Huron City School District



Ohio Continuum of Teacher Development: A Resource Tool for Educators

Introduction

The Ohio Continuum of Teacher Development supports Ohio’s educators as they develop the skills and knowledge necessary to provide the highest quality education to Ohio students. Based on the Ohio Standards for the Teaching Profession, the Continuum describes teachers’ progress throughout the course of their careers.

Organization of the Continuum

The Continuum describes five cumulative levels of development, which correspond to the Proficient, Accomplished and Distinguished indicators in the Ohio Standards for the Teaching Profession and to the categories used in Ohio’s Race to the Top application. These five levels of teacher development are:

• Emerging

• Developing

• Proficient

• Accomplished

• Distinguished

Uses of the Continuum

While the content of the Continuum can inform the design of performance weighting rubrics, the Continuum itself is not intended to be evaluative. The philosophy behind the Continuum is that teachers will continue to grow over the course of their careers with the assistance of a system that supports their growth and development.

In addition to serving as a tool for teachers, it is anticipated that the Continuum will do the following.

• assist higher education programs in developing the content and requirements of pre-service training and development;

• focus the goals and objectives of districts and schools as they support educators and seek to improve the profession;

• be used to plan and guide goal setting and professional development;

• serve as a tool in developing coaching and mentoring programs; and

• inform teacher residency programs and evaluation efforts at the state, district and local levels.

What the Continuum Means for Ohio’s Teachers

Progress across the levels of the Continuum may not always occur at the same rate for all teachers; therefore, mastery of each level does not necessarily correlate with time on the job. Some teachers may progress through the levels of certain standards more quickly than others. Some teachers’ mastery may decline on specific Continuum levels when they take on a new teaching responsibility or content area. With Ohio’s support systems in place, however, all teachers can reach a level in their careers at which they effectively meet students’ needs and provide high quality instruction for Ohio’s students.

Use of the Ohio Continuum of Teacher Development can support Ohio educators and help create a world-class, standards-based education system in which all students achieve at the highest levels.

Overview of Continuum Levels

|Pre-Licensure |Residency |Teaching |Teaching/Leading |

| |Developing |PROFICIENT |ACCOMPLISHED |DISTINGUISHED |

|Emerging | | | | |

|This level describes the expected |This level describes teachers whose |This level describes expectations for |This level describes teachers who are|This level describes teachers who|

|knowledge and skills of teacher |skills are emerging. |teachers who are applying their knowledge and|fully skilled and able to integrate |are leaders. They consistently |

|education candidates who are | |skills independently in the classroom. |knowledge and experience in |innovate in teaching and |

|completing their student teaching |These skills and levels of knowledge | |instruction, curriculum and |professional development. They |

|requirement and clinical experiences.|likely describe resident educators at |These teachers are able to teach |professional development into |contribute to their school, |

| |the beginning of their residency and |independently and consistently apply what |practice. |district and local communities |

| |in their first years of teaching. |they know about teaching to daily practice as| |through staff development, |

|These candidates are gaining the |These teachers may still rely on more |their learning continues to evolve. |Ohio License Alignment: Teachers at |mentoring and classroom-based |

|content knowledge and skills to |experienced colleagues for support but| |this level may choose to pursue |research. They may be National |

|become professional educators. They |are moving towards independence and |Ohio License Alignment: Licensed teachers are|Ohio’s Senior Professional Educator |Board certified. |

|rely on other teachers for assistance|self-direction. |expected to meet or exceed this level; |License. | |

|and are learning to apply the | |teachers will have reached this level by the | |Ohio License Alignment: Teachers |

|knowledge from their coursework to |Ohio License Alignment: This level |end of their residency program. This level | |at this level may choose to |

|classroom situations. |aligns with Ohio’s Resident Educator |aligns with Ohio’s Five-Year Professional | |pursue Ohio’s Lead Professional |

| |License (previously called the |License. (Note that even though a teacher may| |Educator License. |

|Ohio License Alignment: This level |provisional license). |maintain this license throughout his or her | | |

|describes educators at the | |career, all teachers are expected to continue| | |

|pre-licensure stage. | |to grow across the Continuum.) | | |

Ohio Standards for the Teaching Profession

1. Teachers understand student learning and development and respect the diversity of the students they teach.

• Teachers display knowledge of how students learn and of the developmental characteristics of age groups.

• Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.

• Teachers expect that all students will achieve to their full potential.

• Teachers model respect for students’ diverse cultures, language, skills, and experiences.

• Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention.

2. Teachers know and understand the content area for which they have instructional responsibility.

• Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.

• Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

• Teachers understand school and district curriculum priorities and the Ohio academic content standards.

• Teachers understand the relationship of knowledge within the discipline to other content areas.

• Teachers connect content to relevant life experiences and career opportunities.

3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

• Teachers are knowledgeable about assessment types, their purposes and the data they generate.

• Teachers select, develop and use a variety of diagnostic, formative and summative assessments.

• Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.

• Teachers collaborate and communicate student progress with students, parents and colleagues.

• Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

4. Teachers plan and deliver effective instruction that advances the learning of each individual student.

• Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.

• Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

• Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.

• Teachers apply knowledge of how students think and learn to instructional design and delivery.

• Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

• Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

• Teachers use resources effectively, including technology, to enhance student learning.

5. Teachers create learning environments that promote high levels of learning and achievement for all students.

• Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

• Teachers create an environment that is physically and emotionally safe.

• Teachers motivate students to work productively and assume responsibility for their own learning.

• Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.

• Teachers maintain an environment that is conducive to learning for all students.

6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

• Teachers communicate clearly and effectively.

• Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.

• Teachers collaborate effectively with other teachers, administrators and school and district staff.

• Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

7. Teachers assume responsibility for professional

growth, performance and involvement as an individual and as a member of a learning community.

• Teachers understand uphold and follow professional ethics, policies and legal codes of professional conduct.

• Teachers take responsibility for engaging in continuous, purposeful professional development.

• Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

Standard 1: STUDENTS

Teachers understand student learning and development and respect the diversity of the students they teach.

| |Emerging |Developing |proficient | accomplished |distinguished |

|Element 1.1 |Knowledge of Human Development |

|Teachers display | |

|knowledge of how | |

|students learn and of | |

|the developmental | |

|characteristics of age | |

|groups. | |

| |Teachers demonstrate an |…and |…and |…and |…and |

| |understanding of research on |Teachers examine student |Teachers demonstrate their |Teachers analyze individual and |Teachers provide leadership to |

| |human (student) development |development (physical, social, |knowledge of how learning occurs,|group performance in order to |colleagues on utilizing research |

| |(physical, social, emotional, |emotional, cognitive, and |understand how students acquire |design instruction that meets a |on cognitive, social and |

| |cognitive, and linguistic). |linguistic) to identify student |skills and develop disciplinary |range of learner needs. |emotional development to |

| | |readiness in order to design |thinking processes, and create | |establish differentiated goals |

| |They demonstrate understanding |instruction. |learning activities and select | |that meet the needs of each |

| |that student development | |appropriate instructional | |student. |

| |(physical, social, emotional, | |strategies for students’ ages, | | |

| |cognitive and linguistic) | |abilities and learning styles. | | |

| |influences learning and plan | | | | |

| |instruction accordingly. | | | | |

|Element 1.2 |Understanding of Students’ Knowledge and Skills |

|Teachers understand what| |

|students know and are | |

|able to do and use this | |

|knowledge to meet the | |

|needs of all students. | |

| | |

| | |

| | |

| | |

| | |

| | |

| |Teachers identify instructional |…and |…and |…and |…and |

| |activities that reflect an |Teachers gather and use |Teachers present concepts and |Teachers prepare work tasks, |Teachers lead colleagues in the |

| |understanding of students’ |information about students’ prior|principles at differentiated |schedule time for tasks and |analysis of student work and the |

| |abilities, |learning and abilities to plan |levels of complexity to reflect |differentiate instruction as |design and implementation of |

