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Georgia Extended Framework for Teaching

COMMITTEE FOR QUALITY TEACHING

Georgia Professional Standards Commission

Georgia Department of Education

Board of Regents of the University System of Georgia

Georgia State Board of Education Georgia Department of Early Care and Learning

Georgia’s Leadership Institute for School Improvement

Georgia Regional Educational Service Agencies

Georgia Partnership for Excellence in Education

Committee Members:

COMMITTEE FOR QUALITY TEACHING

Governor’s Office of Student Achievement

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Content and Curriculum

Knowledge of Students

Learning Environments

Assessments

Planning and Instruction

Professionalism

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Georgia Framework for Teaching Guiding Principles

Georgia Extended Framework for Teaching

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Georgia Framework for Teaching The Georgia Framework for Teaching was adopted in 2005 by the Georgia Department of Education (DOE), the Georgia Professional Standards Commission (PSC), and the University System of Georgia Board of Regents (BOR) as the state definition of quality teaching. Developed by partners of the Georgia Systemic Teacher Education Program (GSTEP) through extensive focus groups across the state, the Framework identifies knowledge, skills, dispositions, understandings, and other attributes of accomplished teaching. The six domains and associated indicators provide common language and definitions for all stakeholders who are interested in quality teaching. The extended Framework was developed by the Committee for Quality Teacher.

Guiding Principles of the Georgia Framework for Teaching The following principles guided the development of the Framework:

• The Process Principle: Learning to teach is a career-long process. • Support Principle: Successful engagement in the process of learning to teach requires support from multiple partners. • The Ownership Principle: Professional teachers have ownership of their careers, which they create and design. • The Impact Principle: Effective teaching yields evidence of student learning. • The Equity Principle: All teachers deserve high expectations and support. • The Dispositions Principle: Productive dispositions affect student learning, teacher growth, and school climate positively. • The Technology Principle: Technology facilitates teaching, learning, community building, and resource acquisition.

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Domain 1: Content & Curriculum Teachers demonstrate strong knowledge of content area(s) appropriate for their certification levels. Accomplished teachers: 1.1 demonstrate knowledge of content, major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are

central to the subject(s) they teach. 1.2 understand and use subject-specific content and pedagogical content knowledge (how to teach their subjects) that is appropriate

for diverse learners they teach. 1.3 stay current in their subject areas as engaged learners and/or performers in their fields. 1.4 relate content area(s) to other subject areas and see connections to everyday life. 1.5 carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content

area(s). 1.6 interpret and construct school curriculum that reflects state and national content area standards.

Domain 2: Knowledge of Students & Their Learning Teachers support the intellectual, social, physical, and personal development of all students. Accomplished teachers: 2.1 believe that all children can learn at high levels and hold high expectations for all. 2.2 understand how learning occurs in general and in the content areas (e.g., how diverse learners construct knowledge, acquire skills,

and develop habits of mind). 2.3 are sensitive, alert, and responsive to all aspects of a child’s well-being.

2.4 understand how factors in environments inside and outside of school may influence students’ lives and learning. 2.5 are informed about and adapt their work based on students’ stages of development, multiple intelligences, learning styles, and

areas of exceptionality. 2.6 establish respectful and productive relationships with families and seek to develop cooperative partnerships in support of student

learning and well-being.

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Domain 3: Learning Environments Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. Accomplished teachers: 3.1 create a learning community in which students assume responsibility, participate in decision making, and work both

collaboratively and independently. 3.2 organize, allocate, and manage time, space, activities, technology and other resources to provide active and equitable engagement

of diverse students in productive tasks. 3.3 understand and implement effective classroom management. 3.4 recognize the value of and use knowledge about human motivation and behavior to develop strategies for organizing and

supporting student learning. 3.5 are sensitive to and use knowledge of students’ unique cultures, experiences, and communities to sustain a culturally responsive

classroom. 3.6 access school, district, and community resources in order to foster students’ learning and well-being. 3.7 use effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive

interaction in the classroom. Domain 4: Assessment Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. Accomplished teachers: 4.1 understand measurement theory and the characteristics, uses, and issues of different types of assessment. 4.2 use preassessment data to select or design clear, significant, varied and appropriate student learning goals. 4.3 choose, develop, use classroom-based assessment methods appropriate for instructional decisions. 4.4 involve learners in self-assessment, helping them become aware of their strengths and needs and encouraging them to set personal

goals for learning.

4.5 develop and use valid, equitable grading procedures based on student learning. 4.6 use assessment data to communicate student progress knowledgeably and responsibly to students, parents, and other school

personnel. 4.7 use resources, including available technology, to keep accurate and up-to-date records of student work, behavior, and

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accomplishments. 4.8 are committed to using assessment to identify student strengths and needs and promote student growth.

Domain 5: Planning & Instruction Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. Accomplished teachers: 5.1 articulate clear and defensible rationales for their choices of curriculum materials and instructional strategies.

5.2 plan and carry out instruction based upon knowledge of content standards, curriculum, students, learning environments, and assessment.

5.3 understand and use a variety of instructional strategies appropriately to maintain student engagement and support the learning of all students.

5.4 monitor and adjust strategies in response to learner feedback. 5.5 vary their roles in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of

instruction and the needs of students. 5.6 use appropriate resources, materials, and technology to enhance instruction for diverse learners. 5.7 value and engage in planning as a collegial activity.

Domain 6: Professionalism Teachers recognize, participate in, and contribute to teaching as a profession. Accomplished teachers: 6.1 continually examine and extend their knowledge of the history, ethics, politics, knowledge of the history, ethics, politics,

organization, and practices of education. 6.2 understand and implement laws related to rights and responsibilities of students, educators, and families. 6.3 follow established codes of professional conduct, including school and district policies. 6.4 systematically reflect on teaching and learning to improve their own practice. 6.5 seek opportunities to learn based upon reflection, input from others, and career goals. 6.6 advocate for curriculum, instruction, learning environments, and opportunities that support the diverse needs of and high

expectations for all students. 6.7 assume leadership and support roles as part of a school team.

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Introduction to the Extended Georgia Framework (With Samples of Teacher and Student Evidence)

The Extended Georgia Framework (with Samples of Teacher and Student Evidence) extends the Georgia Framework for Teaching to include (1) adaptations of the indicators across levels of expertise and practice (the extended framework). It also includes (2) samples of what teachers and their students do (evidences) when a teacher is working at each level. Potential Uses: The Extended Georgia Framework (with Samples of Teaching and Student Evidence) may be used to help teachers and their leaders/ mentors/ colleagues to:

A. define teaching profession as a complex, highly professional experience. B. illustrate the variations in teachers’ practices in complex ways. C. provide a modern vision of exemplary teaching. D. offer a career-long map for professional growth including goal setting, professional learning plan, samples of teacher and student

evidence, and support for constant development. E. propel the profession toward a rich, new, challenging understanding of teaching that is driven by evidence, including student work.

Levels: While teachers will move within various indicators of the Extended Framework, the levels are not intended to describe a fixed developmental sequence over time. The levels are:

Basic: Initial practice, beginning or beginning AGAIN as a teacher is reassigned to a new grade level, content area or role, goes to a new school or demographics change

Advanced: Solid teaching Accomplished: The Georgia Framework for Teaching level describing the practice of a National Board certified or other accomplished

teacher Exemplary: Pushing the envelope of the career

Reading Notes 1. No teacher will ever be all in one column (e.g., all advanced); a teacher’s profile will vary across indicators. 2. The Extended Georgia Framework is NOT LINEAR across teachers’ careers. Teachers will move within the levels as they change

settings, grade levels, content, courses, or gain new knowledge and skills. 3. No level is negative, “bad practice,” or deficit; rather, each level illustrates variations in teachers’ practice. 4. The Extended Georgia Framework (with Sample Teacher and Student Evidence) is designed to support teachers from preservice through

the end of career. 5. Evidences are samples; not all are required or expected of teachers or students. Teacher preparation programs, schools, or districts might

modify, add more, or devise other evidences. All sample evidences should be read to include: “in age appropriate ways.”

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6. Each framework indicator is written to be unique and provide one puzzle piece to the overall definition of teaching. Therefore, the indicators-only, one-page versions of the Georgia Framework for Teaching, the Extended Framework Organized by Domains, and the Extended Framework Organized by Levels can all be used to see where each indicator fits within the WHOLE conception or definition of teaching.

7. Each level (Basic, Advanced, Accomplished, and Exemplary) offers a vision of how teachers can situate their current practice and envision how to work toward new levels.

8. The Extended Georgia Framework (with Sample Teacher and Student Evidence) may be most powerful when teachers use it within established learning communities to focus their collaborative work.

CCOONNTTEENNTT && CCUURRRRIICCUULLUUMM Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels.

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BASIC TEACHING (When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :)

Indicator(s) Teacher Evidence Student Evidence

Demonstrate knowledge of major concepts in assigned content area(s).

Earn a degree from an accredited university in the assigned content area(s)/developmental levels.

Pass required standardized test(s) in the assigned content/developmental area(s). Use current and accurate content knowledge in teaching. Are aware that subject matter knowledge in any field is not a fixed body of facts but

is complex and ever-evolving. Recognize that there are multiple perspectives on any topic. Demonstrate enthusiasm for and interest in teaching and learning more about the

field(s) of study.

Demonstrate knowledge of content (GPS) through classroom and external assessments.

Learn accurate information, but also see different ideas people have about content.

Report (in surveys, orally, etc.) that they benefit from and enjoy learning in the content area(s) taught.

Adapt content and teaching to meet observed learner needs.

Consider, select, and shape content for the specific students they teach. Explain content in multiple ways. Accommodate learning in compliance with students’ Individual Education Plan (IEP)

when called for. Have opportunities to study content from a teaching perspective in order to

understand not only content knowledge but also how students learn content in specific ways.

Collect data about students as diverse learners, identifying their prior knowledge, potential problems, and misconceptions through observation and other means.

Use students’ previous knowledge and/or misconceptions to guide instruction. Collaborate with other teachers in Student Support Teams (SSTs) to learn how to

adapt instruction for particular students’ needs.

Engage in appropriate and varied learning activities that meet their interests and learning needs.

Observe (in surveys, etc.) that teachers help them understand rather than judge them for misconceptions.

Grasp the meaning, not just the facts, of the content they are learning.

Work from accommodations made in compliance with their IEPs, SST plans, etc., as needed.

Learn through supportive teaching.

Build teaching on a strong and current foundation in the content area(s) they teach.

Take courses and learn from professors, practitioners, and teachers who specialize in the content area(s) they teach.

Seek real-world learning opportunities as apprentices or as colleagues of those who specialize in using content area knowledge (e.g., workshops, jobs, service or community-based learning).

Gain knowledge and experience in the content area(s) through independent efforts (e.g., travel, informal research, related community and volunteer work).

Read current text and online materials from the content area(s), including those intended for popular audiences as well as experts or teachers in the field(s).

Follow and become conversant in recent news about both education and their content area(s).

Understand how people work in, learn in, and use content area knowledge, ideas, and skills.

Demonstrate knowledge of content (GPS) that is current.

Are aware (in surveys etc.) that their teachers are learning about, and sometimes share, current issues in their fields of study.

Learn from current materials located by teachers.


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Relate content to everyday lives of students.

Use a variety of strategies to get to know students’ interests, lives, and communities. Invite students to bring their everyday knowledge and experiences into the

classroom. Offer opportunities for students to connect new knowledge to prior knowledge and

experiences. Devise ways for students to link new content to settings they have already

encountered (e.g., invent a store with money in kindergarten). Relate stories, problems, and solutions from their own experiences so students can

see how content knowledge impacts and is useful to everyone in a variety of everyday settings.

Invite speakers to share their real world uses of and experiences with content knowledge and skills.

Present new content knowledge and skills in relation to media (e.g., TV, film) to which students relate.

Engage in discussions that relate content to their everyday lives.

Make connections between content and their lives.

Hear teachers’ (and others such as speakers, in the media, etc.) relate stories about how they see content area knowledge used in the world.

See the value of what they are learning and become more engaged.

Use available resources, including technology, from preparation programs, personal background and research, and the school/district to learn more about the content area(s).

Organize and use materials collected or developed in preparation programs to refresh content knowledge.

Use resources and technology in school/district media centers in order to learn new content.

Use teacher guides to textbooks to expand content and pedagogical content knowledge.

Use professional books and journals to learn. Seek to learn independently in the content area(s) through personal

experiences/reading, collaborations with others, and contacts (including university faculty/ professionals).

Become adept at using the Internet to research content area topics they will teach and are interested in.

Communicate via the Web with other professionals (e.g., teachers, mentors, professors, experts) in the content area(s) they teach.

Use books, magazines, videos, computers, calculators, and other appropriate resources, technology, and software during learning activities.

Learn from teachers who have a wide range of resources at their fingertips.

Benefit from seeing teachers learn more and share valuable resources to extend classroom learning.

Follow state and local curriculum. Participate actively in school and district curriculum information sessions. Review and use the state standards (GPS) and curriculum as instructional guides. Explore questions and issues about state and local standards and curriculum with

colleagues as needed. Select, organize, and identify state and local curriculum standards in lesson and unit

plans. Write and review daily goals with students so all see and hear them. Explain their selection of standards for lessons and units to administrators,

colleagues, students, and their families. Work with colleagues to understand how local and state curricula align with School

Improvement Plans (SIP) and use this knowledge to design standards-based instruction.

Design and ask essential questions as a way to organize instruction.

Meet the standards on state-mandated standardized tests.

Work with teacher and peers to answer essential questions that organize curriculum and standards.

Understand standards (or learning goals) around which teachers organize curriculum, units, lessons.

Engage in goal-directed learning to accommodate specific needs.


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ADVANCED TEACHING (When teachers are teaching at an ADVANCED level for a given indicator, this may be evidenced by the following :)


Demonstrate knowledge of major concepts and assumptions essential to the content area(s) assigned to teach

Engage in further education (courses, degrees, workshops, online resources/courses, the BRIDGE) to increase content knowledge in the field

Expand content knowledge beyond initial degree. Articulate, question, and reflect on larger issues in the field. Can explain concepts and assumptions in the content area(s) to students, families,

and community members. Seek and explain how subject matter knowledge is representative of the many

cultures in the U.S. and globally.

Demonstrate working knowledge of major concepts and assumptions of the content area(s).

Recognize and discuss issues related to content.

Experience learning in the content area(s) that is representative of many perspectives, cultures, and people.

Understand and use subject-specific content and pedagogical content knowledge

Search for, locate, shape, and adapt subject-specific content knowledge so that it is appropriate for the learners they teach.

Anticipate common misconceptions and make modifications before the lesson or unit to address student needs.

Provide appropriate scaffolding, coaching, and modeling to support students as they develop new skills or learn new concepts, removing supports as students are ready to continue and expand on their own.

Differentiate instruction for specific students based on knowledge of the students and their specific learning needs.

Acknowledge that learning sometimes means moving through confusion to clarity.

Report that teachers create and adapt learning opportunities to meet students’ needs and interests.

Demonstrate understanding of content through explanation, interpretation, empathy, perspective, application, and metacognition (self-knowledge).

Feel successful in learning. Stay current in their subject area(s) and

participate in professional growth activities as engaged learners and/or performers in their fields.

Earn the required number of PLUs or college credits to maintain certification. Read professional journals. Join professional organizations. Stay abreast of current news and issues in education and related to content area(s). Attend required and optional school, district, state, national workshops in content

area(s). Perform as professionals do in the field, seeking to locate and create opportunities

when possible (e.g., as artist, writer, book club member, musician, athlete, historian, accountant, graduate lab assistant).

Display enthusiasm for learning in the content area(s). Seek to learn from a diverse range of sources (e.g., people, texts, technology) so as

to expand perspectives beyond their own experiences.

Benefit from teachers’ new learning by increasing their own knowledge in the fields of study, sometimes beyond the regular curriculum.

Observe and experience teachers’ and others’ (speakers, etc.) enthusiasm for learning & working in the field.

Hear from and see teachers who work as professionals and use the content area skills and knowledge that they teach.


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ADVANCED TEACHING

(When teachers are teaching at an ADVANCED level for a given indicator, this may be evidenced by the following :)


Relate content to students’ lives and to one or more other areas of the curriculum

Examine the standards (GPS) across the curriculum areas for their grade level to discover natural connections for interdisciplinary and life-based lessons, units, and concepts.

Choose topics and/or concepts (e.g., patterns, light, humor, revolution) and brainstorm ideas for organizing content around these themes.

Develop guiding (or essential) questions that transcend content areas to drive interdisciplinary study.

Plan and use teaching/learning strategies (e.g., projects, essays, research) that require students to relate one content area to another and to real-life experiences.

Plan and assess collaboratively with colleagues the student projects, essays, and research developed from interdisciplinary units.

Develop a sense of collaboration and enthusiasm as they develop interdisciplinary perspectives and units with colleagues.

Engage in projects, essays, and research that relate content areas and their everyday lives.

Translate knowledge into new and meaningful contexts.

Apply their knowledge effectively in thinking and reasoning through cross-content lessons and units.

Develop higher-order thinking skills.

Constantly update and expand on the resources they use, including technology, to continue to learn in the content area(s).

Search for, evaluate, and use new resources, materials, technology, and software in the content area(s) they teach as a professional way of life.

Attend professional content area workshops and conferences, read professional journals, take courses that increase content knowledge and/or pedagogical skills in the areas they teach.

Maintain, label and organize, and periodically purge files (paper or computer) so that they can easily access resources.

Seek new ways to learn including through the media, technology, and other people. Develop and use graphic organizers, concept maps, mind maps, etc. to make sense

of and organize their content knowledge and the relationships among topics and subjects.

Use up-to-date resources and technology regularly to enhance learning.

Gain competence in the use of content area resources through teachers’ expert guidance.

Locate and select appropriate resources, technology, and software for learning in the content area(s).

Organize theirown resources.

Understand and use state and local curriculum as guides to teaching and learning.

Examine the current curriculum and help shape new curriculum as needed to create appropriate learning situations for all students.

Assure that teaching decisions help all students move toward learning the required curriculum standards for the grade level, course, or IEP.

Develop authentic learning, teaching, and assessment activities. Help students build a deep understanding of standards in language they can

comprehend. Work with students to describe and design how they can meet--and later have met--

standards. Create authentic assessment measures that reflect student accomplishments in

relation to the standards. Help select textbooks and other materials to support the local and state curricula.

Engage in learning activities that lead to their achieving or exceeding standards.

Know expectations for their learning regarding standards and can restate those standards in their own language.

Explain and defend (when appropriate) how they have met standards.


