(2) Professional Knowledge
Quality is indicated when
an educator:
knows
developmental characteristics of students
applies
best practices in learning and teaching
acquires
and applies research-based knowledge in best practices in teaching
plans
developmentally appropriate curriculum and instruction
adapts
learning environment so that all students achieve success
applies
a variety of learning theories and uses a variety of teaching styles
as appropriate
engages
students in active and independent learning
uses
multiple strategies to assess student learning to modify and adapt
instruction
involves
students in self-assessment
implements
standards-based instruction and assessment strategies within
an articulated curriculum
uses
data and research to improve student learning
participates
in educational inquiry and research
uses
information technology as an integral component of teaching and
learning
makes
effective use of available human resources (e.g., assistants,
volunteers, student mentors)
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(4) Advocacy
Quality is indicated when
an educator:
promotes equitable access to facilities, programs, and equipment necessary
to
support the instructional
process
establishes
high academic expectations for all students
works
to ensure a safe and effective learning environment, free of harassment
works
to ensure that school policies and procedures are fair, known to all, and
consistently applied
works
to ensure that resources in the school and community are accurate,
current, and free
of bias, stereotyping, and misrepresentation
enhances
on-going, two-way communications with families
enhances
efforts to make expectations and performance criteria clear and public
to all, including
families and the community
extends
student learning into the community through partnerships with families,
community groups,
and businesses
works
professionally in cooperation with business and industry
discusses
educational issues with the public at local, state, and/or national levels
establishes
and actively participates in collaborative relationships with families,
community agencies,
and others in the community at large to support student
learning and well-being
models
respect, understanding, sensitivity, and appreciation for the rights of
multiple and diverse
groups
builds
with others a shared vision of standards-based learning and teaching
establishes
mentor relationships with students
advocates
for a curriculum that ensures all students can learn
[This list of indicators is not intended to be all inclusive or limiting.]
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