| |talents, experiences, and prior |and deliver appropriate |varied levels of student |needed to accommodate student |responsive, differentiated |

| |knowledge. |instruction. |knowledge and skills. |learning. |strategies to assess individual |

| | | | | |student abilities, learning |

| | | |They deliver instruction that | |styles and needs. |

| | | |demonstrates their understanding | | |

| | | |of how development in one area | | |

| | | |informs performance in other | | |

| | | |areas. | | |

|Element 1.3 |Understanding Expectations |

|Teachers expect that all| |

|students will achieve to| |

|their full potential. | |

| | |

| | |

| | |

| | |

| | |

| |Teachers establish and clearly communicate high expectations for all students. |

| |Teachers value and demonstrate |…and |…and |…and |…and |

| |knowledge of the interests and |Teachers build relationships with|Teachers foster a classroom |Teachers support student |Teachers challenge disrespectful |

| |cultural heritage of groups of |students by establishing and |learning community in which |participation in creating and |attitudes by modeling behavior |

| |students. |maintaining rapport and valuing |individual differences and |maintaining a respectful and |for others and working to ensure |

| |They respect individuals and |each student as an individual. |multiple perspectives are |responsible learning culture. |that all students are recognized |

| |individual differences. | |respected. | |and valued. |

| | |They avoid the use of bias, | |They analyze their own cultural | |

| |They access information about the|stereotypes and generalizations |They respect and value the |perspectives and biases and | |

| |values and norms of diverse |in their classrooms. |languages and dialects of their |develop strategies to diminish | |

| |cultures and communities. | |students and demonstrate an |the impact of those biases. | |

| | | |awareness of English Language | | |

| | | |Learners needs by incorporating |They implement instructional | |

| | | |instructional strategies and |strategies that support English | |

| | | |resources that support language |Language Learners and the use of | |

| | | |acquisition. |Standard English in speaking and | |

| | | | |writing in the classroom. | |

|Element 1.5 |Ability to Meet All Students’ Needs |

|Teachers recognize | |

|characteristics of | |

|gifted students, | |

|students with | |

|disabilities and at-risk| |

|students in order to | |

|assist in appropriate | |

|identification, | |

|instruction and | |

|intervention. | |

| |Teachers demonstrate |…and |…and |…and |…and |

| |understanding of the needs of |Teachers follow laws and policies|Teachers adapt curriculum and |Teachers collaboratively develop |Teachers advocate within the |

| |students with disabilities and |regarding gifted students, |instruction to meet the needs of |and implement learning plans for |school, district and the broader |

| |gifted students by understanding |students with disabilities and |those students whose performance |gifted students, students with |community to ensure that all |

| |laws and identifying appropriate |at-risk students and implement |is advanced or below level. |disabilities and at-risk |students have access to all |

| |strategies and resources to serve|Individual Education Plans (IEPs)| |students. |appropriate learning |

| |those students. |and Written Education Plans | | |opportunities and resources. |

| | |(WEPs). |They seek and use support from | | |

| | |They identify and refer students |specialists and other sources of | | |

| | |for screening and assessment when|expertise to enhance student | | |

| | |appropriate. |learning. | | |

Standard 2: CONTENT

Teachers know and understand the content area for which they have instructional responsibility.

| |Emerging |Developing | proficient |accomplished |distinguished |

|Element 2.1 Teachers |Knowledge of Content |

|know the content they | |

|teach and use their | |

|knowledge of | |

|content-specific | |

|concepts, assumptions | |

|and skills to plan | |

|instruction. | |

| |Teachers demonstrate knowledge |...and |...and |...and |...and |

| |of the core concepts, facts, |Teachers use their knowledge and|Teachers seek out opportunities |Teachers integrate different |Teachers continue to deepen |

| |academic vocabulary, procedures |understanding of content |to enhance and extend their |viewpoints, theories and |their knowledge of content |

| |and skills significant to the |specific concepts, assumptions |content knowledge. |processes of inquiry to guide |through new learning and use it |

| |content they teach. |of learning, and skills in their| |their thinking and instructional|to support the growth of other |