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ACCOMPLISHED TEACHING

(When teachers are teaching at an ACCOMPLISHED level for a given indicator, this may be evidenced by the following :)


Demonstrate knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the content area(s) assigned to teach.

Draw their teaching content and perspectives from a complex knowledge of the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the content area(s) they teach.

Engage in continued study, professional learning, reading, and collaboration.

Articulate, discuss, challenge, and revise their understandings in the field. Are aware of current research, developments, and debates in their field(s). Present at conferences and/or publish in technical or teaching journals in

the field. Can think like someone in the content area (e.g., scientist, mathematician,

reader) and help students to see how to think and see the world in that way as well.

Understand and can explain how people working in a content area (e.g., historian, mathematician, reader/writer, scientist, healthcare worker) think, create new insights, do their work, and decide what to believe in ways unique to their field.

Actively engage in hands-on/minds-on learning through inquiry processes, projects, and technology similar to those used by professionals in the content area.

Debate issues in the content area(s). Listen, learn, generate data, and use

evidence in ways acknowledged by those in the content area(s).

Actively seek to learn about the content area and how people learn in and use content knowledge.

Understand and use subject-specific content and pedagogical content knowledge that is appropriate for the diverse learners they teach.

Evaluate, select, and adapt subject specific content appropriate for all of the diverse students they teach.

Evaluate students’ prior knowledge, and transform their ideas into new, understandable, teachable events.

Are literate enough in the content area(s) to transform content knowledge into learning opportunities.

Help students comprehend the assumptions underlying a field of study (e.g., the power of scientific method, or that readers create meaning from text).

Expect, allow, and encourage students to learn and reason about problems in the content area(s), try to make sense of the world through those lens, and create the desire to learn more.

Engage in a variety of highly enriching, content-specific learning opportunities.

Help teachers create learning opportunities that meet diverse students’ needs and interests.

Explain how the field of study works (e.g., how people understand, learn, and use content knowledge and skills) and engage in content-specific learning.

Feel respected as learner.

Stay current in their subject area(s) as engaged learners and /or performers in their fields.

Earn college credit and/or PLUs in the assigned (and related) content area(s) that are beyond the minimum required to maintain certification.

Seek, judiciously choose, and create professional learning activities for themselves and in collaboration with other teachers.

Participate actively in professional organizations. Seek funding for research, practice, scholarship, or travel in the content

area(s) and report findings to sponsors, school colleagues, and the community.

Contribute to the dialogues in education and the content area(s) through civicand professional involvement.

Gain perspective and deepen their understanding by studying the historical

Believe that teachers are life-long learners.

Value and seek teachers’ expertise in the content area(s) they teach.

Explore related areas of the subject that go beyond the curriculum, assured that the teacher will be able to support their explorations.

Receive a broad, deep, and complex perspective of the content area(s) taught


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ACCOMPLISHED TEACHING (When teachers are teaching at an ACCOMPLISHED level for a given indicator, this may be evidenced by the following :)


foundations of current issues related to education and the content area(s). because their teachers are learners themselves.

Relate content area(s) to other subject areas and see connections to everyday life.

Plan interdisciplinary lessons/ units with other teachers so as to create curriculum that is stimulating, more relevant, and less fragmented.

Create research and learning opportunities that connect students with the world outside the school, including people in their own and other communities (e.g., pen pals, local history, etc.).

Involve students in planning activities/units to relate new content to prior knowledge/interests.

Develop processes, assignments, and rubrics for complex assessments that apply to all disciplines covered and model ways that people really report knowledge in these fields.

Select and design projects, essays, research to connect content areas and everyday life.

Make their own connections from subject to subject and to everyday life.

Apply knowledge to solve problems in their lives and the lives of others in and/or out of their community.

Carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content area(s).

Can demonstrate how they use a wide variety of content area resources to learn and expand their knowledge in the fields they teach.

Document and critique resources they encounter in acquiring new knowledge.

Create, update, and maintain bibliographies of valuable sources to come back to and to share with students and colleagues.

Update content area learning software and their knowledge of how to use it on a regular basis.

Seek and review new resources from professional organizations in the content area(s) they teach.

Get to know community members who can provide content area knowledge/skills for teacher and student learning.

Share and contribute new content area resources via online learning communities such as the BRIDGE.

Locate, evaluate, and (when appropriate) defend resources and technology they select for specific purposes.

Build a repertoire of content area resources and technology with which they are comfortable.

Learn from community members and their expertise in content areas.

Let teacher submit their student work to content area web sites.

Interpret and construct school curriculum that reflects state and national content area standards.

Correlate and reflect on local and national standards in order to envision and build more productive lessons and units.

Write and share curriculum guides and curriculum maps that address local, state, and national curriculum standards.

Work with colleagues to critique and change the current curriculum as needed in order to improve student achievement and meet School Improvement Plan goals.

Enrich curriculum in practice by studying and implementing all components of a sound curriculum theory (e.g., Essential Schools, and others).

Create curricula that are developmentally appropriate, complex, interesting to students and teachers, and important for understanding responsible citizenship and the disciplines.

Use explanation, interpretation, application, empathy, perspective, and/or self-knowledge to master standards.

Generate learning opportunities and performances to help all learn and demonstrate growth.

Answer questions about a task's purpose, resources needed, and how to do it well.


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EXEMPLARY TEACHING

(When teachers are teaching at an EXEMPLARY level for a given indicator, this may be evidenced by the following :) Indicator(s) Teacher Evidence Student Evidence

Discover and share with others knowledge about the assigned content area(s)

Share original knowledge about teaching and content through teacher research, professional writing/ submissions, speaking, teaching, and collaboration.

Design and carry out teacher research projects that focus on content knowledge.

Spend time with professionals in fields related to the content areas they teach (e.g., professors, researchers, or practitioners in music, business, accounting, publishing, etc.) and bring new insights back to the classroom and school.

Engage in in-depth study of a particular concept or area of the field (e.g., archaeology for social sciences, or sculpture for art, or landscaping for science) using field-specific inquiry processes.

Seek opportunities to learn about content area(s) through service learning and other community connections.

Explore various theoretical and philosophical stances that workers in/users of the content area may believe (e.g., early reading as phonics, whole language, etc.)

Actively engage in original, personally-driven learning activities that develop higher-order thinking skills in the content area(s)

Set high expectations for self and meet and/or exceed achievement goals in the content area(s).

Generate and use evidence in creative ways to discuss and challenge knowledge in the content area(s).

Learn about/use content as used in the field.

Continue to learn about new, diverse students and groups, and if school demographics change, accommodate content learning to meet the needs of all.

As school and classroom demographics change, use a variety of resources to learn to adapt content and instruction as appropriate.

Use a variety of data sources to identify the needs and talents of each student.

Make connections between content understandings and what it takes to teach and learn that content so as to focus on deep conceptual understanding rather than coverage.

Demonstrate and teach from a deep understanding of how diverse learners acquire specific content knowledge.

Use cooperative learning groups to help students communicate about and learn from each others’ understandings and misconceptions.

Set high expectations for self, one another, and the teacher.

Achieve at high levels. Explain and demonstrate in what ways they

are highly capable in the content area(s). Become increasingly confident and self-

directed and take responsibility for own learning.

Accept and overcome learning challenges, sometimes in collaboration with peers.

Model life-long learning for students, colleagues, and the public.

Conduct action research as a regular part of the work of teaching. Participate in and lead professional committees, work groups, and

organizations. Share learning through professional learning communities, workshops.

conference presentations, and publications.

Participate in the action research conducted by the teacher.

Become increasingly self-directed and participatory in planning their own learning.

Engage in action or independent research


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EXEMPLARY TEACHING (When teachers are teaching at an EXEMPLARY level for a given indicator, this may be evidenced by the following :)

Indicator(s) Teacher Evidence Student Evidence Develop their own talents and skills in content-related fields, sometimes to

the level of the professional. Use professional learning opportunities to question, critique, and challenge

their own and others’ assumptions about education and the content area(s) (e.g., through cross-site visitation, observation, study in another discipline, etc.).

Model for students, families, and colleagues the importance and power of life-long learning.

Model for students, families, and colleagues the importance and power of life-long learning.

in the content areas. Benefit from their teachers’ learning

experiences because teachers have experienced, as learners, problems and insights that students will encounter.

Create interdisciplinary learning experiences that allow students to integrate knowledge and skills and regularly apply them to everyday life situations.

Lead interdisciplinary teams to collaboratively plan and share learning opportunities that integrate content areas and relate to everyday lives of students

Use a wide variety of resources, including colleagues in other subject areas, professional journals, professional organizations, workshops, and the Internet, to plan integrated units.

Seek to dissolve the boundaries of areas of study and encourage learning across the curriculum as a major way of learning in the school.

Provide incentive, intellectual rigor, order, and expectations for complex reasoning and critical thinking as replacements for skimming the surface, focusing on thin and broad curriculum, and having insufficient time to gain deep, significant understandings.

Understand and seek ways to share with students how people use aspects of content areas in life and leisure, in work (called contextual teaching and learning), and in a democratic society.

Develop projects, essays, research that address different subject areas and are assessed by multiple reviewers.

Understand and explain how content areas relate to others thematically, historically, and/or conceptually.

Independently relate new learning to community, career, leisure, and goals.

Make comparisons that bridge disciplines, span eras, and encourage the application of knowledge.

Investigate, locate, create, and share content area resources, including technology with colleagues, students, the community, and the profession.

Conduct research in the latest technology, software, and other resources in order to enhance their own content area knowledge and to share these resources with others.

Write grants and seek contributors to acquire technology and other content resources for use in the classroom, school, and community.

Share resources with colleagues, students, the community, and the profession through leading, teaching, writing, speaking, and technology.

Develop their own content area resources (e.g., materials, software, organizing frameworks) based on study, research, and practice and share these with colleagues, students, or others through publication.

Use a wide range of resources to engage in independent explorations in the content area(s).

Create resources, including with technology, in order to share content knowledge with others.

Benefit from the wealth of resources teachers access, use, and share.

See student learning contribute to content knowledge.

Lead curriculum development and

implementation teams. Serve on district/state committees to develop standards, curriculum, and

assessments of the standards. Work collaboratively with other students

to enhance learning of all.


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Indicator(s) Teacher Evidence Student Evidence Provide professional learning and mentoring to colleagues about

implementing standards and curriculum. Reflect on standards, curriculum, and policy and make recommendations to

appropriate people and agencies in order to improve student achievement. Attend local school board meetings and present curriculum issues to the

board. Support students as they co-create learning opportunities and performances

to demonstrate their understanding of the standards and to demonstrate their growth in the standards.

Analyze assumptions teachers hold about school structures, students, and how learning happens and use these insights to develop curriculum together.

Set high standards for self & others. Encourage peers to engage in activities

that will enhance their academic achievement.

Speak at or write for school and school board representatives about issues of curriculum, learning, motivation, etc.

KKNNOOWWLLEEDDGGEE OOFF SSTTUUDDEENNTTSS Teachers support the intellectual, social, physical, and personal development of all students.

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Indicator(s) Teacher Evidence Student Evidence Believe that all students can learn. Plan, act, speak, and write from the assumption that all students will learn,

though not in the same ways, time, or depth. Communicate positively about students with students, colleagues, and

families at all times. Recognize some students’ lower achievement as a challenge to teach

differently or seek further resources. Recognize that students’ demonstrations of learning may occur in various

forms, including those representative of cultural backgrounds different from the teacher or from others in the community.

Design instruction to foster knowledge acquisition and understanding by all students.

Believe that teachers want all students to learn.

Learn, understand, and perform content standards at grade level, or as established in his/her IEP.

Demonstrate learning in ways that are challenging but comfortable and appropriate for their learning styles, needs, and talents.

Experience learning activities and assessments that are appropriate for their needs but may differ from other students.

Feel welcome as learners in the classroom.

Feel validated for their accomplishments, even if their learning takes longer or looks different from others.

Receive help when needed from teacher as well as other adults and students.

Show respect for students whose learning takes longer or is different from others.

Understand and use basic theories of learning to create productive classroom instruction.

Read and consider theories and research about how people learn across the lifespan.*

Develop a philosophy of learning/teaching based on theory, research, reflection on their own experiences as learner and teacher.

Focus in their classrooms more on learners and learning than on teacher and teaching.

Observe and reflect on students as learners, gaining experiential insights to confirm or critique theoretical knowledge.

Adjust instruction to use alternative strategies when they become aware of

Recognize that the teacher is striving to help them learn in more productive ways.

Bring prior knowledge and skills to the classroom and build on those.

Trust teachers to help make transitions to new concepts.


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Indicator(s) Teacher Evidence Student Evidence student struggles in learning.

Understand that much of what people learn occurs without formal instruction and value knowledge students bring.

Make connections for learners between new learning situations and familiar ones.

Communicate respect for and develop rapport with all students.

Greet students with a smile. Communicate with students respectfully. Listen to students about their needs, goals, lives, and learning. Arrange to spend time with each student as an individual. Respond immediately to clues of distress (including child abuse), following

established procedures and laws. Seek help from counselors, administrators, social workers, and other

support staff as needed and appropriate to remedy problems. Participate actively in Student Support Teams. Protect students’ physical health and safety in all classroom/ school

activities.

Feel welcome as learners in the classroom.

Respond positively to teacher and peers.

Feel free to communicate with the teacher and other adults about issues that are important to them.

Are protected and supported within the school environment.

Analyze student data both independently and with colleagues.

Review permanent records of each student, asking questions and seeking further information as needed.

Work in school teams to analyze student data. Learn about students and the potential influence of their school and

community contexts through professional discussions with colleagues. Learn to read test results, IEPs, and other official paperwork and use

information to assist all learners. Seek and work from accurate, complex information about students, not

from stereotypes, rumors, or quick answers.

Discuss appropriate home and school issues comfortably with teacher and other school personnel.

Work with teacher to address learning challenges and identify strengths.

Identify students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality and, with help, begin to develop and use a repertoire of strategies to accommodate individual needs.

Understand and can explain how students develop cognitively from birth through young adulthood.

Begin to ground learning theories in evidence from their practice. Have a working knowledge of recognized exceptionalities, including

characteristics and appropriate adaptations. Work productively with special needs teachers. Understand multiple intelligences and learning styles and seek to adapt

instruction to meet identified learning needs. Experiment with and reflect on various strategies to see which ones are

most productive for which learners.

Participate in a variety of learning activities.

Feel supported in their learning, as shown in surveys, written prompts, etc.

Have their special needs met in productive ways as a result of teacher reflection and planning.


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Indicator(s) Teacher Evidence Student Evidence Understand and teach from the knowledge that children are cognitively

active learners, able to set goals, plan, and revise, assemble, organize material.

Communicate with families

regarding student progress through required school and district procedures.

Communicate with families through established school and district procedures: telephone, e-mail, web sites, school newsletters, reports, writing, and/or in person through conferences and meetings.

Interpret school, district, and state curriculum and standards so that families understand learning goals.

Provide frequent information on student progress that families can interpret and understand.

Initiate contacts with families both for positive feedback as well as to discuss concerns.

Prepare thoroughly for meetings and communication with families, seeking assistance from support staff (counselors, special teachers, etc.) as appropriate.

Listen to and address family concerns with sensitivity. Work with school and community resources to understand families.

Stay informed about their own progress, strengths, and needs.

Observe that adults from both school and home have their best interests in common.

Use oral and written reports to discuss their learning with family.


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ADVANCED TEACHING

(When teachers are teaching at an ADVANCED level for a given indicator, this may be evidenced by the following :) Indicator(s) Teacher Evidence Student Evidence

Constantly update and expand on the resources they use, including technology, to continue to learn in the content area(s).

Search for, evaluate, and use new resources, materials, technology, and software in the content area(s) they teach as a professional way of life.

Attend professional content area workshops and conferences, read professional journals, take courses that increase content knowledge and/or pedagogical skills in the areas they teach.

Maintain, label and organize, and periodically purge files (paper or computer) so that they can easily access resources.

Seek new ways to learn including through the media, technology, and other people.

Develop and use graphic organizers, concept maps, mind maps, etc. to make sense of and organize their content knowledge and the relationships among topics and subjects.

Use up-to-date resources and technology regularly to enhance learning.

Gain competence in the use of content area resources through teachers’ expert guidance.

Locate and select appropriate resources, technology, and software for learning in the content area(s).

Organize their own resources.

Understand and use state and local curriculum as guides to teaching and learning

Examine the current curriculum and help shape new curriculum as needed to create appropriate learning situations for all students.

Assure that teaching decisions help all students move toward learning the required curriculum standards for the grade level, course, or IEP.

Develop authentic learning, teaching, and assessment activities. Help students build a deep understanding of standards in language they can

comprehend. Work with students to describe and design how they can meet--and later

have met--standards. Create authentic assessment measures that reflect student accomplishments

in relation to the standards. Help select textbooks and other materials to support the local and state

curricula.

Engage in learning activities that lead to their achieving or exceeding standards.

Know expectations for their learning regarding standards and can restate those standards in their own language.

Explain and defend (when appropriate) how they have met standards.

Hold high expectations and support the learning of all students.

Set high expectations for all students regardless of background and previous performance.

Experience success in bringing students to high levels of achievement. Can demonstrate and explain how students’ growth results from the

teacher’s conscious planning to support all learners. Design learning opportunities that require students to summarize, interpret,

contrast, predict, associate, differentiate, and estimate.

Achieve content standards at high levels.

Demonstrate confidence in schoolwork.

Engage in multiple and varied opportunities to learn until they succeed or surpass standards.

Examine their own work and can explain how they learn.


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Indicator(s) Teacher Evidence Student Evidence Summarize, interpret, contrast, predict,

associate, differentiate, and estimate within their learning.

Demonstrate ongoing and increasing knowledge of how students learn as individuals and groups.

Deepen and defend their philosophy of teaching and learning, increasingly based on explicit connections among theory, research, and experience.

Recognize that learning involves challenge and tension, but create learning situations that help students feel self-assured as they learn.

Understand and plan for typical student misconceptions and difficulties in learning specific concepts.

Collect and analyze data on students as learners, gaining confidence and skill in meeting all students’ needs (e.g., social, emotional, academic).

Know how to find out what students know and believe about a topic and how they can “hook into” new ideas.

Direct students’ attention, structure their experiences, support their learning attempts, and regulate the complexity and difficulty levels of information for them, supporting natural persistence/curiosity.

Help students learn with understanding rather than just promote acquisition of disconnected sets of facts and skills.

Understand that learning is about assessing, modifying, and expanding knowledge, which may include periods of tension and challenge.

Experience learning as challenging but comfortable.

Understand and can explain what they learn.

Identify, create, and use strategies for identifying students’ varied needs: physical, social, emotional, moral, and intellectual.

