Standard VI

The teacher candidate uses content, pedagogical, and professional knowledge, skills, and dispositions to design, implement, and evaluate meaningful learning experiences for all students in a clinical setting.  (knowledge, dispositions, & abilities)

Performances

1.     Professionalism in Context

• The candidate exhibits patterns of responsible, professional behavior in the areas of attendance, punctuality, conduct, presentation (of self), and preparation.
• The candidate accepts teacher responsibilities and aligns his or her own actions and expectations with school philosophy, policy, and organization.
• The candidate communicates openly with the Clinical Teacher and the University Supervisor and responds productively to their guidance in plans for self-improvement.
• The candidate understands the dynamics of the home, parenting style, and the diversity of cultural patterns in relation to student learning.
• The candidate establishes and maintains positive, professional relationships with others in the school environment.

2.    General and Content Area Knowledge in Context

• The candidate’s general knowledge base is informed, accurate, and sufficient in depth and breadth.
• The candidate communicates effectively in both speaking and writing and consciously strives to be a worthy model for students.
• The candidate uses the central concepts, tools of inquiry, and structures of the discipline(s) taught to conceptualize learning.
• The candidate’s conceptual understanding of the discipline(s) taught enables him or her to transform complex abstractions into meaningful constructs for learners.
• The candidate assesses his or her own knowledge of subject matter and conscientiously remediates or expands on the knowledge base when needed.

3.     Pedagogical and Professional Studies Knowledge in Context

        Planning Instruction

• The candidate develops sound, defensible unit and lesson in various formats for various purposes and content for specific groups of learners.
• The candidate relates unit goals and lesson objectives to the NC SCOS
• The candidate collects information about students’ prior knowledge and life experience before planning the lesson and uses it to design instruction which builds on what they already know.
• The candidate plans instruction to meet student developmental needs, learning styles, and interests.
• The candidate designs logically sequenced learning experiences that will enable divers learners to achieve the intended lesson outcomes.
• The candidate selects instructional methods, instructional materials, and instructional technology that best supports the students’ learning process(es) in the lesson.
• The candidate plans learning experiences that actively engage students in the learning process through discovery, critical thinking, cooperative learning, problem-solving, exploration, reflection, projects, and performances.
• The candidate varies his or her role in the instructional process—instructor, facilitator, coach, audience—in relation to the content and purposes of instruction and the needs of students.
• The candidate creates or selects assessment measures that can help him or her determine whether or not the students have learned what was intended.
• The candidate foresees possible problems with the lesson and plans ways to resolve those problems before the lesson is implemented.
• The candidate collects resources and materials needed to support the lesson and plans how materials will be distributed.
• The candidate based planning decisions on consciously held principles that he or she can explain articulately to mentors.

Implementing Plans

• The candidate manages instructional time efficiently and effectively.

a)             The candidate has materials, supplies, and equipment ready at the start of the lesson or instructional activity and gets the class started promptly.

b)            The candidate maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior in a physical setting conducive to classroom goals.

c)             The candidate paces the lesson artfully and makes smooth transitions between instructional activities within a lesson.

d)            The candidate makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs.

• The candidate creates an environment for learning that promotes the progress and well being of diverse learners.

a)             The candidate creates a learning community in which individual differences are respected, all students are treated equitably, and students assume responsibility for themselves and others.

b)            The candidate communicates high expectation for all learners and concern for the well-being of individual students.

c)             The candidate uses student’s strengths as a basis for growth, and their errors as an opportunity for learning.

• The candidate performs the complex acts of lesson delivery competently so that all students learn.

a)             The candidate knows the lesson plan well enough to implement it effectively.

b)            The candidate communicates in clear and precise language, making expectations and content ideas comprehensible to students.

c)             The candidate expresses enthusiasm for the lesson and stimulates student interest and motivation.

d)            The candidate links new ideas to already familiar ideas and life experience, including attention to students’ personal, family, and community experiences and cultural norms.

e)             The candidate demonstrates effective questioning techniques that scaffold students’ meaning making processes and accepts student input respectfully.

f)             The candidate monitors the effects of class activities on individuals, groups, and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work, and altering the strategy when needed.

g)            The candidate collects evidence that students have learned what was intended.

Reflecting on Student Learning

• The candidate provides students with useful, timely feedback during cycles of learning.
• The candidate summarizes, and interprets assessment data to determine learning gains for individual students and groups of students
• The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly based on appropriate indicators to students, parents, other colleagues.
• The candidate uses the insights gained from the analysis of student learning to plan future instruction and to improve instruction.

Reflecting on Teaching

• The candidate identifies discrepancies between the intended outcomes of a lesson and the actual outcomes of a lesson.
• The candidate recalls evidence to support impressions about what worked in a lesson and what did not.
• The candidate uses insights gained from experience as a basis for revising practice.
• The candidate integrates insights gained from experience into his or her conceptual framework for teaching and learning.
• The candidate selects a focus for improvement and asks his or her mentors to provide feedback or collect data related to that focus.

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