| | |planning and instruction. |They utilize their understanding|planning. |educators. |

| |They identify the need to link | |to link the developmental | | |

| |instruction with prior knowledge|They apply their understanding |sequence of learning in their |They plan and sequence | |

| |and future learning goals. |of relevant research, |content area to current |instruction in ways that reflect| |

| | |principles, theories and debates|instruction with students’ prior|an understanding of the | |

| | |significant to the content they |knowledge and future learning. |prerequisite relationships among| |

| | |teach. | |topics and concepts. | |

|Element 2.2 Teachers |Use of Content-Specific Instructional Strategies |

|understand and use | |

|content-specific | |

|instructional strategies| |

|to effectively teach the| |

|central concepts and | |

|skills of the | |

|discipline. | |

| |Teachers identify instructional |… and |… and |… and |…and |

| |strategies appropriate to their |Teachers develop instruction |Teachers demonstrate |Teachers anticipate and adjust |Teachers evaluate instructional |

| |content areas. |that includes content specific |understanding of how students’ |learning experiences to address |strategies to determine their |

| | |strategies that are supported by|conceptual frameworks and common|common misconceptions of the |accuracy and usefulness for |

| | |research. |misconceptions can influence |discipline that impede learning.|presenting specific ideas and |

| | | |learning. | |concepts. |

| | | | | | |

| | | |They engage students in |They incorporate | |

| | | |generating knowledge and testing|content-specific learning | |

| | | |hypotheses according to the |strategies to enable students to| |

| | | |methods of inquiry and standards|analyze, build and adapt new | |

| | | |of evidence used in the content |understandings. | |

| | | |area. | | |

| | | | | | |

| | | |They use multiple | | |

| | | |representations and explanations| | |

| | | |of concepts that capture key | | |

| | | |ideas in the discipline. | | |

|Element 2.3 Teachers |Knowledge and Use of Standards |

|understand school and | |

|district curriculum | |

|priorities and the Ohio | |

|academic content | |

|standards. | |

| |Teachers articulate the |…and |…and |…and |...and |

| |important content and concepts |Teachers use multiple resources |Teachers plan targeted |Teachers collaborate with |Teachers who serve in leadership|

| |in the Ohio academic content |to develop plans aligned with |instruction based on a |colleagues in using a wide range|roles study and evaluate |

| |standards |the Ohio academic content |prioritization of school and |of materials and methods to plan|advances in content and |

| | |standards. |district curriculum priorities |and implement instructional |recommend changes to revise |

| | | |and the Ohio academic content |activities that promote |school and district curriculum. |

| | |They demonstrate understanding |standards. |students’ deep understanding of | |

| | |of the important content, | |content and enable them to | |

| | |concepts and processes in the | |demonstrate the knowledge and | |

| | |school or district curriculum | |skills embedded in state | |

| | |priorities relevant to the grade| |standards. | |

| | |level and content area(s). | | | |

| | | | |They extend and enrich | |

| | | | |curriculum by integrating school| |

| | | | |and district curriculum | |

| | | | |priorities with Ohio’s academic | |

| | | | |content standards and national | |

| | | | |content standards. | |

|Element 2.4 Teachers |Interdisciplinary |

|understand the | |

|relationship of | |

|knowledge within the | |

|discipline to other | |

|content areas. | |

| |Teachers understand the |… and |…and |…and |…and |

| |importance of linking |Teachers make relevant content |Teachers collaboratively |Teachers design projects that |Teachers lead collaborate |

| |interdisciplinary experiences. |connections between disciplines.|construct interdisciplinary |require students to integrate |efforts to share knowledge and |

| | | |learning strategies that make |knowledge and skills across |model interdisciplinary |

| | | |connections between content |several content areas. |instruction. |

| | | |areas. | | |

|Element 2.5 Teachers |Real-Life Connections |

|connect content to | |

|relevant life | |

|experiences and career | |

|opportunities. | |

| | |

| | |

| | |

| |Teachers understand the |…and |…and |…and |…and |

| |importance of linking content to|Teachers engage students in |Teachers use a variety of |Teachers design innovative |Teachers model for other |