Understand that social and emotional development can impact learning (e.g., how children feel about themselves: confident, always scared, eager to learn, proud of their culture, afraid of being wrong; how they behave: constantly fighting, easily upset, able to deal with conflict; and how they relate people who matter: parents, teachers, friends.

Learn more about issues related to the well-being of children in their schools.

Use personal conferences, written reflections, and informal opportunities to invite students to communicate needs in appropriate, but not intrusive, ways.

Maintain and use records of student observations, work history, grades, family contacts, etc. that may provide data for patterns of concern.

Treat all encounters with students as opportunities to learn about and support their varied needs.

Find and nurture students’ strengths.

Demonstrate respect for and consideration of others.

Feel comfortable to initiate communications with teacher and other school personnel.

Are eager to learn. Demonstrate pride in their own

cultures. Deal with conflict in appropriate ways. Bring their strengths to bear in

learning.

Use student data from both inside and outside the school to support

Collect, analyze, and appropriately use information about students’ home, community, and schooling histories.

Notice and can explain changes in school and classroom that positively or


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Indicator(s) Teacher Evidence Student Evidence student learning. Build learning opportunities to overcome students’ challenges and utilize

their strengths. Work with colleagues, families, and administrators to identify and change

school-based factors that may impede learning. Develop a professional stance as a classroom researcher. Locate surveys, processes, and other materials used by others to seek

constructive information about families and communities.

negatively influence learning. Contribute to teachers’ data collection

efforts and see results of their study.

Differentiate instruction to meet the individual needs of all students.

Cite evidence of developmental stages and associated learning needs of students in their classroom.

Understand and teach from the knowledge that cognitive development involves gradual acquisition of strategies for remembering, understanding, and solving problems.

Value students as sources of knowledge about their own learning. Expand on knowledge of student exceptionalities by working with students

over time and with colleagues certified in these areas. Design learning opportunities that include higher order thinking for all

learners. Plan, deliver, assess lessons and units designed so that all groups of

learners may experience success.

With help, recognize and use their own preferences (multiple intelligences and learning styles) in learning new concepts.

Learn at a comfortable rate and in ways that are effective, challenging, and rewarding.

Provide thoughtful feedback to teachers about learning strategies.

Interact with students and their families in a positive and professional manner including suggestions to improve performance.

Create regular two-way interactions with families, assuring that members know how to communicate with the teacher and feel comfortable in doing so.

Demonstrate familiarity with each student’s family as appropriate for grade level.

Help families create home environments that encourage student learning. Involve families in classroom activities on a regular basis. Use appropriate technology and software, such as class web sites and

email, to increase family communication, awareness, and involvement. Work with families of special needs students, seeking appropriate resources

to assist in their communications and collaborations with the school.

Extend and connect learning from classroom to home and back again.

Know how to and seek help in learning from both teachers and other adults.


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(When teachers are teaching at an ACCOMPLISHED level for a given indicator, this may be evidenced by the following :) Indicator(s) Teacher Evidence Student Evidence

Believe that all children can learn at high levels and hold high expectations for all students.

Work from a firm belief that all students are accomplished learners and that the teacher’s job is to help them achieve.

Analyze own teaching, context, and student assessment data to revise and re-teach until all students have reached high levels of achievement.

Teach students how to set learning goals and determine ways in which they will learn, get support, and demonstrate success.

Expect all students to examine, modify, make predictions, and experiment. Persist in helping all children achieve success.

Feel respected as highly capable learners in the classroom.

Set out high expectations and learning goals for themselves.

Map out how they will achieve learning goals, including types of support needed and how performances of success can be measured.

Seek help from teacher and others when they recognize learning challenges.

Examine, modify, make predictions, and experiment within their learning.

Understand how learning occurs in

general and in the content areas (e.g., how students construct knowledge, acquire skills, and develop habits of mind).

Revise and refine their understanding of the purposes of education, processesof teaching, knowledge in the content area(s), and students as learners as they learn with each new group of students.

Bring students’ attention to their misconceptions about content knowledge, skills, and habits of mind and engage them in consciously adjusting their learning to be more productive (e.g., learn metacognition, self-regulation).

Facilitate learning by regulating the difficulty of tasks and by modeling mature performance during joint participation in activities.

Understand and teach memory skills, not as rote, but as the development of coherent structures of information.

Help students learn metacognitive strategies such as predicting outcomes, planning ahead, apportioning one's time, explaining to one's self in order to improve understanding, noting failures to comprehend, and activating background knowledge.

Explain how they learn, including how they move beyond misconceptions.

Work with the teacher to identify their own prior knowledge, background experiences, beliefs, and assumptions about new concepts.

Reflect on and convey understanding of their own growth, achievement, learning processes, and new goals.

Are sensitive, alert, and responsive to all aspects of a child’s well being.

Recognize that learning is dependent on one’s well being and therefore readily accept the role of teacher as child advocate.

Work with other teachers and school personnel to build a comprehensive picture of each child and his/her needs.

Expand their knowledge, awareness, and in-depth concern and actions to support more students with a wider range of special needs (e.g., foster families, eating disorders, immigrants, substance abuse, etc.)

Demonstrate a sense of comfort and well being in the classroom and the school.

Are protected, when appropriate and necessary, in settings outside the school through the help of school personnel.


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Indicator(s) Teacher Evidence Student Evidence Understand how factors in

environments inside and outside of school may influence students’ lives and learning.

Work from data-driven understandings of students and their families, communities, and school situations based on research and experience.

Articulate for students, families, and colleagues how factors both inside and outside of school may be impacting a child’s emotional, physical, social, or intellectual development.

Advocate for change as needed in school, home, and community, based on data.

Evaluate results of classroom and school research and use findings appropriately to improve students’ lives and learning.

Initiate open, honest communication with teacher about home, school, and community issues that impact learning.

Perceive learning as a coherent experience flowing among home, school, and community settings with adult assistance in each space.

Notice and can explain changes in home, school, and community settings that positively or negatively impact learning.

Are informed about and adapt their work based on students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality.

Assess and use knowledge of students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality in making all instructional decisions.

Share successful strategies for differentiation of instruction with peers. Contribute to development and evaluation of IEPs and student support team

(SST) plans based on experience and expertise with student exceptionalities and needs.

Collect data on effectiveness of instructional strategies for specific learners and groups.

Participate actively in all learning activities.

Reflect on own learning styles, multiple intelligences, stages of development, and areas of exceptionality.

Work with teachers to create learning plans and processes that meet their individual needs and goals.

Achieve learning goals. Establish respectful and productive

relationships with families and seek to develop cooperative partnerships in support of student learning and well-being.

Seek to create school-family partnerships that are learning-focused, reciprocal, dynamic, and on-going.

Encourage families to collaborate in goal-setting and assessment of student progress.

Work regularly and respectfully with families in settings outside of the classroom, including extracurricular, community, and whole-school activities.

Recognize, validate, and seek to use talents and expertise from family and community members to further student learning.

Reach out to students, families, school personnel, and community members as full partners in school and classroom events, helping students make productive connections among all learning environments.

Encourage teacher-family communication and assistance with their learning.

Find resources with and for family to support their learning.

Enjoy collaborations among the adults in their lives.


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EXEMPLARY TEACHING


Strive to help colleagues, students, and community members come to hold high expectations and support the learning of all students.

Use data to contrast high levels versus lower levels of student learning so that students families, and colleagues can comprehend student potential and move to higher levels of learning.

Arrange and encourage public performances of student work. Support self-directed learning so that students may reach their own high

learning goals. Share strategies successful in promoting achievement for all students at

school, district, state, and national levels. Invite students to assesses, test, measure, formulate, generalize, and

investigate both to learn and to evaluate accomplishments.

Engage in problem setting and solving and thrive on self-directed activities.

Set high goals and hold themselves accountable for reaching those goals.

Help other students meet content standards.

Communicate knowledgeably about their own learning and that of others.

Assess, test, measure, formulate, generalize, and investigate both to learn and to evaluate accomplishments.

Use deep understanding of student learning to create dynamic and purposeful instructional opportunities in which students thrive.

Know from experience what challenges students will encounter when new content concepts are introduced and build instruction so that students learn successfully.

Support students as they learn because they have experienced and/or studied similar student struggles over time.

Build confidence in learners because they understand what is ahead for them.

Create intentional and consciously organized plans that lead students to deeper understanding.

Respect teacher’s depth of experience with similar learners and their adaptability in making learning work for all.

Learn with honest enthusiasm and engagement as a result of highly organized, appropriate instruction and guidance.

Act as a child advocate in the school

and community. Collaborate with other teachers to share strategies for successfully knowing

students and their needs and finding ways to help them. Know community specialists in child welfare, medicine, social work, and

other fields and works as part of an extended network to support all children.

Create and sponsor school-wide efforts to support all students. Plan community-wide support for children by working with as many adults

as possible: providers, teachers, mental health and substance abuse providers, police, school leaders, and small business leaders, and especially families.

Collaborate with other students across the school in a respectful and considerate manner.

Involve family and community members in their self-directed learning projects.

See a role for themselves in helping other students succeed.

Help school colleagues, community members, students, and their

Promote student achievement regardless of students’ home, school, or community environments, striving for change when needed.

Work with school personnel (through planning research, data collection) to


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Indicator(s) Teacher Evidence Student Evidence families overcome challenges and build on strengths in students’ environments in order to enhance student learning.

Use evidence to identify and show links between environmental factors and student achievement.

Speak to audiences both inside and outside the school using data to inform and persuade.

Help to create an informed community, both inside and outside of school, working together to enhance student learning.

Celebrate students’ strengths in the classroom, school, and community.

build complex understandings of home, community, and school issues that support or hinder learning.

Recognize the power of data to inform and persuade.

Plan and speak or write knowledgeably about age-appropriate topics of interest that impact their classroom, school, and community.

Create learning situations that build on students’ multiple, complex, and unique needs as learners both in the classroom and across the school.

Understand and work from expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral, cognitive).

Collaborate with colleagues, including those certified in exceptionalities, to develop knowledge and skill in differentiating instruction for all.

Consult with mentors and other teachers about their learners’ needs and how to differentiate instruction accordingly.

Experience consistency in expectations and assistance across all teachers in the school.

Comprehend their own learning styles, multiple intelligences, developmental stages, and areas of exceptionality (as appropriate) and work consciously from strengths and needs to understand themselves as learners.

Help teachers help them to learn in productive ways.

Build and expand on established home-school-community partnerships to improve the learning and well-being of all students.

Expand and build on successful school-family-community partnerships to create highly functioning networks of adults to support specific student needs.

Help family and community members understand school data and use findings to assess and improve the school for all learners.

Speak to and work with family and community groups to share strategies for successful student learning.

Work with colleagues to encourage, design, and evaluate increased family/community involvement in student learning and school activities.

Share successful strategies at school, district, state, and national levels for working with families and communities in developing effective, collaborative partnerships.

Engage in school-home-community collaborations with family.

Assist in collecting and making sense of data about learning, classrooms, school progress, and partnerships.

Understand how to and actively participate in building relationships among home, school, community.

LLEEAARRNNIINNGG EENNVVIIRROONNMMEENNTT Teachers create learning environments that encourage positive social interaction, active engagement in.

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Indicator(s) Teacher Evidence Student Evidence Create a learning environment in

which students can learn both independently and collaboratively.

Use curriculum, student information, and available resources to decide how students will learn best.

Teach and model, desirable behaviors for small group, large group, and independent work.

Discuss, assign, and assess roles of each group member. Give clear directions for how to work productively. Observe and provide constructive feedback to improve students’ work

habits and relationships. Join and learn how to participate in professional learning communities of

their peers.

Work collaboratively in small and large groups and independently when appropriate.

Transition among small and large groups and independent activities without disruption.

Assume assigned roles in group work.

Organize and manage time, space, activities, technology, software, and other resources necessary for providing learning activities for students.

Arrange classroom furniture, space, and resources to support whole group, small group, and individual activities appropriately.

Create routines for non-instructional duties, managing materials and time, and transitioning between learning segments that help students work and feel comfortable in the classroom.

Monitor activities regularly to make sure all students are using resources and time efficiently and effectively.

Learn how long certain students will take to finish tasks and adjust schedules and planning when needed to maximize time on task for all learners.

Guarantee that all students are safe in the classroom setting and in their use of classroom resources.

Participate comfortably and safely in whole group, small group, and individual learning.

Spend most instructional time focused on learning and on task.

Use resources and materials easily and efficiently and understand and follow rules for their care.

Understand the importance of, explore options for, and build a functional plan for classroom management.

Implement effectively required school management plans and procedures for classrooms and school areas.

Read, observe other teachers, seek input to learn about research-based options for classroom management.

Monitor student activities and respond fairly and consistently to inappropriate student behavior.

Recognize that successful classroom management grows out of successful planning for learning.

Seek assistance in managing entire class, individuals, or groups when necessary.

Use school staff (e.g., counselors, special needs/inclusion teachers) to help individual students maintain appropriate, productive behaviors.

Follow classroom management plans. Follow school rules and treat others with

respect. Respond respectfully and positively to

teacher’s interventions. Feel they are treated fairly by teacher. Focus on learning so that disruptive

behaviors are kept to a minimum. Improve classroom behaviors as needed

with the help of caring, knowledgeable adults in the school and beyond.

Seek, use, and refine strategies for motivating learners.

Provide clear expectations and challenging but achievable goals. Give corrective feedback.

Participate in activities and concentrate on tasks.


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Indicator(s) Teacher Evidence Student Evidence Provide praise and other valuable rewards, but recognize the limitations of

extrinsic (external) motivation. Learn and use intrinsic motivational strategies to support learning (explain

reasons/goals, create curiosity, relate content to personal needs/interests, help students create plans of action)

Use a variety of activating strategies (anticipation guides, demonstrations, KWL, games) to link and motivate learners.

Utilize strategies such as brain-based learning and multiple intelligences as the basis for planning & teaching.

Maintain a receptive posture and listen respectfully for ways to meet students’ needs and promote motivation.

Display curiosity and interest. With teacher guidance, set and reflect on

learning goals and plans of action. Are motivated by success.

Take steps toward creating a culturally responsive classroom.

Build trusting, respectful, affirming relationships with all students. Value individual cultures while explicitly teaching content (literacy,

processes, ways of knowing, etc.) that can allow students to gain access to mainstream culture, jobs, society.

Ask questions, listen, and engage in conversation with all students. Build instruction based on what students already know while stretching

them beyond the familiar. Acquire detailed, factual information about students’ cultures to make

schooling more interesting, stimulating for, representative of, and responsive to diverse students.

Use pertinent examples and analogies from learners’ lives to introduce or clarify new concepts.

Match instructional techniques to learning styles of diverse students. Read about, observe and interact with culturally responsive teachers. Acknowledge that people’s ways of thinking, behaving, speaking, learning,

organizing, and being are influenced by race/ethnicity, social class, gender, and language.

Examine their own sociocultural identities by exploring social/ cultural groups to which they belong (race, ethnicity, class, language, gender) and how these shape their own histories.

Reflect on ways that they may unconsciously disrespect people different from themselves.

Treat classmates and teacher respectfully. Link what they already know and believe

to new ideas and experiences. Prepare to become active participants in a

democracy. Acknowledge (in surveys etc.) that

teachers are concerned about and understand them, their families, and cultures; that teachers make learning relevant and interesting; and that teachers are fair and open to learning about new people themselves.

Develop facility with accepted spoken and written forms and uses of English language and literacy so they can decide when, whether, and how to use those conventions.

Develop facility with mainstream ways of knowing/processes so that they can effectively function in society as it is now structured

Learn about and use resources

specific to the school, district, and community.

Seek help from personnel in the school (e.g., counselors, social workers, administrators, special needs teachers), district (curriculum and other specialists), and community as needed and appropriate.

Learn and work comfortably in the classroom while supported by appropriate resources.


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Indicator(s) Teacher Evidence Student Evidence Discover potential community resources available to teachers, students, and

families to support learning (e.g., libraries, tutoring) and well-being (mental health, social services, medical assistance).

Retrieve and use contact information for school, district, and community resources when needed and appropriate.

Consult and work with other teachers to understand appropriate relationships and processes for working with school, district, and community resources and personnel.

Use school, district, and community resources that are accessible to students (labs, libraries, etc.) in order to learn.

Benefit from school, district, and community resources as a result of teacher interventions and support.

Develop appropriate verbal, nonverbal, and media communication techniques to foster supportive learning-based interactions in the classroom.

Speak and write in Standard English, adapting language for context, audience, and purpose.

Use verbal and non-verbal communication strategies (intonation, voice, pausing, silence, eye contact, gestures, posture, movement, touch, distance, personal space) consciously and appropriately to enhance learning.

Move purposely around classroom to keep attention through proximity. Develop and use strategic questioning techniques that promote interactive

learning. Ask questions and stimulate discussion in different ways for particular

purposes. Plan open-ended questions and consciously facilitate classroom

discussions. Help students establish productive roles in large and small groups. Locate and use a variety of media communication techniques to support

and enhance learning (e.g., computer, overhead, charts, DVD, audio, Internet, lab, maps, etc.)

Work toward speaking/writing in Standard English when appropriate.

Understand and follow directions. Participate, answer/ask questions, use

media, and stay engaged in learning throughout the class.

Improve skills in working in groups.


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ADVANCED TEACHING


Create a learning environment in which students accept responsibility for their own learning and respect the learning needs of others.

Expect and teach students how to accept responsibility for their own learning and for the productivity of the class.

Expect and model active listening when people work together. Help students select productive roles and intervene only when necessary. Demonstrate problem solving processes to facilitate better learning. Engender trust and respect in all interactions. Solicit feedback from students about how independent work and small

groups are functioning. Participate actively in their own professional learning communities that are

based on public, collaborative examination of both adult and student work.

Work actively with problems, ideas, materials, and people as they learn skills and content.

Participate in discussions about learning and other class activities.

Encourage peers to become actively engaged in own learning.

Manage time and tasks when working independently and in groups.

Organize, allocate, and manage

time, space, activities, technology, software, and other resources to increase active engagement of students in learning activities.

Create a well-planned and versatile classroom layout that facilitates movement, communication, and quiet spaces appropriate to individual needs and to planned activities.

Teach students how to use time and other resources productively in independent and collaborative learning.

Differentiate planning to support active engagement of all students at all times.

Select independent and group activities and resources to meet students' diverse needs and interests.

Use classroom space and resources to support their own learning and that of peers.

Manage their own time and resources. Locate and use classroom resources

appropriate for own needs, talents, and interests.

Stay actively engaged in learning during class.

