of questioning techniques/modes ▪  pace instruction appropriately ▪  arrange for physical and social conditions that are conducive to learning ▪  communicate high expectations clearly to students ▪  model learning to help students develop meta-cognitive (thinking about thinking) strategies ▪  guide students to interact with the content (e.g., develop and answer factual and integrative questions, problem solve, and invent new ideas) ▪  model the learning of higher order thinking and problem solving skills through collaboration/cooperation with colleagues