Planning and Preparation:

Demonstrate knowledge of content and pedagogy
prepare and deliver lessons based on recently accepted views of best practice (for example: lessons include opportunities for collaborative learning, interdisciplinary approaches, applied learning, technology, media)

Demonstrate knowledge of students
understand developmental patterns of age group, varied learning styles, students’ skills, knowledge, interests, cultural heritage and special needs

Use data to inform instruction
perform item analysis, chart individual progress and compare class, school, and region outcomes

Select instructional goals
articulate clearly how goals establish high expectations, relate to standards and curriculum, permit viable means of assessment, and take into account varying needs of individual students or groups

Demonstrate knowledge of resources
actively seek materials to enhance instruction from professional organizations or through the community

Design coherent instruction
facilitate learning activities highly relevant to students and instructional goals, that progress coherently, produce a unified whole, reflect recent professional research and show evidence of student choice in selecting different instructional methods

Assess student learning
communicate to students criteria, standards, and feedback that are informative, achievable, and clear

The Classroom Environment:

Create an environment of respect and rapport
demonstrate genuine caring and respect for students; students show respect for teacher and for one another

Establish culture for learning
promote active student participation, pride in student work, curiosity and attention to detail. For example: students revise drafts, help peers, and display high-quality work

Manage classroom procedures
establish routines, transitions and systems that are seamless with students assuming responsibility for productivity supported by volunteers and paraprofessionals

Manage student behavior
establish standards of conduct that are clear, monitor student misbehavior in a subtle, responsive, and highly effective way

Organization of physical space
provide a safe classroom where students adjust the furniture to advance their own purposes in learning and use physical resources optimally

Instruction:

Communicate clearly and accurately
express directions and procedures clearly; use correct and expressive spoken and written language, and use vocabulary that enriches the lesson

Use questioning and discussion techniques
encourage critical thinking through questions that are of high quality and which allow adequate time for all students to respond; the arrow of recitation moves from student to student

Engage students in learning
select content level, instructional materials and resources that are appropriate and suitable to instructional goals and linked to students’ knowledge and experience; students are cognitively engaged in the activities, instructional groups are productive, lesson's structure is coherent, and pacing is appropriate for all students

Provide feedback to students
offer students consistent, high quality, timely suggestions to use in their learning

Demonstrate flexibility and responsiveness
enhance learning by building on a spontaneous event, persist in seeking effective approaches for students who need help and successfully makes major adjustments to a lesson

Professional Responsibilities:

Reflect on teaching
assess a lesson's effectiveness thoughtfully and accurately and to the extent to which it achieved its goals; draw on an extensive repertoire of skills for future use

Maintain accurate records
develop and implement a fully effective system for maintaining information on instructional and non-instructional activities

Communicate with families
provide feedback and engagement in instructional program and individual progress

Contribute to the school and district
assume leadership roles and volunteer participation in school and district projects and events

Show professionalism
serve students proactively, challenge negative attitudes, ensure student equity and access, assume a leadership role in team or departmental decision making

Continue to grow and develop professionally
seek opportunities for further professional development which is evidenced by meeting certification requirements and improved skills, conducting action research in the classroom, and contributing to the profession by mentoring new teachers, writing articles, and making presentations