Practice effective classroom management strategies.

Develop and implement effective classroom management plan. Establish fair and effective consequences for unproductive behaviors. Teach students how to monitor their own behaviors in relation to

curriculum goals, classroom configurations, and individual and group learning needs.

Monitor the classroom in a subtle manner to support learning for all students.

React to disruptions fairly, consistently apply to all, and be always respectful of students.

Share effective classroom management plans with other teachers.

Work and learn successfully within a comfortable, well-managed classroom.

Expect consequences for inappropriate behaviors because they are informed and accept the fairness of the management plan.

Monitor own behavior with teacher guidance, adjusting behavior when appropriate to support learning.

Feel respected and treated fairly by both teacher and peers.

Implement strategies for

organizing and supporting student learning that are based on human

Recognize and build on varied, appropriate sources of motivation (external, social, biological, cognitive, affective, goal-driven, spiritual).

Acknowledge failure and student behaviors (frustration, anxiety, anger,

With teacher support, move from frustration to action by retracing steps, making decisions, using problem-solving


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Indicator(s) Teacher Evidence Student Evidence motivation and behavior. movement, illness, sense of incompetence) as motivational issues that can

be resolved through conscious use of motivational strategies. Provide regular opportunities for autonomy, choice, and meaning making

that lead to challenging learning. Create procedures for constructive communication about students’

struggles (educational, emotional, social and physical, e.g., feeling ill, needing to move) so as to diffuse anger and anxiety.

Remain open, positive, willing to negotiate conditions and requirements of learning activities to meet student needs

strategies, etc. Accept uncertainty as part of learning

new things.

Practice sensitivity to students' cultures, experiences, and communities in all aspects of teaching.

Seek opportunities to learn (read, workshops, classes) more about different cultures, languages, and peoples.

Develop classroom strategies, as needed, to address students’ lack of respect for others who are different from themselves.

Pose problems and ask students to explain their reasoning. Promote critical thinking, problem solving, collaboration, and the

recognition of multiple perspectives. Use cultural characteristics, “funds of knowledge” (Moll), experience, and

perspectives of diverse students in creating a culturally responsive classroom.

Gain insights into students’ past learning experiences to understand current views, including resistance toward school.

Accept nothing less than high-level success from diverse students and work diligently to help them accomplish it.

Analyze and confront their own negative attitudes, assumptions, understandings, and beliefs about people, cultures, values, histories, and learning styles different from their own.

Participate in activities geared toward understanding and working productively with people from other cultures.

Engage in questioning, interpreting, and analyzing information in the context of problems or issues that are interesting and meaningful.

Report (surveys, interviews, etc.) that teachers work with them as individuals to try to find better ways to achieve success.

Believe (in surveys, interviews, self-reports/reflection) that their teachers sincerely care about and want them to achieve at the highest levels.

Access and become involved with school, district, and community resources as an integral part of teaching.

Work with school support personnel both individually and as part of school teams, learning communities, and special partnerships.

Contribute to district-level work through standards/ curriculum development, long-range planning, student support services, etc.

Know and work with regular contact people in district and community resource groups that impact their particular students.

Use the Internet and other sources to locate resources. Help new students, teachers, and families locate resources in the school,

district, and community.

Understand that they are supported by a range of helpful adults.

Have confidence in their teachers to help locate useful resources when necessary for productive learning and well-being.

Expand on their repertoire of Assure that all students are comfortable in classroom interactions. Communicate with teacher, classmates,


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Indicator(s) Teacher Evidence Student Evidence verbal, nonverbal, and media communication techniques to foster collaboration and supportive interaction in the classroom.

Convey ideas and information and ask questions through effective communication strategies (e.g., monitor effects of messages, restate ideas, draw connections, use visual, aural, and kinesthetic cues, be sensitive to nonverbal cues given and received).

Use and teach interactive discourse patterns (e.g., turn-taking, roles, facilitation vs. domination, ask for evidence, redirecting, etc.) that invite students to ask and respond to others’ questions/comments in order to construct meaning collaboratively.

Teach students to talk to with each other productively and purposefully. Use small groups with specific purposes, written guidelines, roles, and

learning goals. Help students communicate with real audiences via a variety of media. Seek out and use appropriate forms of assistive technology to support

special needs students. Add new media technology to their repertoire when available.

and others via a variety of media: talk print, audio/visual, electronic.

Construct meaning with others. Work productively in groups. Learn with assistive technology as

needed.


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Create a learning community in which students assume responsibility, participate in decision-making, and work both collaboratively and independently.

Provide time, space, and guidance for students to create and maintain a learning community.

Facilitate class development of and attention to shared norms and values. Discuss and constantly assess with students the nature and productivity of

their learning community. Provide opportunities for all students to participate in learning communities

in ways that improve students’ sense of self. Provide opportunities for students to discuss their learning during class

meetings and similar activities. Invite students to participate actively in the decision-making that directly

impacts their learning community. Provide choices in learning that allow students to make and assess

decisions. Teach students how to help one another and value their collaboration.

Have escalating degrees of choice, both as individuals and as groups, within parameters provided by the teacher.

Voice opinions freely. Respect the rights of others to have

different opinions. Work productively as a member of a

learning community. Use and adapt strategies learned in class

in their own learning.

Organize, allocate, and manage time, space, activities, technology, and other resources to provide active and equitable engagement of diverse students in productive tasks.

Define the learning environment to include home, school, and community settings, time, and resources.

Create highly engaging learning opportunities with students that utilize time and resources both inside and outside of school to extend learning.

Recognize and examine the barriers that some students have to accessing some resources and seek to overcome those challenges with assistance from students, school, families, and community.

Advocate within the school, district, community, and profession for equal access to resources, including technology, for all students.

Bring together resources from school, home, community to support own learning and that of peers.

Initiate learning opportunities both inside and outside the classroom to extend their engagement with the content.

Have equal access to all school and classroom resources, including technology.

Understand and implement

effective classroom management. Develop, follow, and revise a research-based, proactive classroom

management plan that is appropriate for current students and classroom and school contexts.

Work with students to design, monitor, and enact fair and effective consequences for disruptive behaviors.

Reflect on the effectiveness of the classroom management plan and make adjustments as needed.

Plan for and run a classroom focused on learning first so that management becomes a secondary consideration.

Seek to understand the underlying causes of and solutions for individual students’ misbehaviors.

Help develop and monitor a classroom management plan with teacher and peers.

Reflect on the effectiveness of classroom organization, and with teacher leadership, make appropriate adjustments.

Focus on learning throughout school day. Self-monitor and help peers self-monitor

so as to work productively and redirect attention as needed in both individual and collaborative learning situations.

Believe that they are members of a


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supportive group committed to facilitating their successful learning.

Recognize the value of and use

knowledge about human motivation and behavior to develop strategies for organizing and supporting student learning.

Understand many theories of motivation (behavioral, cognitive, humanistic, social constructivist) and consciously explain and work from a stance that matches their theories of learning.

Study classroom interactions and social networks in order to create supportive classroom structures that enable all students to feel respected and motivated as learners.

Teach students to examine their own motivation, both positive and negative, and to experiment and self-regulate with conscious strategies for more productive learning.

Encourage and help students be aware of their own power to become intentionally more engaged.

Help students gain self-esteem as learners through specially constructed projects, everyday affirmations, planning for success, and metacognitive reflection in journals, discussions, and conferences.

Provide interesting books, technologies, human resources, interactions, and real world and hands-on opportunities that students find relevant to their own lives.

Push students to work through dissonance toward deeper, conceptual understandings.

Engage in self-awareness and self-regulation as learners.

Search for the value in a task. Demonstrate adaptive learning by taking

charge when frustrated and being aware of and able to use many possible responses.

Learn comfortably with and from others.

Are sensitive to and use knowledge of students’ unique cultures, experiences, and communities to sustain a culturally responsive classroom.

Involve students, parents, colleagues, and community in celebrating, being sensitive to, and supporting all cultures and groups

Infuse discussions of race, class, gender in their teaching, helping students negotiate the world as it is but also critique inequities.

Engage students in inquiry projects with personal meaning. Create opportunities to discuss students’ goals and the role school can play

in meeting them. Examine strengths and weaknesses of multicultural curriculum designs and

instructional materials and make necessary changes (e.g., quantity, accuracy, complexity, placement, purpose, variety, significance, authenticity of narrative texts, visual illustrations, learning activities, role models, authorial sources).

Acknowledge unapologetically the reality of their own race/ethnicity /heritage and accept roles and responsibilities of being an ally to those from

Work with teacher, parents and community to plan activities that encourage appreciation of diversity.

Participate comfortably and knowledgably for their age in discussions of races, class, and gender as these characteristics impact themselves and others.

Produce products that demonstrate personal connections with content.

Articulate the role of schooling in achieving success.

Use appropriate, well-considered, multicultural materials as a normal, on-


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nondominant cultures. Recognize that status (social class, etc.) influences access to power.

going part of learning in the classroom and school.

Recognize their teachers as advocates who strive to better learning conditions for all students.

Access school, district, and

community resources in order to foster students’ learning and well-being.

Utilize the school and community —its people, places, organizations, and special qualities--as resources for learning and support.

Know community specialists in child welfare, medicine, social work, and other fields and work as part of an extended network to support all children.

Identify students’ needs and, where resources are lacking, work with the appropriate school, district, or community personnel to improve, link to, or create productive services.

Seek and write grant proposals to sponsor, develop, and improve resources for student learning and well-being,

Acknowledge that the school and community are both a part of their learning environment and support network.

Recognize that improvements in school, district, or community resources directly contribute to their learning or well-being.

Articulate specific examples of resources outside the classroom that have enhanced their learning or well-being.

Use effective verbal, nonverbal,

media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Demonstrate, teach, and allow multiple opportunities for students to develop explicit and effective leadership skills.

Facilitate discussions behind the scenes (e.g., take notes, provide summaries) while students interact as self-directed learners.

Lead students in evaluating small and large group communication and making adjustments as needed.

Ask students to write to help them think critically before, during, and after discussions and assignments.

Provide guidance and opportunities for students to read and respond to one another’s written thinking about content.

Create and evaluate interaction strategies that engage students fully in demonstrations of their learning (e.g., inner and outer circle discussions, prepared debate, drama, portfolio defenses with peers or adults, demonstrations).

Accept roles as leaders and helpful participants in small/large groups.

Analyze communication successes and problems.

Prepare their learning, select communication strategies, present, and assess for audience feedback.


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EXEMPLARY TEACHING


Prepare students to be active members of a democratic society.

Seek to provide all students with strong academic and social skills, problem solving abilities, and civic attitudes that will equip them to work for a better democratic life for all.

Help students demonstrate learning in public settings and to receive and use public feedback.

Study the dynamics of their classrooms, schools, and communities seeking ways to improve interactions and productivity for all.

Teach and model democratic practices within classrooms, schools, and communities.

Foster, facilitate, and contribute to professional learning communities to expand their own knowledge, skills, and professionalism.

Share successful practices with peers to foster democratic practices in the entire school and district.

Give and accept constructive feedback from peers, teacher, families, and community members.

Become increasingly self-directed. Are held to high degrees of excellence in

both academic objectives learned and contributions made to larger community.

Accept and carry out leadership and support roles in school and community endeavors.

Create, sustain, and expand dynamic learning environments in which teachers and students make decisions about the organization, allocation, and management of time, space, activities, and other resources to further the learning of all.

Work with students to create, review, and refine productive learning environments that naturally link classrooms to home and community resources.

Engage students in collecting data about the productivity of particular decisions and strategies leading to appropriate reflection and revision.

Model for and discuss with colleagues successful strategies for effective and efficient use of time, space, materials, and technology.

Share with peers successful practices for engaging diverse learners as partners in creating productive learning environments.

Collaborate with teacher and peers to create and sustain productive, exciting learning environments integrating school, home, and community.

Use data to make decisions. Help new or younger students learn to

manage time and resources, including technology.

Have a proactive management

style in which students monitor and adjust their own behaviors when appropriate.

Collaborate with students to develop and implement a classroom management plan that helps all learners be successful.

Help students to observe and collect data on their own behaviors and to study how behaviors impact achievement.

Strive to help every student succeed by using the students’ own talents and the support of teacher and peers.

Cooperate with school colleagues to achieve shared understandings of effective classroom management and to improve management practices school wide.

Collaborate with teacher and peers to plan, reflect on, revise, and sustain productive management of the classroom.

Articulate to outsiders how their classroom works and the reasons for management decisions.

Collect data on their own behaviors in relationship to learning and adjust behaviors in order to be more successful.

Support and celebrate all students’ achievements.

Create an environment in which students are both self-motivated

Respect students’ wisdom related to their motivation to learn. Effectively and consistently motivate students to achieve at high levels as

Feel ownership for the classroom learning agenda and goals.


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and show leadership in motivating one another to achieve learning goals.

individuals and as a group. Engage in collaborative inquiry and reflection on motivation and learning

with students, families, and colleagues, sharing and implementing findings both in the classroom and beyond.

Create a classroom context in which all are aware of their own and others’ learning behaviors and how to support them.

Encourage and guide students as leaders and as peer-teachers/ counselors. Explore the role of identity construction (who you are and how you belong)

as well as issues of power and diversity to both support and destabilize motivation to learn.

Collaborate with students to enhance learning in the classroom and school. Sponsor and monitor the creative energy of student-centered classrooms

and projects.

Volunteer to work with peers to assist in achieving learning goals

Motivate others to learn. Feel validated for their own unique

learning and motivations.

Incorporate students’ cultures, experiences, communities as classroom resources to increase student learning and sustain a culturally responsive classroom.

Work in an ethical, passionate, and academic partnership with diverse students and families that is anchored in integrity, resource sharing, and a deep belief in the possibility of transcendence.

Strive for a cultural consciousness, becoming aware of how people different from themselves experience learning as individuals, in interactions, and in various social contexts.

Provide collaborative leadership among students, parents, colleagues, and community so all students increase understanding and appreciation of diversity, eschewing prejudice and racism.

Deepen understanding and application of multicultural education theory, research, and scholarship.

Work through obstacles to bring about changes that make schools more equitable.

Recognize and act on the knowledge that teaching is a complex activity that is inherently political and ethical.

Celebrate unique characteristics of all cultures and pursue additional knowledge and understanding of diversity issues.

Share appreciation and knowledge of diversity with peers, families, and community.

Develop skills for collaboration and dealing with conflict.

See schools and society as interconnected.

Gain a sense of cultural consciousness, becoming aware of how people different from themselves experience learning as individuals, in interactions, and in various social contexts.

Work as an ally to help all students achieve and celebrate success.

Challenge mainstream assumptions, actions, and beliefs in appropriate and productive ways.

Utilize and help to create school, district, and community resources as extensions of the classroom.

Create and sponsor school wide efforts to support learning and well-being of all students.

Serve on boards or as active members of professional or community groups

Can explain how their teachers helped to improve something about their school, district, or community.


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that support student learning and well-being. Present successful real-world project designs to peers and encourage all

teachers to actively involve the community in the classroom. Influence school and district policies and procedures for developing and

supporting resources for students such as library, labs, or special programs.

Recognize their teachers as advocates for student support.

Benefit from school, district, or community improvements inspired by their teachers.

Help others acquire effective

verbal, nonverbal, media communication techniques for use in classroom, school, society.

Help students understand that culture, situation, relationships, and choices of verbal and nonverbal language impact people’s interpretations of them.

Share successful strategies for effective verbal, nonverbal, and media communication with colleagues and the community.

Encourage students to use their imaginations, innate curiosity, and communication skills (in Basic through Advanced levels) to generate and evaluate learning opportunities and projects.

Through student-initiated and teacher-facilitated research, guide students in constructing and sharing collaborative, in-depth, conceptually based projects that represent higher-order thinking.

Locate, use, evaluate, share innovative media techniques, equipment, and materials.

Adapt appropriately their language and communication strategies for varied contexts.

Shape and evaluate their own learning through rich projects.

Discover, learn about, and use variety of media to learn/work.

AASSSSEESSSSMMEENNTT Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

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BASIC TEACHING

(When teachers are teaching at a BASIC level for a given indicator, this may be evidenced by the following :) Indicator(s) Teacher Evidence Student Evidence

Have a basic understanding of assessment and measurement theory.

Know about state and local mandated testing of students and the use (and consequences) of results.

Provide students and families with information about required state and local testing.

Understand and explain to families the different purposes of and general data resulting from standardized tests and from formative and summative classroom assessments.

Create opportunities to practice required testing formats under similar testing conditions.

Develop classroom tests and other assessments that are valid, reliable, and free of bias and distortion.

Plan instruction to improve student learning in areas of weakness as determined by classroom-based and standardized assessments.

Act ethically in test administration and reporting.

Practice and learn from items orsample tests using the testing formats and testing conditions of mandated standardized tests.

Stay aware through their teachers of required testing requirements, formats, processes, and consequences.

Perceive that classroom assessments are fair and identify their strengths as well as their needs as learners.

Collect and use preassessment data to select student learning goals.

Conduct a variety of preassessment activities at the beginning of a course, year, or unit of study in order to determine the specific needs of the class and of individual students.

Identify and link students’ prior knowledge in the content area(s) to new learning.

Develop differentiated learning goals and experiences to accommodate different types of learners.

Unpack and adapt required goals (GPS) in order to deepen, clarify, or add performance expectations to meet the specific needs of individual students and the class.

Teach students the differences among preassessment, formative, and summative assessments and why preassessment work is ungraded.

Participate in a wide range of preassessment activities.

Share knowledge of previous learning experiences with teachers.

Understand the purpose (ungraded) and use of preassessment activities and data for teachers to better plan for their learning.

Assume more responsibility for their achievement through a clearer understanding of learning goals.

Use formative and summative assessments at appropriate points in the learning process.

Plan, collect, and use formative assessment data to redirect teaching duringlessons and units.

Experiment with a variety of formative assessment measures including student notes and reflections, assignments, quizzes, demonstrations, concept maps, etc.

Find, develop, and refine ways to assess group and authentic assessment activities such as collaborative projects, presentations, labs, homework, and performances.

Help students understand the purposes of formative assessment: to collect data in progress and help them achieve on final, summative assessments.

Participate in and learn from a variety of appropriate formative assessments.

Learn from their own confusion and struggles as teachers use formative assessments to adjust teaching to meet student needs.

Demonstrate readiness for assessments.

Achieve at high levels on


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Indicator(s) Teacher Evidence Student Evidence Grade formative assessments appropriately (if at all), in small ways that

reflect increasing understanding and do not punish early confusion or struggles.

Prepare students for summative assessments based on standards (GPS) through review and practice.

Inform students about the importance of content and skills that are assessed by summative assessments.