| |real-life/real-world |applying disciplinary knowledge |resources to enable students to |learning activities that |educators the integration of |

| |experiences. |to real-life/real-world |experience, connect and practice|replicate real-life/real-world |content –area classroom |

| | |problems. |real-life/real-world and career |and workplace activities. |experiences with |

| | | |applications, through activities| |real-life/real-world and |

| | | |such as solving real-world | |workplace situations. |

| | | |problems and participating in | | |

| | | |service learning. | | |

Standard 3: ASSESSMENT

Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

| |Emerging |Developing |proficient |accomplished |distinguished |

|Element 3.1 Teachers are|Knowledge of Assessment |

|knowledgeable about | |

|assessment types, their | |

|purposes and the data | |

|they generate. | |

| |Teachers demonstrate an |… and |… and |… and |… and |

| |understanding that assessment is |Teachers apply an understanding |Teachers demonstrate an |Teachers demonstrate an |Teachers serve as building and |

| |a means of evaluating student |of the characteristics, uses and |understanding of reasons for |understanding of |district leaders in establishing |

| |learning and is essential to |limitations of various types of |selecting and integrating varied |assessment-related issues |and evaluating district and state|

| |effective instruction. |diagnostic, formative and |assessment types into the |(validity, reliability, bias, |assessment programs. |

| | |summative assessments. |instructional cycle. |consistency and scoring) when | |

| | | | |using assessments and their | |

| | | | |resulting data. | |

|Element 3.2 |Use of Varied Assessments |

|Teachers select, develop| |

|and use a variety of | |

|diagnostic, formative | |

|and summative | |

|assessments. | |

| |Teachers are aware of the |… and |… and |… and |… and |

| |importance of aligning classroom |Teachers align classroom |Teachers purposely plan and |Teachers select and develop |Teachers work with other |

| |assessments with curriculum and |assessments with curriculum and |differentiate assessments (by |assessments using a variety of |educators to design and revise |

| |instruction and use a variety of |instruction. |modifying assessments and/or |tools including technology, to |assessment policies and |

| |diagnostic, formative and | |testing conditions) to meet the |identify individual student |procedures as appropriate. |

| |summative assessments. |They use a variety of formal and |full range of student needs, |strengths, promote student growth| |

| | |informal assessment techniques |abilities and learning styles for|and maximize access to learning |They enhance other educators’ |

| | |(observations, questioning, |all students. |opportunities. |knowledge of best practices in |

| | |technology based, and | | |assessment. |

| | |curriculum-based assessment) to | |They collaboratively seek | |

| | |collect evidence of students’ | |innovative ways to employ and | |

| | |knowledge and skills. | |select technology to support | |

| | | | |assessment practice. | |

|Element 3.3 |Analysis of Assessment Data |

|Teachers analyze data to| |

|monitor student progress| |

|and learning, and to | |

|plan, differentiate and | |

|modify instruction. | |

| |Teachers understand the |… and |… and |… and |… and |

| |importance of and demonstrate |Teachers use data to monitor |Teachers interpret data and use |Teachers work independently and |Teachers promote the use of |

| |ability to utilize assessment |student progress toward |this analysis to differentiate |collaboratively to use student |student data to inform curriculum|

| |data to identify students’ |achievement of school and |learning for and tailor |assessment results to reflect on |design. |

| |strengths and needs, and modify |district curriculum priorities |instructional goals to individual|their own impact on student | |

| |instruction. |and the Ohio academic content |students. |learning and appropriately modify|They lead efforts promoting the |

| | |standards. | |their instruction. |use of student data to implement |

| | | |They examine classroom assessment| |targeted strategies for |

| | |They maintain accurate and |results to reveal trends and | |instruction. |

| | |complete assessment records as |patterns in individual and group | | |

| | |needed for data-based decision |progress and to anticipate | | |

| | |making. |potential learning obstacles. | | |

|Element 3.4 |Communication of Assessment Results |

|Teachers collaborate and| |

|communicate student | |

|progress with students, | |

|parents and colleagues. | |

| |Teachers understand that |… and |… and |… and |… and |

| |students’ progress must be shared|Teachers identify learning |Teachers use a variety of means |Teachers design and share |Teachers lead collaborative |

