2. PLANNING AND TEACHING FOR LEARNING

       Teachers know their subjects, what to teach, and how to plan and teach

  1. The teacher demonstrates knowledge of content and pedagogy
    • shows deep understanding of subject matter
    • teaches from a thorough understanding and knowledge of national, state and district curriculum standards
    • links the curriculum to current events and real-life situations as appropriate
    • helps students understand connections between content and other disciplines
    • uses a variety of instructional strategies
    • selects and utilizes appropriate resources, including technology, in planning units of study
    • ensures that subject matter is historically and culturally accurate
    • understands the relationship among language, thought, and learning
    • understands the concepts of white privilege and institutional racism and utilizes anti-racist teaching practices
  2. The teacher designs coherent instruction
    • develops units of study based on the required curriculum
    • sequences activities and curriculum appropriately
    • infuses cultural relevance into teaching strategies, material selection, communication, and style
    • designs instruction to address students’ different learning styles and needs
    • clearly establishes assessment criteria
    • utilizes a variety of assessment strategies, including astute observation
    • reflects instructional goals in assessment of learning
    • plans lessons that promote the sharing of ideas
  3. The teacher demonstrates knowledge of resources
    • utilizes technology as a tool for learning
    • collaborates with colleagues in sharing resources and information
    • utilizes town and school libraries, textbooks, internet and other resources as appropriate
    • incorporates community resources
  4. The teacher communicates clearly and accurately
    • listens to students
    • uses appropriate written and oral vocabulary
    • gives directions that are clear, concise, and reasonable, and checks for comprehension
    • presents information logically and summarizes effectively
    • uses a variety of verbal and non-verbal communication techniques
    • elicits and responds to students’ questions and requests for help
    • accommodates varying language abilities and needs
    • communicates learning objectives to students and effectively implements these objectives
    • teaches the school’s codes and customs so that students may participate fully in the social dynamic of the classroom
    • communicates high goals and challenging scholastic expectations to all students and provides the necessary support to achieve them
  5. The teacher uses effective questioning and discussion techniques
    • uses questions that stimulate and encourage creative and critical thinking
    • allows sufficient time for students to reflect
    • devises ways to promote equitable student participation
    • provides opportunities for students to assume leadership roles in discussions
    • encourages students to initiate topics and make connections within and across disciplines
    • creates opportunities for students to interact with peers
  6. The teacher engages students in learning
    • encourages involvement, questions, discussion and inquiry by all students
    • demonstrates a positive attitude towards students, learning and subject matter (e.g. use of eye contact, voice inflection, body language, and gestures)
    • articulates connection between new learning and prior student experiences
    • uses knowledge of students’ cultural heritage to develop engaging, culturally relevant learning activities
    • uses knowledge of students’ cultural backgrounds to make appropriate connections that support student learning
    • makes appropriate adaptations and modifications as needed or required
    • encourages student-generated curriculum-related activities
    • uses a variety of methods such as demonstrations, lecture, student-initiated work, group work, questioning, and independent practice      
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