Administer summative assessments at the end of instructional learning cycles or units.

summative assessments as a result of teachers’ preparing them for success.

Identify students’ learning needs and provide students with goals for learning.

Use pre-assessment data to develop instructional goals for students. Provide students with information regarding required (GPS) instructional

goals. Create opportunities for students to assess and explain their current

knowledge and skills relative to learning goals. Encourage and provide time and guidance for students to reflect on and

assess their progress, express their frustrations, and think about how they can change behaviors to be more successful, if needed.

Articulate the instructional goals for the course and/or the learning cycle.

Explain the connection among learning goals, activities, assessments.

Become conscious of learning as movement toward goals.

Explain what they already knowand are able to do relative to selected goals.

Communicate with their families and explain what they know and are able to do.

Develop and implement consistent, fair, and accurate grading procedures.

Learn a wide range of grading options from classes, colleagues, reading, and other sources.

Examine and assess the fairness, accuracy, uses, problems, consequences, and value of various grading options.

Determine which grading procedures work best for themselves and their specific students, including those with special needs.

Develop and implement consistent, fair, and accurate grading procedures for student work.

Listen to student feedback about grades to determine how to clarify grading processes and reporting.

Explain grading procedures to students and families in ways that are rational, justified, fair to all learners.

Understand the grading procedures used by teacher.

Talk openly with teacher about their grades.

Receive grades on assignments that show the teacher is striving to be consistent, fair, and accurate.

Use grades to help clarify the areas/standards in which students need to improve.

Report student progress to students, families, and administrators using required procedures.

Attend all meetings and read all materials that explain school and district reporting processes.

Work with and learn from colleagues (in teams/ grade levels/ departments)

Receive all required progress reporting and end-of-term reporting information.


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Indicator(s) Teacher Evidence Student Evidence to understand and carry out school and district processes and expectations for reporting student progress.

Complete all required progress reporting and end-of-term reporting accurately and on time.

Send home student work with clear feedback that families can understand. Disseminate information about grading and reporting practices to

students in documents or other developmentally appropriate formats.

Seek/use information from the teacher about progress/grades.

Use (with family and teacher support) progress reports (e.g., grades, written reports, standards reports, standardized test results) to understand their progress.

Are active and reflective participants in reporting their progress to families.

Use required resources to keep accurate and up-to-date records and reports of student work and behavior.

Attend required and optional workshops and meetings to understand and be able to use school and district record-keeping software and materials.

Maintain grade records (print and electronic) as required by school administration.

Prepare and submit required grade reports. Learn productive record-keeping procedures from colleagues. Maintain and report accurate attendance and tardiness data. Maintain a file of family contact information and notes from

communications to be used as needed for later reference. Use school procedures to report and follow up on problems with student

behavior. Provide accurate and timely records to appropriate administrators. Respect the confidentiality of all student records and seek advice if

unsure about procedures.

Receive periodic, scheduled grade and progress reports.

Be able to get an accurate report of attendance and tardiness status at any time.

Have access with families to all individual student records as required by law.

Examine ways to identify student strengths and weaknesses through various assessment processes and methods.

Use pre, self, and formative assessments to identify students’ strengths andweaknesses.

Learn how different assessment forms provide different insights into student strengths and needs

Build a reasoned, coherent plan for assessment that allows all students to demonstrate their strengths.

Interact with students and families to learn about students’ interests, talents, strengths, needs, and the resources, knowledge, and skills that they bring from prior experiences and diverse community backgrounds.

Participate in assessment activities assigned by the teacher.

Understand teacher’s reports and interpretation of individual and group strengths and weaknesses.

Strive to learn more when their strengths, talents, and accomplishments are recognized and rewarded.

Discover and examine their own strengths, talents, interests, and resources under


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Indicator(s) Teacher Evidence Student Evidence teacher guidance.


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ADVANCED TEACHING


Use measurement theory to make instructional decisions and connections among different types of assessments.

Use interpretational testing guides for standardized tests to determine areas of strength and weakness for students as individuals and groups.

Analyze instructional standards and develop assessments that reflect how these standards might appear in standardized test items.

Develop and implement a variety of instructional assessments that are valid and reliable measures of student achievement.

Have working knowledge of current issues and trends in assessment practices.

Develop a working knowledge of the language of assessment (e.g., mean /median/ mode, disaggregated scores, criterion versus norm referenced, etc.)

Help members of the public to understand media reports of high-stakes tests.

Assist families and students in understanding how to use results of classroom and standardized assessments.

Understand what tests and other assessments reveal about their own strengths and weaknesses.

Develop and maintain portfolios that reveal improvement in areas of weakness targeted by classroom-based and mandated testing.

See connections between assessments and their learning.

Explain what mandated testing does and does not reveal about their achievement

Collect and use preassessment data to select or design appropriate student learning goals.










Demonstrate a growing awareness of the connections between classroom-based assessment methods and instructional

Examine course standards (GPS) and develop and use assessments that appropriately measure the standards.

Use a variety of formative and summative assessments and revise and

Participate in and provide feedback on a variety of classroom-based assessments.


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Indicator(s) Teacher Evidence Student Evidence decisions. create new ones as needed.

Link formative assessments directly to summative assessments and demonstrate this connection to students.

Develop units of instruction that reveal clear connections between formative and summative assessments.

Provide students with a variety of appropriate and equitable assessment options.

Collect, analyze, and interpret student learning data consistently and consciously and examine disaggregated data by groups as a normal part of teaching.

Understand and explain how formative and summative assessments link to standards.

Make choices of ways to demonstrate their learning from options provided by the teacher.

Involve learners in self-assessment and personal goal setting.

Explain and demonstrate the purposes of self-assessment to students. Provide instruction for students in long- and short-term goal-setting. Train students to use appropriate assessment instruments in self-

assessment activities. Involve students in self-assessment activities using a range of assessment

instruments. Select and make available to learners “benchmarks” or examples of

student work that illustrate various levels of achievement on each goal.

See self-assessment as an important part of learning.

Speak about their learning needs/ weaknesses, understanding that learning is a continuous process of improvement (e.g., that current weaknesses help set up new goals and are not “bad”).

Set and reflect on progress toward long- and short-term personal goals for learning.

Use a range of assessment instruments for self-assessment.

Develop grading procedures that are aligned with actual student learning.

Eliminate grading practices that unnecessarily inflate or deflate student grades.

Eliminate grading that is based on things other than learning (e.g., behavior, motivation, etc.)

Determine early in planning a unit how formative and summative assessments will contribute to final student grades.

Use “benchmarks” of student work (from school, peers, and own students) to illustrate where students measure up on standards.

Report that grades seem to be fair, accurate, and consistent.

Re-take or revise assessments to improve grades.

Explain grading procedures to a parent or interested observer.

Use “benchmark” student works provided by teacher to


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Indicator(s) Teacher Evidence Student Evidence Compare student work samples and grades to school/ departmental

“benchmarks” to determine the degree of alignment with desired student achievement.

Explore and adopt options for grading procedures that more accurately reflect student achievement on standards.

Understand the history, reasons behind, and limitations of American grading systems.

understand and explain where their work falls and how to achieve standard at a higher level.

Examine assessment data for evidence of student progress and communicate findings to students, families, colleagues, and administrators.

Explain to students and families the ways in which assessment data will be communicated.

Communicate frequently with families of students both formally and informally about students’ academic and social progress.

Provide timely, substantive, constructive, and specific feedback to all learners and their families at regularly scheduled reporting periods.

Examine assessment data with students to determine progress on course standards.

Discuss assessment data with colleagues by looking at student work, benchmarks, and test results for the purpose of examining the effectiveness of teaching practices.

Create public and classroom displays of exemplary student work.

Facilitate communication between teacher & family about their learning.

Understand ways in which the teacher communicates assessment and progress data.

Help teacher examine assessment data to see their own progress.

Compare their work to the work of others (in public displays, anonymous “benchmark” student work samples) to understand progress and needs.

Build portfolios of completed work and think about progress made at regular intervals.

Use required resources, including available technology/software, to keep accurate and up-to-date records of student work, behavior, and accomplishments (at proficient level).

Develop and use systems for recording student work and accomplishments.

Explain and discuss all recording systems with students and families. Learn new software and written procedures as they are developed. Reflect on and refine personal systems for record keeping as needed. Involve students in record-keeping for self-assessment purposes. Contribute assessment data to school-wide efforts (e.g., report cards,

school improvement plans) in a timely, accurate, and professional way.

Keep records of their own progress, behavior, and accomplishments as instructed by the teacher.

Understand the record-keeping systems in place in the classroom.

Examine their individual


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Indicator(s) Teacher Evidence Student Evidence records with teachers to understand progress.

Use assessment to identify student strengths and weaknesses.

Use formative assessments to adjust teaching as needed. Use summative assessments to re-teach in areas of need. Use assessment strategies that allow all students to demonstrate their

strengths Identify and use assessment strategies that emphasize students’

“mistakes” as signs of new growth and grounds for new teaching. Seek feedback on their assessment practices from colleagues,

instructional leaders, and other experts. Use portfolios and other records of progress to help students demonstrate

and reflect on their growth as learners.

Participate in formative assessments, aware that they are meant to provide in-process information that will help teachers teach better.

Revise and rethink learning based on feedback from formative and summative assessments.

Understand “mistakes” as a normal part of the learning process.

Learn more about themselves as learners.

Discuss their strengths and weaknesses with teacher and other audiences and provide evidence from their own work.


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ADVANCED TEACHING


Use measurement theory to make instructional decisions and connections among different types of assessments.

Use interpretational testing guides for standardized tests to determine areasof strength and weakness for students as individuals and groups

Analyze instructional standards and develop assessments that reflect how these standards might appear in standardized test items.

Develop and implement a variety of instructional assessments that are valid and reliable measures of student achievement.

Have working knowledge of current issues and trends in assessment practices.

Develop a working knowledge of the language of assessment (e.g., mean /median/ mode, disaggregated scores, criterion versus norm referenced, etc.)

Help members of the public to understand media reports of high-stakes tests.

Assist families and students in understanding how to use results of classroom and standardized assessments.

Understand what tests and other assessments reveal about their own strengths and weaknesses.

Develop and maintain portfolios that reveal improvement in areas of weakness targeted by classroom-based and mandated testing.

See connections between assessments and their learning.

Explain what mandated testing does and does not reveal about their achievement

Collect and use preassessment data to select or design appropriate student learning goals.










Demonstrate a growing awareness of the connections between classroom-based assessment methods and instructional

Examine course standards (GPS) and develop and use assessments that appropriately measure the standards.

Use a variety of formative and summative assessments and revise and

Participate in and provide feedback on a variety of classroom-based assessments.


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Indicator(s) Teacher Evidence Student Evidence decisions. create new ones as needed.

Link formative assessments directly to summative assessments and demonstrate this connection to students.

Develop units of instruction that reveal clear connections between formative and summative assessments.

Provide students with a variety of appropriate and equitable assessment options.

Collect, analyze, and interpret student learning data consistently and consciously and examine disaggregated data by groups as a normal part of teaching.

Understand and explain how formative and summative assessments link to standards.

Make choices of ways to demonstrate their learning from options provided by the teacher.

Involve learners in self-assessment and personal goal setting.

Explain and demonstrate the purposes of self-assessment to students. Provide instruction for students in long- and short-term goal-setting. Train students to use appropriate assessment instruments in self-

assessment activities. Involve students in self-assessment activities using a range of assessment

instruments. Select and make available to learners “benchmarks” or examples of

student work that illustrate various levels of achievement on each goal.

See self-assessment as an important part of learning.

Speak about their learning needs/ weaknesses, understanding that learning is a continuous process of improvement (e.g., that current weaknesses help set up new goals and are not “bad”).

Set and reflect on progress toward long- and short-term personal goals for learning.

Use a range of assessment instruments for self-assessment.

Develop grading procedures that are aligned

with actual student learning. Eliminate grading practices that unnecessarily inflate or deflate student

grades. Eliminate grading that is based on things other than learning (e.g.,

behavior, motivation, etc.) Determine early in planning a unit how formative and summative

assessments will contribute to final student grades. Use “benchmarks” of student work (from school, peers, and own

Report that grades seem to be fair, accurate, and consistent.

Re-take or revise assessments to improve grades.

Explain grading procedures to a parent or interested observer.

Use “benchmark” student


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Indicator(s) Teacher Evidence Student Evidence students) to illustrate where students measure up on standards.

Compare student work samples and grades to school/ departmental “benchmarks” to determine the degree of alignment with desired student achievement.

Explore and adopt options for grading procedures that more accurately reflect student achievement on standards.

Understand the history, reasons behind, and limitations of American grading systems.

works provided by teacher to understand and explain where their work falls and how to achieve standard at a higher level.

Examine assessment data for evidence of student progress and communicate findings to students, families, colleagues, and administrators.

Explain to students and families the ways in which assessment data will be communicated.

Communicate frequently with families of students both formally and informally about students’ academic and social progress.

Provide timely, substantive, constructive, and specific feedback to all learners and their families at regularly scheduled reporting periods.

Examine assessment data with students to determine progress on course standards.

Discuss assessment data with colleagues by looking at student work, benchmarks, and test results for the purpose of examining the effectiveness of teaching practices.

Create public and classroom displays of exemplary student work.

Facilitate communication between teacher & family about their learning.

Understand ways in which the teacher communicates assessment and progress data.

Help teacher examine assessment data to see their own progress.

Compare their work to the work of others (in public displays, anonymous “benchmark” student work samples) to understand progress and needs.

Build portfolios of completed work and think about progress made at regular intervals.

Use required resources, including available technology/software, to keep accurate and up-to-date records of student work, behavior, and accomplishments (at proficient level).

Develop and use systems for recording student work and accomplishments.

Explain and discuss all recording systems with students and families. Learn new software and written procedures as they are developed. Reflect on and refine personal systems for record keeping as needed. Involve students in record-keeping for self-assessment purposes. Contribute assessment data to school-wide efforts (e.g., report cards,

Keep records of their own progress, behavior, and accomplishments as instructed by the teacher.

Understand the record-keeping systems in place in the classroom.


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Indicator(s) Teacher Evidence Student Evidence school improvement plans) in a timely, accurate, and professional way. Examine their individual

records with teachers to understand progress.

Use assessment to identify student strengths

and weaknesses. Use formative assessments to adjust teaching as needed. Use summative assessments to re-teach in areas of need. Use assessment strategies that allow all students to demonstrate their

strengths (e.g., their multiple intelligences, learning styles, developmental stages, etc.)

Identify and use assessment strategies that emphasize students’ “mistakes” as signs of new growth and grounds for new teaching.

Seek feedback on their assessment practices from colleagues, instructional leaders, and other experts.

Use portfolios and other records of progress to help students demonstrate and reflect on their growth as learners.

Participate in formative assessments, aware that they are meant to provide in-process information that will help teachers teach better.

Revise and rethink learning based on feedback from formative and summative assessments.

Understand “mistakes” as a normal part of the learning process.

Learn more about themselves as learners.

Discuss their strengths and weaknesses with teacher and other audiences and provide evidence from their own work.


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Understand measurement theory and characteristics, uses, and issues of different types of assessment

Understand and use results reported for large scale, high-stakes tests, as well as the validity, reliability, bias, and scoring procedures used.

Understand the characteristics, limitations, and appropriate uses of large-scale assessment results for criterion-referenced instruments (e.g., the Georgia CCRT) and for norm-referenced instruments (e.g., Iowa Test of Basic Skills, Stanford 9).

Integrate findings from external assessments with their own classroom-based assessment measures to create detailed portraits of individuals and groups of students.

Recognize and report unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

Conduct student-led conferences using portfolios with a wide range of data that reveal improvement in areas of weakness targeted by classroom-based and mandated testing.

Explain their strengths and weaknesses resulting from standardized testing and classroom assessments.

Understand how classroom assessments and required tests measure standards.

Use preassessment data to select or design

clear, significant, varied, and appropriate student learning goals.

Plan effective learning goals based on a variety of preassessment data. Plan differentiated lesson goals designed to specifically focus on

individual strengths and weaknesses of students as determined by preassessment data.

Involve students in setting both long and short-term goals for learning based on preassessment data, required goals (GPS), and prior student work.

Provide opportunities and guidance for students to set and achieve their own learning goals.

Complete individualized activities designed to improve achievement in specific content and/or skills.

Participate successfully in group learning activities that are specifically designed to help peers of varied academic strengths and weaknesses work together.

Set short and long-term goals for learning with teacher guidance.

Understand how current learning grows out of prior learning and experiences.


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Indicator(s) Teacher Evidence Student Evidence Choose, develop, and use classroom-based

assessment methods appropriate for instructional decisions.

Match assessment methods consistently to course standards (GPS) and instructional learning goals through a variety of formative and summative assessments and performance tasks and assessments.

Develop and use a balanced range of assessments to assess student learning for all instructional learning cycles or units.

Blend classroom-based assessment methods into the instructional process in unobtrusive ways.

Make adjustments to instruction based on student performance on classroom-based assessments.

Provide students with choices of ways to demonstrate learning.

Show improvement in performances on classroom-based assessments relative to individual strengths and weaknesses.

Participate with teachers in choosing appropriate classroom-based assessments.

Experience a wide range of performance-based assessments.

Involve learners in self-assessment, helping them become aware of their strengths and needs and encouraging them to set personal goals for learning.

Develop and use a wide variety of self-assessment instruments and activities.

Use a student goal-setting activity at the beginning of the course/year and each learning cycle (i.e. growth portfolio) and throughout the cycle.

Provide students with opportunities to develop and refine self-assessment instruments and activities.

Provide students with opportunities to self-assess during each learning cycle.

Discuss individual strengths and needs with individual students. Help students create personal learning goals and revisit the goals and

their progress on a regular basis.

Maintain goal-setting/growth portfolios in order to provide evidence of personal growth in targeted course content and skills.

Write reflections on their own learning as part of the portfolio process.

Regularly examine personal learning goals and make appropriate revisions and additions to these goals.

Celebrate their successes as learners.

Seek opportunities to learn and assistance--as needed--in order to accomplish goals they have established.

Develop and use valid and equitable grading procedures that reflect student learning.

Explore and implement a wide range of grading procedures that accurately and equitably reflect student achievement.

Develop a repertoire of “benchmarks” of student work that show various levels of achieving standards.

Perceive that grading information provided by teacher represents an accurate reflection of student


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Indicator(s) Teacher Evidence Student Evidence Teach students how to use “benchmarks” to understand their

achievement of goals. Provide students with in-depth information regarding the correlation

between grading procedures and achievement of course standards. Invite student input into the revision of grading procedures to assist them

in understanding how grades reflect learning. Develop assessments for learning (to decide where learners are in their

learning, where they need to go, and how best to get there) as well as assessments of learning (to provide evidence of what students do well and what they must improve).

