The document discusses a study that aims to assess the instructional competencies of general education faculty at the University of Cagayan Valley and their influence on students' academic performance. It outlines 7 dimensions of instructional competence that will be used to evaluate faculty: mastery of subject matter, teaching methods/strategies, communication skills, evaluation techniques, learning environment, diversity of learners, and interpersonal skills. The study seeks to understand faculty profiles, competence levels as assessed by faculty and students, differences in assessments, student academic performance, and relationships between competence/profiles and performance. It provides a questionnaire for faculty to self-assess competence across the 7 dimensions.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docxSALU18
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docxSALU18
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
This is a study to know the most suitable instructional strategy and media for student learning styles in middle schools. Learning styles has been choosen in this study due to it’s big effect for developmenting instructional strategy and media. Knowing student learning styles useful not only for the teachers in addition to design instructional with excellent quality, but also for the students to more understanding their strength for learning optimally. The result of the study would help teachers selecting the instructional strategy and media based on the real student needs.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
What are the Suitable Instructional Strategy and Media for Student Learning S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman learning styles. The students were also asked with the questions to know what instructional strategy and media they like much. The results show instructional strategies that could be applicated in middle schools are; question and answer methods, student presentations, games and simulations, lectures, problem solving based learning, role playing, and panel discussions. Instructional media that could be applicated are; pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off with the combinations of student learning style to get the most suitable one.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
This is a study to know the most suitable instructional strategy and media for student learning styles in middle schools. Learning styles has been choosen in this study due to it’s big effect for developmenting instructional strategy and media. Knowing student learning styles useful not only for the teachers in addition to design instructional with excellent quality, but also for the students to more understanding their strength for learning optimally. The result of the study would help teachers selecting the instructional strategy and media based on the real student needs.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
What are the Suitable Instructional Strategy and Media for Student Learning S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman learning styles. The students were also asked with the questions to know what instructional strategy and media they like much. The results show instructional strategies that could be applicated in middle schools are; question and answer methods, student presentations, games and simulations, lectures, problem solving based learning, role playing, and panel discussions. Instructional media that could be applicated are; pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off with the combinations of student learning style to get the most suitable one.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Example of TITLE, STATEMENT OF THE PROBLEM AND QUESTIONNAIRE.pptx
1. INSTRUCTIONAL COMPETENCIES OF GENERAL EDUCATION FACULTY:
THEIR INFLUENCE TO STUDENTS’ ACADEMIC PERFORMANCE
ABRAHAM B. UNTAL, JR.
APRIL 2019
NOTE: THIS IS MY TITLE, STATEMENT OF THE PROBLEM AND QUESTIONNAIRE
THIS WILL SERVE AS YOUR EXAMPLE.
2. Statement of the Problem
This study will attempt to assess the level of instructional competencies of the General
Education Faculty and their influence to the students’ academic performance in the University of
Cagayan Valley for School Year 2018-2019.
Specifically, it will seek to answer the following questions:
1. What is the profile of the General Education teacher-respondents by area of specialization
and as a whole in terms of the following:
1. Age
2. Gender
3. Civil Status
4. Highest Educational Attainment
5. Number of Years Teaching
6. Faculty Rank
7. Ethnic Affiliation
3. 2. What is the level of instructional competence of the teacher-respondents as assessed by themselves and
their students by area of specialization and as a whole along the following dimensions:
1. Mastery of the Subject Matter
2. Methods and Strategies of Teaching
3. Communication Skills
4. Evaluation Techniques
5. Learning Environment
6. Diversity of Learners
7. Interpersonal Skills
3.Is there a significant difference between the assessments of the two groups of respondents on the
level of instructional competence of the teacher-respondents by area of specialization and as a whole
in terms of the above dimensions?
4.What is the mean academic performance of the students as reflected in their preliminary grades during
the second semester of School Year 2018-2019 by area of specialization and as a whole?
Note: These 1 to 7 are my
dimensions: it should be in the
QUESTIONNAIRE
4. 5.Is there a significant relationship between the level of instructional
competencies of the teacher-respondents and the mean academic performance
of the students?
6.Is there a significant relationship between the profile variables of the
teacher-respondents and their level of instructional competencies by area
of specialization and as a whole relative to the above dimensions?
7.In what dimension/s of instructional competencies are the teacher-
respondents least competent?
8.What program interventions may be proposed to address the instructional
needs of the teacher-respondents?
5. QUESTIONNAIRE FOR TEACHER-RESPONDENTS
Name of Instructor (Optional):_______________________
Part I. Profile of the Teacher-Respondents
1. Age: ________ 2. Gender: ( ) Male ( ) Female
3. Civil Status: ( ) Single ( ) Married ( ) Separated
4. Highest Educational Attainment: ___________________
5. Number of Years Teaching: _____________
6. Faculty Rank: _______________
7. Ethnic Affiliation:
( ) Itawes ( ) Ibanag
( ) Ilocano ( ) Malaueg
( ) Tagalog ( ) Isneg
( ) Kalinga Others: Specify ___________
8. Specialization: _______________
6. Part II. Level of Competencies
This Instructional Competency Tool outlines the major dimensions an
effective teacher must have. The competencies are divided into seven (7)
dimensions. These are the mastery of the subject matter, methods and
strategies of teaching, communication skills, evaluation techniques,
learning environment, diversity of learners and interpersonal skills.
