Quality Indicators 000

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1 Missouri Teacher Standards and Quality Indicators 1: d with appropriate instruction Content knowledge aligne Standard The teacher understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students. Quality Indicator 1 : Content Knowledge and Academic Language The teacher candidate demonstrates knowledge of the academic language of the appropriate 1C1 certification area(s) sought as defined by the Subject discipline applicable to the Competencies for Beginning Teachers in Missouri. Quality Indicator 2: Student Engagement in Subject Matter The teacher candidate demonstrates content know ledge and the ability to use multiple subject 1C2 methodologies for specific instructional purposes to engage students. specific Quality Indicator 3: Disciplinary Research and Inquiry Methodologies and 1C3 understands how to engage students in the methods of inquiry The teacher candidate research in his or her respective discipline. Quality Indicator 4: Interdisciplinary Instruction 1C4 The teacher candidate can create and implement interdisciplinary lessons that are aligned with standards. Quality Indica tor 5: Diverse Social and Cultural Perspectives 1C5 The teacher candidate demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias. Standard 2: St udent, Learning Growth and Development The teacher understands how students learn, develop, and differ in their approaches to learning. The support the teacher provides learning opportunities that are adapted to diverse learners and that intellectual, soc ial, and personal development of all students. Quality Indicator 1 Cognitive , Social, Emotional and Physical Development : stages and knows and 2C1 al The teacher candidate can identifies child/adolescent development apply them to students . Quality Indicator 2: Student Goals 2C2 The teacher candidate demonstrates knowledge on how to assist students in setting short - and long - term learning goals and self - reflect on their overall growth. Quality Indicator 3: Theory of Learning learning 2C3 The teacher candidate applies knowledge of theory in all aspects of instructional design . Differentiated Lesson Design Quality Indicator 4: The teacher candidate recognizes diversity and the impact it has on education. 2C4 Quality Indicator 5 : P rior Experiences, Learning Styles, Multiple Intelligences, Strengths, and Needs 2C5 The teacher candidate is able to plan lessons and learning activities to address a student’s prior experiences, in order to positively impact multiple intelligences, strengths, and needs learning. Quality Indicator 6: Language, Culture, Family and Knowledge of Community Values 2C6 The teacher candidate demonstrates an understanding that instruction should be connected to family students’ prior experiences and , culture and community. Revised Sept 2013

2 Standard 3: Curriculum Implementation range planning and curriculum development. The The teacher recognizes the importance of long - student, district and state teacher develops, implements, and evaluates curriculum based upon data . s tandards 1 : Implementation of Curriculum Standard Quality Indicator The teacher candidate understands the components and organization of an effective 3C1 , , can locate national and state is able to create aligned learning experiences curriculum s tandards , and is able to align them to learning outcomes. : Lessons for Diverse Learners Quality Indicator 2 The teacher candidate understands how to select appropriate strategies for addressing 3C2 individual student needs in meeting curriculum objectiv es. 3 Instructional Goals and Differentiated Instructional Strategies Quality Indicator : The teacher candidate knows and understands the concept of differentiated instruction and 3C3: short and long - term instructional goal planning to address the student needs in meeting - curriculum objectives. Standard Critical Thinking 4: The teacher uses a variety of instructional strategies and resources to encourage students’ development and critical thinking, problem solving, and performance skills . Quality Indicator 1 : Instructional Strategies Leading t o Student Engagement in Problem - Solving and Critical Thinking demonstrate knowledge of research - 4C1 The teacher candidate can based models of critical thinking and problem - , including various types of instructional strategies , to support solving student engagement in higher level thinking skills. Indicator 2: Appropriate Use of Instructional Resources to Enhance Student Learning Quality 4C2 candidate demonstrates knowledge of cu rrent instructional resources to support The teacher complex thinking and technological skills. Quality Indicator 3: Cooperative, Small Group and Independent Learning 4C3 The teacher candidate can demonstrate knowledge of strategies for facilitating multiple configur ations for student learning including cooperative, small group and independent learning. Standard 5: Positive Classroom Environment erstanding of individual/ The teacher uses an und group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self - motivation. Quality Indicator 1 : Classroom Management, Motivation, and Engagement The teacher candida te 5C1 motivation, and engagement knows how classroom management, relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning . Quality Indicator 2 tivities : Management of Time, Space, Transitions, and Ac 5C2 The teacher candidate demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. Quality Indicator 3: Classroom, School, and Community Culture 5C3 The teacher candidate recognizes and identifies the i nfluence of classroom, school, and and the impact on the classroom environment and community culture on student relationships learning. Revised Sept 2013