Reflect on the fairness and accuracy of grades as a matter of course. Recognize the innate fallibility of grades.

achievement of standards. Use grading information

provided by teachers (and sometimes by assessments by self, peers, and other audiences) to improve students’ achievement.

Help teachers reflect on and improve grading practices when asked.

Seek and use “benchmarks” of other students’ work to set their own learning goals and to understand expectations.

Use assessment data to communicate

student progress knowledgeably and responsibly to students, families, and other school personnel.

Develop and use informative ways to provide evidence of student progress (e.g., attachments to progress reports that delineate student achievement relative to course standards; archive folders of student work samples).

Provide students, families, and other school personnel with frequent, substantive, and constructive information about student progress.

Engage students in displaying and explaining their achievements to families and/ or audiences beyond the classroom.

Maintain, continue to build, and regularly reflect and report on own progress through evidence in folders or portfolios of work.

Select and reflect on specific pieces of work that represent progress toward or achievement of learning goals and course standards.

Collaborate with teacher to share and explain examples of exemplary work, projects, displays, etc.

Plan and participate in student-led conferences with teacher and family.

Celebrate their successful work through public sharing.


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Indicator(s) Teacher Evidence Student Evidence Use resources, including available

technology, to keep accurate and up-to-date records of student work, behavior, and accomplishments (at more advanced level).

Study professional assessment literature and software for ideas on improving record-keeping processes in the classroom, school, and district.

Enhance record-keeping so as to retain and organize more and more useful information about student work, behavior, and accomplishments.

Demonstrate for new colleagues and mentor them in how record-keeping is done and how it can be of use.

Evaluate school and district record-keeping procedures and technology and provide input to leadership.

Learn to keep records of own work, behavior, and accomplishments.

Ask questions and provide input into class discussions of record-keeping.

Examine, when appropriate, reports from new record-keeping software and provide input to teachers about usefulness of reports for students and families.

Are committed to using assessment to

identify student strengths and needs and promote student growth.

Explain assessment systems clearly to students and provide a rationale for those practices in ways that students can understand.

Invite student input into assessment practices, including ways that they can best demonstrate their strengths and discover areas of need.

Provide students with multiple opportunities to show improvement or achievement in skills and/or content knowledge.

Understand and explain their teachers’ rationales for assessment.

Respond to teacher requests for input into assessment practices.

Make reasoned choices about assessment activities that best display their strengths.

Reflect on, discuss, and provide evidence of their strengths and weaknesses across time to emphasize learning as an on-going process.


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EXEMPLARY TEACHING


Articulate to others their understanding and use of measurement theory in making instructional decisions regarding classroom assessment and standardized testing.

Assist colleagues in understanding how to use the results of both classroom-based and mandated testing.

Lead professional learning communities studying the connections between standardized testing and classroom assessments, including issues of validity and reliability, bias, etc.

Share knowledge of measurement theory and related assessment issues at professional conferences and meetings.

Serve on school and district committees for instructional improvement initiatives related to standardized testing.

Develop and maintain portfolios of work that reveal high levels of achievement.

Learn in schools and from teachers who understand, develop, and use assessments in theoretically sound ways.

Share strategies for analyzing and using data to select or design clear, significant, varied, and appropriate student learning goals for different types of learners.

Prepare all students to examine a variety of preassessment data in order to examine their own learning and set learning goals.

Develop and conduct classroom research of differentiated instructional goals and assessments and share results with colleagues, students, and families.

Lead professional learning communities focused on the connection between preassessment data, goal-setting, and instructional planning.

Share knowledge at professional conferences and meetings related to preassessment and goal-setting.

Share knowledge and experience with preassessment and goal-setting with school and district committees for instructional improvement initiatives.

Lead instructional improvement initiatives focused on preassessment and goal-setting.

Examine preassessment data and set their own learning goals.

Design learning experiences to achieve personal learning goals.

Complete individualized learning activities geared to self-established goals and successfully achieve at high levels on appropriate assessments.

Assist colleagues and students in understanding the connection between appropriate assessment methods and student achievement.

Develop classroom-based assessments with students in order to prepare them to meet and assure that they have met standards.

Lead professional learning communities focused on the improvement of classroom-based assessment methods.

Share knowledge with colleagues at professional conferences and meetings about issues of classroom assessment.

Help families and community members understand how classroom assessment connects to high-stakes testing.

Develop with teacher a variety of challenging classroom-based assessments.

Demonstrate/discuss with others their improvement in achievement relative to individual strengths and weaknesses.


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Indicator(s) Teacher Evidence Student Evidence Help all students use self-assessment data

and accept responsibility for their learning goals and achievement.

Initiate all learning cycles (courses, instructional units, grade levels) with an emphasis on self-assessment.

Train students on all assessment instruments and provide multiple opportunities for practice in self-assessment.

Build in regular teacher-student and student-parent conferences in which students present and discuss their self-assessment of progress and goals.

Provide school wide leadership in helping all teachers use student self-assessment as a tool for setting personal learning goals and improving student achievement.

Compare student self-assessments with other forms of assessment and plan how to help students become more accurate in their perspectives, if needed.

Maintain goal-setting/growth portfolios of work that reveal high levels of achievement.

Reveal through portfolios (including self-assessments, reflection) strong engagement in and motivation for learning.

Work with teachers and families to examine their learning, confirm and celebrate progress, and set new goals.

Improve the accuracy of their self-assessments when compared to classroom assessment and standardized tests of similar standards/goals.

Continue to refine and revise personal grading procedures through collaboration with colleagues.

Regularly reflect on grading procedures and revise as needed. Lead professional learning communities with novice teachers and those

interested in developing their understanding of grading procedures that enhance student achievement.

Remain current in knowledge of research and best practices in grading procedures.

Share knowledge with colleagues at professional conferences and meetings about grading procedures.

Examine student work with colleagues to study the relationships among goals/standards, grades, and various performances and demonstrations of learning.

Select and describe with colleagues examples of student work that represent various stages of achievement (i.e., “benchmarks”) for all standards taught.

Explore with colleagues various ways of reporting grades, seeking more accurate, fair, and useful means to describe learning.

Articulate the connection between course standards & grading system used by teacher.

Assist teacher in revising and improving grading procedures.

Use knowledge of and insights into teachers’ grading procedures to assist peers in improving performances.

Examine and assess with their teachers the value of new types of grading and reporting progress.

Provide input to school committees on grading, expectations, benchmarks, etc.

Examine and communicate classroom Analyze and use disaggregated group data about student progress in Provide input into faculty


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Indicator(s) Teacher Evidence Student Evidence assessment data in the context of school or district assessment data to determine and communicate trends in student progress.

order to provide context for individual and group progress reports to community.

Use disaggregated data to plan school improvement. Develop and maintain systematic ways to provide information to

students, families, school personnel about student progress. Engage students and families as partners in examining and revising

communication procedures to explain individual and group achievement on course/grade level standards.

Lead efforts to improve school-wide communication with students, families, and the community regarding student goals, progress, and achievement.

Create systems for celebrating student accomplishments and achievements relative to course standards.

decisions regarding communication of student progress and achievements.

Help teachers understand and communicate how their classroom work and progress relate to findings of school or district assessments.

Understand their own progress in relation to school and district data in age appropriate ways.

Use and develop resources, including available technology, to work with colleagues to analyze records of student work, behavior, and accomplishments to enhance school improvement.

Share systems of record keeping with colleagues and design new ones collaboratively.

Work with colleagues to compare and contrast records of student data, work, behavior, and accomplishments as vital steps in school improvement.

Provide leadership to encourage school-wide use of technology and other resources for managing records of student work, behavior, and accomplishments.

Analyze records of student work and accomplishments across school years to highlight trends in progress or areas in need of improvement.

Accurately self-assess work, behavior, and accomplishments using the systems in place in the classroom.

Respond to teachers’ questionnaires/ surveys regarding record-keeping procedures.

Work with colleagues to ensure that all students have opportunities to be recognized for accomplishments, strengths, and talents and to work toward improvement in areas of need.

Triangulate assessment information to ensure accuracy in interpreting and understanding achievement gains by students as individuals and as groups.

Use disaggregated data to analyze individual and group needs and plan for school improvement.

Present information about classroom assessment processes and results to colleagues, especially in teams, grade levels, and departments.

Develop and share a variety of productive assessments as models for colleagues.

Serve as a mentor to colleagues as they develop assessment expertise.

Reflect on and use assessment information to guide goal-setting and planning and to improve personal levels of achievement.

Show improvement in achievement and provide evidence of their own growth across time, including how they came to overcome


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Indicator(s) Teacher Evidence Student Evidence Create school-wide events that showcase student strengths, talents, and

accomplishments. weaknesses or misunderstandings.

Help teachers create school-wide events that show off student work.

PPLLAANNNNIINNGG AANNDD IINNSSTTRRUUCCTTIIOONN Teachers design and create instructional experiences based on their knowledge of content and curriculum students, learning environments, and assessments.

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BASIC TEACHING


Locate, comprehend, and build rationales from curriculum guides, other applicable documents, and experienced colleagues.

Locate published rationales in the websites of professional organizations and in curriculum and textbook guides.

Understand the purposes and components of written rationales. Develop personal rationales & seek feedback from colleagues. Communicate clear goals and standards as well as the reasons students

need to achieve them. Distribute and discuss rationales with students and families when to do so

may alleviate concerns. Write rationales in order to clarify their own thinking about instructional

choices. Select evidence and background information for rationales from legitimate

sources. Plan and provide alternative topics, materials, units for students whose

families do not support the teacher’s rationale. Understand how to deal appropriately with censorship challenges with

help.

Understand what they are to learn and why.

Feel comfortable with teachers’ instructional decisions because they have been explained to both students and their families.

Learn from alternative plans or materials when appropriate.

Plan and carry out instruction based on state and local performance standards.

Plan units and lesson starting with required standards (GPS), use “backward design” to develop assessments, and finally plan learning activities to help students meet the standards.

Become familiar with required standards to plan lessons and units (e.g., from curriculum guides, Georgia Performance Standards, applicable state curriculum, and national content standards).

Reference standards in lesson and unit plans. Explain standards clearly to students in age-appropriate ways. Plan and implement standards-based assessments to monitor student

growth. Plan within an “overarching concept” or “overall question” that helps

students make meaning across various units of learning. Collaborate with and seek advice from peers on lesson /unit plans.

Learn through activities correlated to local, state, and national standards.

Understand the standards toward which they are moving and why these standards are important.

Select and vary instructional strategies, assessing their impact on student engagement and

Build files of a wide range of instructional strategies through professional dialogue, reading, Internet, observation, and curriculum.

Use a variety of instructional strategies within each lesson.

Enjoy the variety of instructional strategies that they get to experience.

Feel engaged in activities or help teachers


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Indicator(s) Teacher Evidence Student Evidence learning. Plan and use teaching/ learning strategies that are appropriate for the

learners they teach. Observe student responses to instructional strategies, making notes for

adaptations “next time.” Try a strategy in several settings, for various purposes, and with different

groups of students so as to understand how it can be most useful. Focus on assessment of student learning as the major reason to select,

continue, or abandon a strategy.

understand when they are not. Move toward success on standards as a

result of strategies used in classroom.

Observe students closely and begin to discover how adjustments in teaching can impact learning.

Plan in advance but adapt plans as they develop knowledge of specific students.

Develop skills in and tools for observing students carefully (e.g., field notes, stickies, status of the class records).

Develop skills in and tools for collecting data from students about their learning, problems, and misconceptions (e.g., reflections, interviews, assignments, surveys, class discussions).

Notice consciously how students respond to teaching strategies and variations on those strategies.

Use student input to adapt strategies and contemplate the impact of changes Record insights in teaching journals or through other means.

Help teachers understand students’ learning, misconceptions, problems.

Demonstrate their learning as students through teacher assessments.

Provide input to teacher about teaching strategies and impact on students’ learning.

Explore teaching roles to discover appropriate approaches for assigned students.

Develop consistent, strong teaching roles that grow out of their own personalities.

Evaluate--through data collection and reflection--their roles in relation to student behaviors, learning, and motivation, and revise roles as needed.

Observe other teachers selected by mentors/administrators in order to see and discuss a variety of teaching roles in action.

Take observational notes on the relationships between teacher roles and student learning, behavior, motivation.

Collect data from students about teaching roles that help them learn best. Expand the repertoire of teaching roles in which they are comfortable.

State that their teachers are consistent when acting in 2-3 teaching roles.

Understand expectations for students and act appropriately when teachers work from selected roles (e.g., group member for facilitator, note-taker for lecturer/leader).

Provide feedback to teachers about how they learn best, when they are confused, what help they need.

Stay interested in the class. Assess individual learners needs

and seek resources to improve instruction and learning.

Learn to use standards-based preassessments, questionnaires (e.g., learning preferences, prior knowledge, talents), talk, and observations of students to get to know students as individual learners.

Help teachers understand them as learners.

Help teachers select materials and


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Indicator(s) Teacher Evidence Student Evidence Work with mentor, colleagues, families, and students to locate, design, and

use a variety of appropriate resources, including technology, to support the specific needs of all learners.

Re-design activities/resources and re-teach as a result of formative assessments.

Invest time in learning to use required and supplemental technology/software available at the school (grading/records).

Discover resources via courses, universities, libraries, Internet, collaborative learning communities, etc.

resources by reviewing choices. Use comfortably the school technology

and software that is available to students with teacher support.

Learn to work and plan productively as part of a team, grade level, and/or department group.

Attend/participate actively in required meetings. Seek help from colleagues to understand culture, interaction patterns,

relationships, and goals of individuals and groups within the school. Observe and talk with experienced teachers about how they collaborate to

support student learning. Identify and seek out like-minded peers and mentors with whom to

collaborate, plan, and grow. Initiate gatherings around topics/activities of interest so as to create groups

they would like to be a part of. Seek opportunities to learn from a range of teachers in school, district, &

beyond. Work professionally with student support teams (SST) and special ed. IEP

groups.

Receive information and instruction resulting from teacher attendance at required meetings.

Learn and feel supported as a result of teachers’ collaborations.


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Indicator(s) Teacher Evidence Student Evidence Develop rationales for their

instructional choices and use them appropriately.

Analyze their audience (students, school, community) and take their interests, needs, and concerns into account when making instructional decisions.

Predict where potential problems may occur in instructional decisions and prepare rationales to avoid them.

Share rationales with students and families formally (e.g., in syllabus/ unit overview) or informally (e.g., in conversation, conference) so that stakeholders can see overall vision of a class, teacher, or unit of study.

Share rationales with colleagues. Collaborate with colleagues to develop rationales for similar units, grades,

and courses. Stay alert for and build collections of published rationales to support topics,

issues, materials they commonly teach, and refer to these as needed. Deal with censorship issues by following established procedures and

planning ahead for potential challenges.

See that their interests, needs, and concerns have been taken into account in instructional decisions.

Believe that their teachers have logical, well-grounded reasons for instructional decisions.

See educators deal with censorship issues reasonably and fairly.

Build a complex understanding of planning that grows out of standards and includes increasingly integrated knowledge of content and curriculum, students, learning environments, and assessment.

Begin “backward” planning by first assessing students’ prior knowledge in relation to standards, then creating appropriate assessments, and only then considering the learning environment and possible teaching strategies.

Design lessons and units, differentiating appropriately for the individual learners in the class and including opportunities for remediation and enrichment.

Build coherence and purpose into units with essential questions and other overarching structures.

Plan so as to use the classroom, school, and community to meet standards in creative ways.

Plan so as to allow students opportunities to learn as individuals, pairs, groups, and whole class.

Create and write unit plans that reveal their rationales for all decisions and account for standards, content, students, environments, and assessments.

Share and examine lesson and unit plans and other resources with colleagues.

Receive additional support for remediation and enrichment during lessons and units if needed.

Learn new content and skills beginning from and going beyond their point of prior knowledge.

Interact with people, places, & materials to learn in rich and challenging ways.

Get clear answers when they ask teachers “why” they are teaching as they are.


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Indicator(s) Teacher Evidence Student Evidence Select and vary instructional

strategies based on knowledge of the specific learners in a classroom in order to engage all students.

Select strategies based on assessment of the learning differences and needs of students prior to instruction.

Employ a variety of instructional strategies to meet individual needs / interests of students.

Explain choices and differentiation of strategies so that students understand why classroom experiences vary.

Plan several strategies to teach any standard, and selectively use those strategies that are more appropriate once formative assessment reveals student problems, misconceptions, and needs for enrichment.

Select strategies so as to provide multiple perspectives on key concepts and problems of the content area(s) and standards.

Vary teaching role so as to support various learning strategies appropriately.

Evaluate the success of a strategy based on formative assessment and the engagement of all individuals, not only on the success of a particular group or type of student.

Create lesson/activities that operate at multiple levels to meet the developmental and individual needs of diverse learners to help each progress.

Report (in interviews, surveys) that teachers’ instructional strategies match their needs and help them learn.

Notice and appreciate teachers’ attention to individual learning and their willingness to adapt, replan, and reteach using different strategies and approaches.

Understand that people learn in different ways and therefore need different strategies.

Attend to students as learners and adjust strategies as needed.

Encourage student questions and talk in the classroom and use student input for spontaneous planning and adjustments.

Monitor and analyze multiple aspects of classroom events simultaneously and make adjustments to enhance productive work, social relationships, student motivation and engagement.

Use pre-, formative, and summative assessments and other tools consistently to determine student understanding and adapt strategies accordingly.

Observe students in routine, habitual ways, collecting data both informally and formally in order to reflect on and adapt instruction.

Build and seek to expand on a repertoire of observational and data collection tools in order to better focus on students and their learning.

Reorganize, plan, and select alternate strategies comfortably as needed. Reflect on summative assessments to think about & record how to teach a

Work with teacher to collect data, notice how things are going, and help everyone focus on learning.

Discuss misconceptions or points of confusion comfortably with teachers in order to help them adjust instruction.

Accept change in direction of lessons and strategies when teacher and students agree that change is needed.


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Indicator(s) Teacher Evidence Student Evidence unit differently next time.

Vary teaching roles to maintain teacher and student interest.

Adapt teaching roles to fit learning goals and strategies (e.g., reciprocal teaching model, group investigation model, discovery learning centers).

Change teaching roles to best support specific learners and groups. Seek help to learn new roles if needed. Understand the pros and cons, uses, and values of a wide range of teaching

rolesi including leader, facilitator, model, mentor, counselor, mediator, learner, guide, curriculum planner, coach, parent, researcher, collaborator, writer, nurse, person, safety inspector, and audience.