Results of this study will be used to develop a plan for improvement.
Please indicate the level of competencies you have as to the following
dimensions. Check the item that corresponds to your answer.
3-Very Competent 2-Competent 1-Least Competent
7. A. Mastery of the Subject Matter 3 2 1
1. Enhances and extends approved curriculum.
2. Gives clear explanations relating to lesson content and
procedures.
3. Communicates accurately in the content area.
4. Integrates other subjects in the content area.
5. Creates multiple paths to the subject matter.
6. Cites current or up-to-date information on the subject
matter.
7. Does not talk about people, events or things entirely not
related to the subject matter.
8. Organizes his/her discussion systematically.
8. B. Methods and Strategies of Teaching 3 2 1
1. Designs appropriate opportunities for large group, small group and
independent student learning experiences.
2. Selects from a variety of teaching methods (demonstrations,
lectures, student projects, group work, and independent practice) for
specific instructional goals and purposes.
3. Integrates a variety of resources into instruction, including field
trips, supplemental printed materials, manipulative and technology.
4. Designs opportunities for students to apply, practice and
demonstrate knowledge and skills based on knowledge of learning
modalities, style preferences and intelligences.
5. Designs and implements necessary modifications and adaptations in
instruction and curriculum so that students with disabilities have
access to the general education curriculum in the least restrictive
environment.
6. Selects the most effective teaching techniques to address a variety
of student learning levels, rates, styles and needs as well as
diverse interest and backgrounds.
7. Selects the most effective materials and media to address a variety
of student learning levels, rates, styles and needs.
8. Consistently integrates the use of cognitive thinking skills such as
critical thinking, problem solving, divergent thinking, inquiry and
decision-making into instruction.
9. C. Communication Skills 3 2 1
1. Effectively explains, demonstrates or communicates the
relevance of topics and activities.
2. Consistently communicates to students the instructional
intent, directions and plans.
3. Establishes and states expectations for students
performance.
4. Presents directions and explanations in a variety of ways to
insure student understanding.
5. Solicits communication from students about their learning
for the purposes of ongoing instructional planning.
6. Communicates regularly with students about their progress.
7. Engages students in the analysis and evaluation of their
learning and adjusts instruction based on student feedback.
8. Engages students in explaining and/or demonstrating the
relevance of topics and activities.
10. D. Evaluation Techniques 3 2 1
1. Selects appropriate assessment tools and strategies for specific
learning outcomes.
2. Uses formative and summative assessment for remediation and
instructional planning.
3. Maintains documentation of student progress.
4. Consistently maintains communication with student and families
about student progress.
5. Evaluates informal measures of student understanding, such as
the question asked in class and the level of student enthusiasm.
6. Uses formal tests, responses to quizzes, evaluation of class
assignments, student performances and projects, and standardized
achievement tests to understand what students know.
7. Uses assessment strategies to involve learners in self-
assessment activities, to help them become aware of their
strengths and needs, and to encourage them to set personal goals
for learning.
8. Maintains useful records of student work and performance and
communicate student progress knowledgeably and responsibly, based
on appropriate indicators to students, parents, and other
colleagues.
11. E. Learning Environment 3 2 1
1. Identifies, explains and models constructive behavior
patterns.
2. Establishes and teaches effective and efficient routines.
3. Establishes and reinforces expectations for student
behaviors that promote citizenship in a classroom community.
4. Maintains smoothness and momentum during classroom
transitions.
5. Prepares and arranges material in advance for easy student
accessibility.
6. Minimizes distractions and interruptions.
7. Monitors and directs student behavior effectively and
appropriately.
8. Identifies hazards, assesses risks, and takes appropriate
action.
12. F. Diversity of Learners 3 2 1
1. Acknowledges and validates the ideas, learning needs,
interests and feelings of students with disabilities and/or
from culturally and linguistically diverse backgrounds.
2. Consistently recognizes student performance and
achievements.
3. Understands how students differ in their approaches to
learning and adjusts instruction to meet diverse needs.
4. Designs opportunities for each student to succeed, based on
individual learning needs.
5. Designs specific activities that require active involvement
and creativity.
6. Designs opportunities that require and reinforce student
responsibility for learning.
7. Develops students’ self-esteem, motivation, character, and
sense of civic responsibility.
8. Establishes and communicates high expectations for all
students.
13. G. Interpersonal Skills 3 2 1
1. Actively promotes collegial relations with other school
personnel.
2. Provides a system for interactive communication between
teacher and parents.
3. Uses conflict resolution strategies as appropriate.
4. Promotes active roles for parents and community members in
student learning.
5. Communicates in a professional manner with colleagues,
parents, and community members regarding educational matters.
6. Maintains a positive attitude.
7. Initiates open and candid relationships with people at all
levels.
8. Values others’ knowledge and expertise. Invites the input
and feedback of others. Fully considers other’s explanations/
points of view.