Standard 1 - Students |
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Talk with every student. Learn the names of students. Help students make up work. Sit near a student with behavioral needs. Deliver a pre-determined behavioral support plan. |
Collect data on an individual student’s behavior. Collect data on student learning preferences. Examine and compare student work for individual differences. Provide an environment for small-group learning |
Design developmentally appropriate instruction. Develop motivational strategies. Design and deliver differentiated instruction for an individual student. |
Plan adaptations for a unit of instruction. Adapt a lesson for a few students. Create individualized materials. Provide individualized feedback. Create alternative assessments. Evaluate some students individually. |
Differentiate instruction according to all students' needs. Develop a plan for building relationships during the first week of school. Create culturally relevant lessons and unit plans. |
Standard 2 - Content Knowledge |
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Find information to answer student questions. Provide students with assistance in finding information. Answer individual questions. Assist individual students with technology. Assist students with finding resources. |
Develop and use real-life examples in teaching. Become familiar with the curriculum and instruction plan for the class. Develop questions that lead students from their previous knowledge to new content. |
Use Ohio content standards. Engage students in thinking about the content at the application level of Bloom's taxonomy. Use content-specific instructional strategies. |
Use a variety of content sources. Use Ohio content standards to develop unit plans. Engage students in thinking about the content at the analysis and synthesis of Bloom's taxonomy |
Students use a variety of sources. Design activities that encourage students to integrate information from multiple content sources. Engage students in thinking at all levels of Bloom's taxonomy. |
Standard 3 - Content Knowledge |
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Check or grade papers with a key. Record grades.Record and comment on student writing tasks. Develop a student interview or survey. Make objective observations. Record participation patterns |
Develop objective test questions. Develop essay questions. Create a checklist. Grade essays. Develop a rubric. Know school grading policies. |
Design, implement, and evaluate a formative assessment consistent with Ohio content standards. Develop a pre-assessment. Co-assess student work with the mentor teacher. |
Develop unit instructional goals. Use pre and post-assessments. Design new strategies based on formative assessment data. Design, collect, and analyze summative assessment data. |
Use summative assessment data to adjust unit teaching strategies. Develop, implement, and evaluate multiple formative assessments. Develop a nine-week grading plan. |
Standard 4 - Instruction |
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Write notes on a chalkboard or whiteboard. Operate technology. Create materials with teacher. Model appropriate language and share personal interest skills. Teach a routine part of a lesson to a whole group. |
Create a new learning center. Supervise students during group times. Review assignments with small groups. Facilitate small group discussions. Create and implement a lesson for a small group. |
Create and implement a single lesson plan. Assume leadership of the class for short periods of time. Create and lead classroom activities. |
Co-plan unit instruction with mentor teacher. Plan multiple lessons based on formative assessment data. Integrate technology into instruction. Co-teach with mentor teacher. |
Design new strategies based on formative-summative assessment. Design a unit with multiple instructional strategies (e.g., discussion, inquiry, project-based learning) |
Standard 5 - Learning Environment |
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Take attendance/stuff mailboxes. Collect lunch count. Organize or file. Pass out papers or assignments. Create/construct a bulletin board. |
Become familiar with emergency procedures. Know the school discipline policies. Give directions and explain procedures. Explain the reason for a rule or policy. |
Create supporting materials. Use appropriate classroom management (e.g., proximity control) Explain a new classroom routine |
Organize effective grouping arrangements. Create a variety of scaffolds to support independent learning. Plan and execute effective classroom transitions. |
Design a classroom management plan. Develop a plan for establishing routines/classroom procedures. Develop proactive and reactive classroom management plans. |
Standard 6 - Communications |
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Speak clearly and project voice. Give directions to individual students. Give concise communication to students. |
Attend faculty meetings. Attend in-service meetings. Attend parent/teacher conferences. Collaborate with mentor teacher |
Give clear instructions both verbal and written. Develop materials to support student learning at home. Visit local community agencies |
Interact with professional staff. Attend data assessment meetings. Attend athletic events/extracurricular activities of students. |
Communicate with parents and administrators about student performance. Conduct home visits. Attend community events. |
Standard 7 - Professional Development |
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Model appropriate language and behavior. Dress professionally. Be punctual. Call in any/all absences. Be respectful of mentors and colleagues. |
Write reflective journal entries. Reflect on instructions with students. Accurately and objectively describe student performance. |
Reflect on individual lessons. Objectively describe student behavior. Develop new strategies based on reflection. |
Reflect on multiple lessons. Adjust teaching strategies based on an analysis of data. Provide a rationale for new strategies. Analyze teaching videos. |
Develop resumes and portfolios in preparation for professional life. Develop a teaching philosophy. Complete the Teacher Performance Assessment (edTPA). |
Developed by The Southeast Ohio Teacher Development Collaborative: John Henning; Ohio University, Dottle Erb; Marietta College, Halle Randles; Muskingum University, Kathy Webb; Shawnee State University, Nanetta Fults, University of Rio Grande Redesigned By Seth Owusu Afriyie, Ohio University