Avoid non-productive roles such as babysitter or warden, seeking help to move beyond these positions when they occur.

Teach students to take on roles and responsibilities that complement specific teacher roles.

Notice and like the variety of roles their teachers play in order to help students learn and succeed.

Learn and enact explicit roles and responsibilities that learners take to be productive in a variety of independent and group settings (e.g., group member, listener, partner, worker).

Learn in ways that are comfortable and productive for them.

State that their teachers play and teach productive roles that help them learn.

Develop a repertoire of resources, materials, and technology/software to enhance instruction and learning for all students.

Gather a wide variety of resources appropriate for the specific learners they teach and their classroom needs.

Seek resources that are free of gender and cultural bias. Build, organize, use, and share resources files for the content, standards,

lessons, and units they teach. Build, organize, use, and share resources files for classroom management,

teaching roles, and organizational strategies. Build, organize, use, and share files of research, rationales, and content

materials. Learn and use a range of technology and software in classroom instruction,

including that which students use as learners. Use technology to stay abreast of their fields/disciplines, educational

issues, and teaching ideas.

Learn from and become comfortable with using a wide variety of resources/technology/software, including various types of texts (e.g., fiction, nonfiction, content), media, and technology (e.g., web, software).

Notice that materials/resources are free of cultural or gender bias and become aware of what that means.

Plan with others to create coherent experiences to enhance student learning.

Participate in and contribute productively to collegial teaching, such as inclusion, team-teaching, interdisciplinary teams, grade level teams, or departments.

Engage in regular team/grade level/ department planning for shared students or school-wide consistency.

Share information about students as learners with other team/grade/ department members and use combined data to make good instructional

Acknowledge and report that teachers, families, and support staff work together to support their learning.

Notice and appreciate their teachers’ presence in other classes and activities.

Benefit from teachers’ collaborations that result in coherent planning to support


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Indicator(s) Teacher Evidence Student Evidence decisions and plans.

Provide a safety net for students in which teachers, families, support staff (e.g., counselors, coaches, special needs teachers) collaborate to support student learning.

Seek information from special needs teachers, guidance counselors, others to assist in planning learning opportunities for students with special needs.

Observe their students in other classes or activities to see how they function in other content areas, with different intelligences/learning styles, and under other teaching styles.

learning and increase achievement.


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Articulate clear and defensible rationales for their instructional choices.

Prepare and keep on hand written rationales for teaching decisions and choices.

Construct and regularly update with colleagues rationales for common curriculum, materials, methods.

Ground rationales in data collected by teacher, school, and district about students and their achievement, school, and community.

Include rationales for instructional decisions in presentations at professional conferences and meetings, committee meetings, and school improvement councils.

Plan ahead to avoid censorship issues when possible. Work with colleagues in school, district, and state to build defensible

rationales, censorship policies, and procedures for including families and students in instructional decisions.

Discuss the reasons for instructional decisions and concerns openly with their teachers and peers.

See a coherent structure for their learning grounded in school’s defensible curriculum rationales.

See teachers use data from content resources, assessments, and community investigations to develop rationales.

Plan and carry out instruction based on knowledge of content and curriculum, students, learning environments, and assessment.

Seek and use research-based instructional strategies, classroom arrangements, and assessments in unit planning.

Design differentiated instructional plans based directly on assessed student needs, and explain these plans with students, families, colleagues, and administrators.

Accommodate individual and cultural differences when making plans, deciding on activities, grouping students, structuring and pacing lessons, and choosing instructional materials and resources.

Plan and facilitate learning units/ activities based on major concepts central to the content area(s).

Engage students in unit-design, providing them with standards and guiding them in planning, organizing, and assessing strategies, settings, and content that will help all achieve.

Participate in a variety of activities based on individual assessments and receive feedback on performances.

Understand teachers’ reasons behind activities, organization of learning, & assessments.

Contribute actively to class planning. Explain standards and how students will

demonstrate success individually and as a group.

Understand and use a variety of instructional strategies appropriately to maintain students’ engagement and support student learning.

Understand principles and techniques of various instructional strategies (e.g., cooperative learning, direct instruction, discovery learning, whole group discussion, mastery learning, computer-based instruction, interdisciplinary instruction) and consider these in order to engage and support student learning.

Select and use instructional strategies that help learners meet learning

Participate in strategies designed to meet individual instructional needs.

Achieve specific learning goals as a result of participation in strategies.

Create a range of products that provide evidence of learning in a unit of study.


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Indicator(s) Teacher Evidence Student Evidence goals.

Consider how each instructional strategy will provide evidence of individual student learning and select only those strategies that are most illustrative.

Use student interests, talents, and strengths to locate and create specific instructional strategies.

Seek and use strategies that enhance student engagement and focus on inquiry processes and the production of evidence of knowing the content/ standard.

Create settings in which students take on leadership, teaching, and collaborative roles so that they can design their own strategies for learning.

Have multiple opportunities to learn and demonstrate learning in lessons & units.

Create learning opportunities.

Monitor and adjust strategies in response to learner feedback.

Use student self-assessments and rubrics regularly to help plan for, monitor, and adjust instruction.

Talk with and listen to students informally but strategically outside the classroom to gain insights and help make decisions about instructional decisions and changes.

Describe to students, observers, and families how individual students are experiencing learning events and how the teacher can find out more when necessary.

Communicate regularly with families and other teachers (e.g., in SSTs) to monitor student problems and successes in other settings and to consider how these experiences might impact learning in their classrooms.

Adjust instruction, including creating alternative strategies or approaches for individuals and groups having specific difficulties, and follow up on the success of those strategies with further assessment.

Probe for understanding, accommodate students’ questions, provide alternative explanations, and seek effective approaches for students who have difficulty learning.

Assess their own level of learning or understanding appropriately through the development and use of rubrics.

Identify characteristics of quality work and seek ways to achieve it.

Initiate talk with teachers to explain insights that might improve teaching and learning.

Vary their roles in the instructional process (e.g. instructor, facilitator, coach, member of the audience) in relation to the content and purpose of instruction and the needs of

Use curriculum content, standards/ goals, and student needs, interests, backgrounds, and demographics to consciously plan teaching roles and strategies that will be most productive for specific learners.

Meet with colleagues to study and practice a greater range of teaching roles to meet the defined needs of their students.

Explain how teachers change teacher/ student roles, relationships, and responsibilities to help students achieve standards and meet unique learning needs.


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Indicator(s) Teacher Evidence Student Evidence students. Create research studies with students and other teachers to learn what

teaching and learning roles help students in the class and school learn best. Vary teaching roles for individual students in the same classroom when

possible if to do so will help everyone learn better.

Contribute to teachers’ research. Practice leadership and support roles in

groups with their teachers’ explicit help. Ask teacher to adapt roles and

methodology when students experience frustration.

Use appropriate resources, materials, and technology to manage and enhance instruction for diverse learners

Research instructional strategies, content, and technology/ software, and use those appropriate for learners in their specific classrooms.

Use a variety of resources to address the various learning styles and levels in a classroom.

Draw on a variety of resources including the Internet, colleagues, community members, students themselves, university faculty, or other experts, as a regular part of their work.

Engage all members of the classroom and school in taking responsibility for the use and care of individual and shared materials, resources, and technology.

Use materials, resources, and technology/software that specifically address their own unique learning styles, developmental levels, interests, and needs.

Search for resources to share, enjoying their teachers’ enthusiasm for rich and useful materials and technology.

Value and engage in planning as a collegial activity.

Team-teach by choice, learning to work so closely with another adult that students are supported in multiple, varied ways.

Plan with partner or team to create truly integrated and coherent units of study that help students see relationships among content areas, the real world, work, and their personal lives and goals.

Develop plans through surveys of, conversations, and interviews with parents, families, community members, seeking partnerships that enhance student learning.

Become conscious of and study teaching as part of a team and explore the impact of the collaboration on student learning.

Explain to and demonstrate for other teachers how to team-teach and plan collaboratively.

Understand that they share responsibility with colleagues and families for student achievement and well-being.

Participate in additional activities linked to teacher’s growing leadership role.

Enjoy their teachers’ collegiality and collaborations and demonstrate that appreciation in their own purposeful collaborations with peers.


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EXEMPLARY TEACHING


Generate, share, and revise rationales for instructional choices based on learning theories and honed in practice, classroom research, and collaboration with colleagues.

Write rationales that are rooted in theory, data, and students’ needs, diverse backgrounds, and prior knowledge; are logically organized, easy to read for all stakeholders; explain benefits and outcomes of unit of study; and are specific and thorough.

Engage students in building rationales for lessons, units, and methods both before (to plan) and after they are taught (for teachers’ future classes).

Connect rationales to state and national standards, school demographics, overall program, nature of the discipline (e.g., English, mathematics), learning theories, and other relevant and related concerns.

Publish rationales (e.g., in professional journals, reviews of materials, on the BRIDGE) and integrate them into curriculum-based conference presentations.

Collaborate with teachers to develop rationales for instructional decisions in which students have a say.

Make reasoned choices when teachers provide a variety of meaningful learning opportunities.

Plan and carry out instruction based on day-to-day and long-term goal setting and data analysis in order to improve the learning of all students.

Analyze and revise unit plans with peers prior to, during, and after teaching in order to better achieve intended goals.

Use a range of student data to plan for instruction (e.g., classroom and standardized assessments, community/family knowledge, etc.)

Work with teachers to analyze lesson and unit success and to design and complete appropriate enrichment and remediation activities so that all students meet standards.

Participate in learning activities targeted for individual needs, learning styles, developmental stages.

Seek, use, create, share, and critique a wide range of instructional strategies that engage specific students and provide multiple perspectives on key concepts, problems, and areas of knowledge.

Create and model for others coherent lesson and unit plans full of rich, challenging, and creative strategies appropriate for specific students.

Help colleagues adapt successful strategies for their own specific learners and groups.

Adapt from and credit colleagues’ for their successful lessons, strategies, and units.

Work with students to identify misconceptions, problems, and areas of strength and to collaboratively design specific new strategies for learning.

Create and contribute to school, district, state (BRIDGE, Georgia Learning Connections/GLC), and national data banks that compile and assess productive standards-based instructional strategies.

Help teachers understand how strategies work for students.

Work with teachers to identify misconceptions, learning problems, areas of strength.

Help teachers design and evaluate learning strategies.

Design and propose learning strategies for class and self.

Collaborate with learners and Participate with colleagues in discussions around student work samples, Work with teachers and peers to create


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Indicator(s) Teacher Evidence Student Evidence colleagues to create dynamic, productive classroom and school learning experiences and environments.

teaching dilemmas, and unit/lesson plans. Involve students in creating standards-based, learning environments and

experiences, building in established ways to collect data and assess progress together.

Create roles for students in which they check one another’s learning, comprehension, or skill and help one another succeed.

Teach students to monitor their own learning and to seek help or alterations as needed.

Assess learning, achievement of standards, and group progress through class meetings and other collaborative strategies.

Study classroom environments and school-wide data with colleagues in order to monitor and adjust strategies for school-wide improvement.

and monitor standards-based, learning environments.

Collect data to assess progress of individuals, teams, and class.

Recommend changes in instruction based on data.

Analyze teaching/ learning through research groups, class meetings, etc.

Teach students to create, carry out, and assess a variety of roles as learners and leaders, and model this type of teaching for colleagues.

Teach and expect students to accept a variety of roles and responsibilities for enhancing the classroom environment and their own and others’ learning.

Meet with colleagues to model and plan meaningful instructional roles and strategies.

Design varied teacher and student roles to address learner differences and unique needs.

Seek new ideas (pro and con) about teaching roles in the professional literature.

Study and critique the assumptions about various teaching roles to examine their productivity.

Accept, create, and reflect on a variety of appropriate roles and accompanying responsibilities that help individuals and groups work and learn together productively.

Help teachers critically assess the productivity of various teaching roles and strategies.

Experiment with and reflect on their own qualities and actions in leadership roles.

Support the creation and use of valuable resources, materials, and technology/software (including those generated by students, learning community groups, etc.) that help manage and enhance instruction for all.

Create cooperative learning activities in which students and/or colleagues learn from one another, collaboratively create materials (including technology and other media), and teach others.

Involve students in generating, locating, and organizing learning activities, materials, and assessments.

Develop new materials and technology (often with others) to meet specific needs of students, school, and district.

Serve as responder, participant, or user in pilot studies of new materials, resources, strategies, and technology/software, including those developed by colleagues.

Participate in long-term projects that reflect deeper understanding of content/ standards and result in generation of new resources.

Generate new and complex ways to organize and present resources so as to facilitate deeper learning.

Demonstrate enthusiasm for learning and appreciate the wealth of information available to them.


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Indicator(s) Teacher Evidence Student Evidence Work in learning communities

regularly, leading others in planning, curriculum design, instruction, and assessment to increase student learning in class, school, district, community.

Engage in meaningful conversations about teaching/learning during regular meetings with colleagues and administrators.

Organize and facilitate peer work sessions to examine student work, co-plan, analyze data, and improve student learning at school and district.

Assemble like-minded colleagues to initiate improvements in individual classrooms, the school, and the district based on collaborative study, research, and evaluation.

Spread enthusiasm for learning and teaching in everyday interactions with colleagues, families, students.

Invite outside “experts” to collaborate with teaching teams, learning communities, student groups

Locate and share professional journals, articles, and other resources with others

Interact with colleagues to accomplish curriculum design and reform, selection of texts and materials, success of school councils and other leadership groups, or development and implementation of school improvement plans.

Work in learning communities led by teachers who understand workings, purposes, and potential of such groups.

Catch teachers’ enthusiasm for teaching and learning as challenging and energizing experiences.

Learn with and from teachers, groups of teachers, and outside experts.

Benefit from teachers’ shared learning with improved achievement.

PPRROOFFEESSSSIIOONNAALLIISSMM Teachers recognize, participate in, and contribute to teaching as a profession.

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BASIC TEACHING


Learn basic information about the history, ethics, organization, and practices of education.

Discuss knowledgeably the people, movements, and trends in educational history.

Stay abreast of local, state, and national educational trends, issues, and policies.

Locate and use resources to understand professional ethics. Recognize and discuss examples of how political decisions impact

educational policy and practices. Understand the roles and relationships among state, community, and

nation in the work of public schools. Know about professional organizations in state and nation and what they

offer teachers, using information to make a decision about their own participation.

Understand schools as organizations within the framework of the local community

Describe their teachers as knowledgeable, engaged, and professional educators.

Believe that their teachers act ethically and give examples ally (e.g., in attitude surveys).

Learn about, locate resources for, and follow laws related to rights and responsibilities of students, educators, and families.

Become aware of and abide by all laws related to rights and responsibilities in education.

Seek assistance as needed from school leaders and colleagues related to rights and responsibilities of students, other educators, and families.

Comply with laws related to privacy and confidentiality, child abuse, protection from disruptive and dangerous students, appropriate adaptations for special needs, etc,

Respect rights of students, other educators, and families in all aspects of teaching, including the rights of freedom of speech, free/ equal public education, a safe and orderly learning environment, protections from arbitrary and wrongful discipline, etc.

Work with special educators to apply for and provide assistance for special needs students, including IEP, SSTs.

Follow procedures if accused of or observing an unlawful act.

Learn in a safe and supportive environments, protected by laws and responsible adults.

Trust teachers and their decisions.

Confide in teachers when appropriate, understanding teacher responsibilities to report abuse and other issues but also to respect confidentiality.

Receive support services as required by law.

Adhere to state and local Codes of Ethics, including school and district policies, in both professional and personal settings, and model ethical behavior for students.

Provide honest, accurate, true information on all job applications and personnel forms.

Acquire, become familiar with, and follow policies in Teacher Handbook & other school system materials.

Respect and follow school rules.

See their teachers as role models of professional and personal conduct.


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Indicator(s) Teacher Evidence Student Evidence Acquire, become familiar with, and follow Georgia Professional

Standards Commission Code of Ethics. Practice ethical behavior in all activities, both professional and personal. Demonstrate promptness, dependability, good judgment, patience, and a

spirit of cooperation. Refrain from discriminatory practices based on students’ disability, race,

sex, ethnicity, cultural background, religion, or sexual orientation Avoid gossip, intimacy with students, and the use of inappropriate

language at all times. Serve as a positive adult role model, guiding students to learn/live by

positive codes of personal conduct. Provide instruction in topics of character education (deliberate effort to

help people understand, care about, and act upon core ethical values) as directed by state, district.

Treat others with respect. Contribute to creating

classroom expectations and consequences.

Can give examples of times when people choose to act ethically and the reasons why they should.

Reflect on teaching practice and begin to examine the connections to student learning.

Notice, discuss, and consciously analyze details of their teaching and student learning/behavior/work, going beyond nonspecific retellings.

Build habits of recording insights, questions, challenges in a reflective journal and through other reflective practices (e.g., notes on plans).

Invite mentor, peer coach, other early career teachers to observe their teaching and provide lens for seeing the impact of their practice and decisions on students, their work, learning, and behaviors.

Become aware of and analyze the impact of their teaching decisions on student learning/behavior/work and make adjustments to future lessons.

Seek answers to questions about student learning/behavior/work that emerge from practice and solicit insights from peers/mentors, reading/ research, further reflection, students, and families.

Collect data regularly from students (e.g., journals, work samples, class reflection, assessments, discussion) to gain access to student perspectives.

Provide examples of times when their teachers adjusted instruction to meet student needs.

Perceive and report that their teachers improve their practice across the year.

Help observers understand how they are learning and working.

Self-assess teaching strengths and areas for improvement, seeking and using guidance from mentors and instructional leaders in order to improve in key areas.

Complete honest, in-depth, self-analysis of teaching based on the Georgia Framework for Teaching and Extended Framework.

Review and discuss self-assessment results with professor, mentor, instructional leader, and/or learning community as appropriate/available.

Work with teachers as role models to self-assess learning, set standards-based goals.

Collect, organize evidence of


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Indicator(s) Teacher Evidence Student Evidence Create a year-long plan for professional learning including short and long-

term goals based on single Framework indicators or groups of indicators clustered around a theme or issue.

Self-assess on a regular basis, learning to collect and organize evidence (especially of student learning) to demonstrate claims of improvement.

Participate as active inquirers in required professional development experiences.

Select and/or design with mentors professional development opportunities (e.g., BRIDGE, observe, student work, reading/ research, reflection, community outreach, conferences, seminars, PLUs) that will help them meet learning goals

Design their own career paths as professional educators.

their own learning to show progress toward goals.

Reflect on evidence of their own learning orally, in writing, etc.