3 Standard 6: Effective Communication The teacher models effective verbal, nonverbal, and media communication techniques with students, families to foster active inquiry, collaboration, and supportive interaction in the colleagues, and classroom. Quality Indicator 1 Verbal and Nonverbal Com munication : The teacher candidate understands the importance of and develops the ability to use effective 6C1 erbal and nonverbal communication techniques. v Quality Indicator 2 : Sensitivity to Culture, Gender, Intellectual and Physical Differences 6C2 The teacher candidate develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in response to student communication. Indicator 3: Learner Expression in Speaking, Writing, and Other Media Quality 6C3 The teacher candidate develops the ability to facilitate learner expression in speaking, writing, listening and other media . ensuring it adheres to district policy Indicator 4: Technology and Media Communication Tools Quality The teacher ca 6C4 technology media communication ndidate develops skills in using a variety of tools. Standard 7: Student Assessment and Data Analysis The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction . The teacher monitors the performance of each student and devises instruction to enable students to grow and develop , making adequate progress . Quality Indicator 1 : Effective Use of Assessments 7C1 formal and has knowledge of the development, use and analysis of The teacher candidate informal assessment s. : Assessment Data to Improve Learning Quality Indicator 2 The teacher candidate has knowledge of how data ca n be accessed 7C2 , analyzed, and appropriately used to design instruction and improve learning activities. Quality Indicator 3 : Student - Led Assessment Strategies 7C3 The teacher candidate describes , explains and analyzes a vari ety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats ; can set their own learning goals; and is able to teach students to set learning goals. Quality Indicator 4 : Effective of Instruction on Individual/Class Learning 7C4 The teacher candidate develops a knowledge base of assessment strategies and tools, teractions and using higher including how to collect information by observing classroom in . order questioning analysis of data to determine the effect of class The candidate uses instruction on individual and whole class learning. Quality Indicator 5 Communication of Students Progress and Maintaining Records : 7C5 The teacher candidate can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators. Quality Indicator 6 : Collaborative Data Analysis Process acher candidate demonstrates a capacity to engage in a collaborative 7C6 The te classroom/department/school data analysis process. Revised Sept 2013

4 Standard 8: Professionalism The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. Indicator 1 : Self - Assessment and Improvement Quality understands strategies for reflect ing on teaching practices to refine The teacher candidate 8C1 instructional process in order to promote growth and learning of students . their own Indicator Quality 2: Professional Learning essional learning 8C2 understands the use of an array of prof The teacher candidate identifies and opportunities including those offered by educator preparation pr ograms, school districts, professional associations, and/or other opportunities for improving student learning . Quality 3 : Professional Rights, Responsibilities, and Ethical Practices Indicator 8C3 The teacher candidate is knowledgeable of and demonstrate s professional, ethical behavior and is aware of t he influence of district policies and school procedures on classroom structure. Standard 9: Professional Collaboration The teacher has effective working rela colleagues, and tionships with students, families , school community members. Quality Indicato r 1 : Induction and Collegial Activities 9C1 The teacher candidate understands the importance of collegial activities in build ing a shared mission, vision, values, and goals; participates in collaborative curriculum and staff development meetings and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor to establish relationships in the school, district, and community. Quality Indicator 2 : Collaborating to Meet Student Needs 9C2 The teacher candidate understands school - based systems designed to address the individual supervisor to engage with the needs of students ing with the cooperating teacher/ work by larger professional community across the system to identify and pro vide needed services to support individual learners. Quality Indicator 3 : Cooperative Partnerships in Support of Student Learning 9C3 The teacher candidate recognizes the importance of developing relationships and cooperative partnerships with learning families, and communit y members to support of student s’ students, - being. and well Revised Sept 2013

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