Learn new content in new, productive ways building on teachers’ professional growth toward specified learning goals.

Improve learning and achievement related to teachers’ learning.

Work through appropriate channels to seek answers to questions, voice concerns, explore ideas, and speak out about issues that matter to them and their students.

Attend all required faculty, grade/ department, learning community meetings and respond to email.

Learn from experience how to participate in meetings and contribute as productive professionals.

Learn how to and follow the chain of command in his/her school and district.

Understand the importance of working through the system first in order to bring about change.

Help to create and implement School Improvement Plans (SIP) so as to become invested in goals and processes for improvement.

Serve on school committees in areas of interest to them. Seek guidance from professional peers, organizations, and administrators

if and when their understanding of their students' needs conflict with local, state, or national educational policies.

Follow established procedures for expressing concerns, grievances.

Stay knowledgeable about school rules & issues through teachers’ attendance at regular meetings.

Are impacted by School Improvement Plan goals as evidenced by school-wide data.

Communicate appropriately with teachers and administrators.

Accept entry-level leadership roles (e.g., clubs, special topics, coaching) with support of identified mentors, administrators, coaches, and facilitators.

Consider and plan for time, commitment, and unforeseen events when agreeing to take on leadership roles outside of teaching (e.g., extracurricular activities, coaching, committees, workshops).

Work with mentors, administrators, coaches, facilitators to manage time and commitments of leadership roles.

Learn to build leadership roles into their lives while maintaining stability.

See and respect their teachers in active school leadership roles.

Believe that teachers put learning and teaching first even when they participate in


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Indicator(s) Teacher Evidence Student Evidence Learn to work with families and communities of the students involved in

extracurricular activities. and lead activities outside the classroom.


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ADVANCED TEACHING


Observe, inquire, learn more about, and make connections among the history, ethics, politics, organization, and practices of education.

Relate knowledge of educational history to current issues and policies. Interact with other educators across the school, district, state, and nation

to broaden perspectives about educational issues, policies, and practices. Analyze and understand examples of how and why politics and education

are closely related. Can explain how groups and individuals may experience U.S. schooling

in different ways based on race, ethnicity, gender, native language, etc. Recognize reasons behind the lack of change in U.S. schools over time,

question the status quo, and make use of this knowledge both to understand and to change schooling as needed.

See the bigger picture of how their classrooms exist in and are influenced by the larger context of the district, community, history, politics, etc.

Report ways in which they see that their teachers are integrally involved in education as a broader profession.

Report ways that their teachers work to keep classrooms up-to-date, fair, and improving.

Abide by laws related to rights and the responsibilities of students, educators, and families.

Explain and easily locate policies and procedures for addressing the legal rights and responsibilities of teachers, students, and families.

Provide accurate information about laws related to rights, responsibilities to students, families, community members, and new educators, including where to go if laws are broken.

Involve families in caring and sensitive discussions about student needs, rights, and responsibilities.

Seek support from teachers when they feel wrongfully treated.

Receive accurate information from teachers about their rights and responsibilities as covered by law.

Collaborate to learn with teachers and families.

Understand, follow, and support state and local Codes of Ethics, including school and district policies, and involve students in studying ethical behavior.

Understand their work in public schools as a sacred trust and follow established codes of professional conduct to protect that trust.

Work from the understanding that one purpose of policies and codes of ethics is to earn and maintain public confidence in public education.

Involve students in discovering, studying, and analyzing issues of character education.

Hold class meetings in which students establish group goals, decide on rules/norms of conduct, plan activities, solve problems.

Understand that the goal of codes of ethics, rules, and policies is to allow everyone equal opportunity to learn and work in shared settings.

Feel confident that their teachers have their best interests in mind in their decisions, actions, & speech.

Participate in class meetings and decision-making to create ethical, productive learning.

Reflect on teaching practice in order to improve student learning.

Develop a rich, productive, habitual repertoire of strategies to reflect on their practice and on student learning/behavior/work (e.g., video, peer observation, regular review of teaching journal, student input, etc.).

Complete, discuss, and (when appropriate) defend portfolios of their work to provide


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Indicator(s) Teacher Evidence Student Evidence Make conscious, ongoing comparisons between what is taught and what

is learned, and adapt teaching as needed, even while a lesson is in progress.

Design assessments carefully; disaggregate data by individuals and groups; analyze the results to gain accurate, standard-specific information about individual students’ learning.

Learn from experience. See multiple perspectives, take risks, adopt an experimental and problem-

solving orientation to teaching. Strive to understand blocks to student learning and access school/

community resources as needed. Try out new ideas and reliably assess their effectiveness.

evidence of achievement. Observe and assist teachers in

data collection to improve instruction.

See teachers experiment and learn.

Continue learning in a variety of ways and actively seek opportunities for professional improvement.

Present data regarding improvement in selected goal areas, self-assess again, and repeat this cycle as a regular, rewarding, and self-directed professional routine.

Learn continuously with/from peers, students, and families in equitable, reciprocal ways and settings.

Learn to offer productive, goal-oriented feedback to inquiring peers. Use a variety of professional learning strategies and settings (e.g.,

reading, observation, mentoring, reflective tools, teacher/action research) on a regular basis.

Stay abreast of the profession through professional journals/ organizations, peers, and instructional leaders.

Engage in further education (courses, degrees, workshops, online resources/courses) when appropriate to meet their stated learning goals.

Initiate and participate in service learning opportunities, including collaborations with community and business partners.

Design and assess learning plans to meet individual and class goals.

Work collaboratively to meet learning goals, including providing productive feedback to peers.

Talk with teachers about current issues in their fields of study and in education, and use this information to reflect on their own knowledge and educational experiences.

Learn in a variety of ways.

Explore and establish appropriate and meaningful ways to advocate for improved curriculum, instruction, learning environments and opportunities that support the diverse needs of learners.

Establish open, productive, two-way, collaborative communication with appropriate administrators, families, and community groups.

Identify and clearly state problems in curriculum, instruction, and learning environments.

Collect, organize, and use evidence of problems to propose and influence changes as needed.

Focus on improvement and solutions and avoid being critical. Collaborate with colleagues, administrators, families, and community

members to improve school and district opportunities for all learners. Keep students at the forefront of all efforts to improve or change

curriculum, instruction, and/or learning environments.

Communicate productively and appropriately with teacher, peers, and administrators about unresolved issues.

Identify and clearly state problems in the classroom in order to seek, implement and assess solutions with teacher guidance and peer collaboration.


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Indicator(s) Teacher Evidence Student Evidence Decide what audiences should be consulted for information, decision-

making, and campaigns to improve education for all. Use technology to communicate.

Become aware of and adapt communications for various audiences and purposes.

Expand leadership and support roles and work productively as part of a school team.

Volunteer and accept extra responsibilities as teacher leader in school and district groups, committees, and extracurricular activities.

Serve on school and district committees and groups that further their understanding of teaching and learning (e.g., curriculum development, critical friends groups, etc.)

Make substantial contributions in support roles to school and district projects and initiatives.

Develop qualities of good educational leaders (e.g., vision, respect among peers, motivation, facilitation, ideas, being authentic spokesperson for a group).

Recognize that teaching is teamwork that requires support and leadership in school-wide activities, initiatives, and improvement agendas.

Collaborate with their teachers both inside and outside the classroom (e.g., school fairs/ events, extracurricular, community and service learning).

Learn about school and district initiatives informally through their teachers.

Acquire leadership skills by observing and working with teachers.


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Continually examine and extend their knowledge of the history, ethics, politics, organization, and practices of education.

Can articulate how school historical processes, funding, organization, and technical developments have affected their practice, restricted their options, and/or expanded their repertoires.

Participate in learning communities and other forums that strive for constant improvement of the educational system.

Recognize teaching as a moral and political endeavor that demands professional understanding, ethical action, and vision.

Become involved in political decisions in education as a citizen, voter, and educational leader in the community.

Confront the power of education (as it currently exists) to help some students succeed and to restrict others’ options, and seek to create equitable arrangements for all.

Understand the operations of educational systems within which they work (e.g., funding, buildings, revenue management).

Use appropriate means to question classroom and school policies for clarification, and begin to formulate personal ideas about education, learning, and schooling.

Grasp the historical, political, and ethical nature of learning in school settings, and can report their insights.

Understand and abide by laws related to rights and the responsibilities of students, educators, and families.

Reflect on confidential as well as public information and use all pertinent data to plan and advocate appropriately for each student’s learning.

Foreground concern and respect for the rights and responsibilities of all students in all teaching decisions.

Raise issues of student, family, and educator rights and responsibilities within the school, district, and community as appropriate, seeking justice within the law through democratic processes at all times.

Understand the history, consequences (intended and not), and implications of laws written to protect students and their families as well as educators.

Stay abreast of changes and emerging trends in educational law at the state and national levels.

Can give examples of their teachers’ understanding of and advocacy for student, family, and educator rights and responsibilities.

Learn about and understand rights and responsibilities within educational settings from well-informed teachers as one way to see, understand, and participate in a democratic society.

Follow [and explicate for others the] established codes of professional conduct, including school and district policies.

Articulate for beginning educators, students, and families the reasons why ethical behavior is essential for all citizens in a democracy.

Work from a stance of principled behavior and explicitly teach students to do the same.

Open up character education topics for serious discussion in order for students and teacher to develop individual, carefully considered, grounded choices.

Revisit decisions given new input. Teach conflict resolution and other social skills so that students become

skilled at resolving conflicts fairly and peacefully.

Strive consciously to learn and live as a citizen of a democratic society.

Analyze uncomfortable educational situations and work with teacher and peers to work toward shared understandings of principled behaviors that support everyone’s learning.

Engage in serious discussion


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Indicator(s) Teacher Evidence Student Evidence of ethical issues and reach tentative, principled decisions for individual behavior within communities.

Systematically reflect on teaching and learning to improve their own practice.

Provide examples and evidence to illustrate how systematic, reasoned reflection has improved their teaching, students’ learning, behavior, and work.

Review their teacher journal entries and other data, looking for consistent patterns worthy of deeper, systematic study through teacher and/or action research.

Design and carry out teacher research studies focused on challenging questions of teaching that evolve from reflection.

Engage in action research to bring about change (identify the question, issue, or problem; define a solution; apply the intervention and collect data regarding the intervention; analyze findings; and take action).

Understand that reflective thinking frees teachers from impulsive, routine action and enables them to act in deliberate, intentional ways to achieve what they need.

Participate as active, aware members of teacher / action research projects.

Understand the results of teacher/ action research and see the impact of findings on their own learning.

Seek opportunities to learn based upon reflection, input from others, and career goals.

Observe and reflect on their professional growth in this Extended Framework, using evidence collected across the years both to chart their accomplishments and to envision future goals.

Participate actively in state and national professional organizations to enhance content knowledge and pedagogical skill at levels beyond those available in their own school, district, and community.

Use their own body of data, reflection, input, study, and goals to create and extend a career-long portfolio of growth, change, tension, detour, and progress.

Discover new, productive ways to learn with their students (e.g., implementing new structures for teacher/student collaboration as co-learners).

Design individual and group opportunities to learn based on standards, interests, and needs.

Reflect on their own learning over time.

Discuss their own learning with respected adults (e.g., in student-led conferences).

Collaborate with teachers/ peers to learn together and use new subject matter and strategies.

Advocate for curriculum, instruction, learning environments, and opportunities that support the diverse needs of and high expectations for all students.

Model appropriate communication among teachers and administrators, community groups, and families.

Listen actively and seek additional, reasoned information concerning issues of concern.

Include feedback and research from experts who work with diverse, high need students when striving to support student needs.

Build a repertoire of technology skills for communication. Learn and use cognitive coaching, critical friends groups, etc. to

Improve communication skills of listening, speaking, writing, and using technology in working to inform and persuade various adult audiences.

Participate productively in classroom, school, district, and


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Indicator(s) Teacher Evidence Student Evidence investigate issues and dilemmas and generate solutions.

Participate in discussions, seminars, think tanks, summits, meetings, and/or conferences to improve education.

Build a repertoire of specific skills in speaking, writing, marketing to, and persuading varied, appropriate audiences.

state settings that are open to input from students of this age.

Assume leadership and support roles as part of a school team.

Mentor novice and developing teachers. Facilitate professional learning communities in school, district, or

statewide. Assume leadership/chair role in major school or district work, project, or

initiative. Participate actively in support roles in the school, district, and state. Explore and seek leadership roles available to teachers (including

“distributed leadership”, leadership certificates and opportunities, e.g., SREB, GAE, PAGE) that allow teachers to stay in classrooms but provide school, district, state, and national leadership.

Consider--and possibly apply for-- national certification through the National Board for Professional Teaching Standards (NBPTS); participate in exploratory events/opportunities, and make the decision to participate or not.

Continue university coursework and programs at the Ed.S. or Ph.D. level. Participate in leadership programs for educational professionals. Engage in community leadership roles (e.g., civic groups, student/family

support, legal assistance) that fit their talents and interests.

Serve on student committees to improve school policies, procedures, and routines.

Help mentor-teachers initiate and teach new teachers by explaining student perspectives, demonstrating their knowledge, providing insights into school and community, etc.

Participate in and learn from the research of their teachers who are engaged in university or leadership programs or NBPTS reflection.

See teachers as integral participants in the communities within and surrounding the school.


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EXEMPLARY TEACHING


Use their knowledge of the history, ethics, politics, organization, and practices of education to extend their professional practice and become change agents when appropriate.

Deepen their appreciation of the profession’s moral and political nature through personal participation at many levels.

Build legitimate, research-based, complex communities of learning within the school and community.

Participate actively in the politics of education at local and state levels in legal and appropriate ways.

Use action research in their classrooms, schools, and communities to create and assess alternative ways of educating learners.

Observe and recognize the importance of teachers”---and all people’s--- participation in the democratic processes.

Collaborate with teachers and other students and adults to plan and address policy, organizational, and ethical issues at school, district, and state levels.

Use knowledge of educational law, school contexts, and democratic processes to support and improve the legal rights and responsibilities of all.

Collaborate with and lead peers and community members to develop school-wide practices based on respect and sensitivity.

Communicate with state and national legislators and members of the judicial system about relevant issues related to student/family/educator rights and responsibilities.

Inform educational, legal, and community leaders about the history, consequences (intended and not), and implications of educational laws as teachers experience and understand them.

Help educators, families, and community members access resources and communicate with leaders about educational laws.

Help others stay current and knowledgeable about education-related laws.

Support student/family/ educator rights and responsibilities, and initiate change when needed.

Collaborate appropriately, openly, and honestly with families, teachers, and others in seeking justice for all.

Participate in phases of a democratic society that are age-appropriate and open to children.

Observe and explore what happens when their teachers, families, and community members participate in democratic processes.

Exemplify the highest standards of professional conduct when interacting with students, families, & other educators and help others interact in productive, ethical ways.

Model the highest ethical behavior for students, families and other educators.

Plan and integrate character education topics seamlessly within classroom instruction.

Help students, colleagues, and community members construct and lead their own learning communities, including devising rules, expectations, norms, and processes for reflection and reconsideration of work.

Model exemplary behavior for peers.

Help peers participate in democratic settings based on shared goals, trust, and principled behavior.

Create learning communities to meet their own goals, including setting rules, ways of working together, processes for reflection/revision of work.

Work in reflective communities of learners Work from the assumption that teaching is a public rather than a private Appreciate the highly


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Indicator(s) Teacher Evidence Student Evidence who share insights, examine student work, and confront challenges in order to improve teaching, learning, school, and community.

activity. Seek input and critique from others to improve practices and increase

student achievement. Document and share meaningful and lasting changes in their practice,

their students' learning/ behavior/work, their schools and communities resulting from individual and shared reflection.

Thrive as active members of collaborative communities of teaching and learning.

Work as mentors to other teachers, helping them develop productive, critical dispositions that will guide their career-long reflective practices.

Develop and critique mentoring practices (e.g., modeling, reflective dialogue, and written journals, one-pagers).

Seek to make available a wide range of ongoing opportunities for colleagues to think and talk about teaching practice.

reasoned, professional, public contributions that their teachers make to students, school, and community.

Value learning communities as a way to deepen their own understanding.

Become lifelong, goal-oriented, self-directed learners and leaders.

Mentor other teachers at early career stages or when changing circumstances require renewal (e.g., new demographics, grade, or courses, etc.)

Share their own career paths with early career teachers as models of reflective professional growth & change.

Facilitate reciprocal learning relationships with early career and cross-career peer groups.

Research and engage in unique opportunities to learn that both challenge and delight (e.g., international opportunities, competitive programs, etc.)

Share their passion for learning with students both through their teaching and through their participation and leadership in the school, community, and world.

Maintain, review, continue to build own learning portfolios.

Select, organize, and explain evidence of their own learning to demonstrate and (when appropriate) defend pre-established goals and accomplishments.

Thrive as life-long learners. Seek and accept opportunities

to teach others.

Become recognized as an activist who both speaks out and acts in support of education, students, and families at local, state, and/or national levels.

Take active leadership roles in advocating for curriculum changes, instructional design modifications, and improved learning environments (e.g., assistive technology) to support the diverse needs of all students.

Speak in public settings (e.g., legislature, courts of public opinion, community organization meetings) to support education for all.

Reflect on own professional communication style and strategies and learn more, modify, or extend skills when appropriate to achieve purposes.

Develop a broad and balanced awareness of educational issues as they exist within the local, district, state, and national contexts.

Study the work of other educators, schools, districts, & communities so as to inform their local work.

Recognize teachers as educational activists and advocates who seek to improve school, district, state, and national education.

Investigate school practices in other schools and systems with teacher guidance; reflect on what they have learned, and share recommendations with teachers, administrators, families, and peers.


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Indicator(s) Teacher Evidence Student Evidence Mentor and support new leaders at grade,

team, department, school, and district levels.

Organize, facilitate, and assess mentoring and support programs in the school.

Mentor teachers who serve as mentors of early career teachers. Represent the profession both officially and unofficially as a member of

leadership teams. Encourage and mentor others as they assume leadership responsibilities in

school and district decision-making. Share exemplary practices with other educators. Plan and deliver workshops, courses, and other professional learning

formats in school, district, colleges/universities, and professional organizations.

Reflect on school policies, procedures, routines and provide input to decision-makers for revision.

Serve as peer counselors, leaders, etc. and learn new leadership roles/qualities from their teachers.

Co-present at meetings and conferences with teachers about learning, research, etc.

Documents

Georgia Extended Framework for Teaching - GaPSC€¢ The Dispositions Principle: ... and develop habits of mind). 2.3 are sensitive, alert, ... 3.7 use effective verbal,