| |with students, parents, |standards, align assessment |to communicate student learning |resources to communicate with |efforts to create common |

| |caregivers and colleagues. |criteria and communicate these |and achievement. |students and parents to |assessments among grade-level |

| | |clearly to students. | |facilitate their understanding of|and/or content-area teachers, and|

| | | | |student learning and progress. |share assessment results with |

| | |They provide substantive, | | |colleagues to plan instruction |

| | |specific and timely feedback of | | |that will best meet individual |

| | |student progress to students, | | |student needs. |

| | |parents and other school | | | |

| | |personnel while maintaining | | | |

| | |confidentiality. | | | |

|Element 3.5 |Integration of Self-Assessment |

|Teachers involve | |

|learners in | |

|self-assessment and goal| |

|setting to address gaps | |

|between performance and | |

|potential. | |

| |Teachers practice using |… and |… and |… and |… and |

| |strategies for students’ to |Teachers provide students with |Teachers prepare student |Teachers organize opportunities |Teachers support the improvement |

| |self-assess their learning and |opportunities to self-assess and |self-assessment tools and |for students to articulate how |of colleagues’ abilities to |

| |set goals. |articulate the knowledge and |strategies, regularly monitor |they learn and what learning |facilitate student |

| | |skills they have gained. |their use and monitor student |strategies are most effective for|self-assessment and goal setting.|

| | | |goal-setting. |them. | |

| | | | | | |

| | | | |They create a learning | |

| | | | |environment in which students | |

| | | | |develop their own | |

| | | | |self-improvement plans and | |

| | | | |measure their own progress. | |

Standard 4: INSTRUCTION

Teachers plan and deliver effective instruction that advances the learning of each individual student.

| |Emerging |Developing |proficient | accomplished |distinguished |

|Element 4.1 |Alignment of Standards and Instruction |

|Teachers align their | |

|instructional goals and | |

|activities with school | |

|and district priorities | |

|and Ohio’s academic | |

|content standards. | |

| |Teachers understand the Ohio |…and |…and |..and |…and |

| |academic content standards and |Teachers purposefully select |Teachers select, prioritize, |Teachers work with colleagues to |Teachers work in concert with |

| |the importance of aligning |learning experiences with clearly|sequence and group concepts and |prioritize, develop and implement|other educators to revise and |

| |instruction with standards. |defined goals that align with |processes to provide a |school and district curriculum |improve district, region and |

| | |school and district curriculum |continuous, articulated |initiatives focused on improving |state curriculum priorities. |

| | |priorities and state academic |curriculum aligned with school |student performance and closing | |

| | |content standards. |and district priorities and state|the achievement gap. | |

| | | |academic content standards. | | |

|Element 4.2 |Instruction Based on Student Needs |

|Teachers use information| |

|about students’ learning| |

|and performance to plan | |

|and deliver instruction | |

|that will close the | |

|achievement gap. | |

| |Teachers demonstrate an |…and |…and |…and |..and |

| |understanding of the importance |Teachers use pre-assessment data |Teachers adjust instruction based|Teachers monitor the performance |Teachers reflect critically on |

| |of using performance data to plan|and information they have |on student learning and |gaps of students within their |their own and others’ |

| |appropriate instruction. |gathered about students’ learning|development (physical, social, |classrooms and develop |instructional practices to make |

| | |needs and performance to develop |emotional, cognitive, and |interventions that close those |appropriate curriculum and |

| | |appropriate learning activities. |linguistic) level |gaps. |instructional decisions based on |

| | | | | |the teaching context and student |

| | | |They identify how individual |They make curriculum and |needs. |

| | | |experience, talents and prior |instructional decisions that | |

| | | |learning as well as language, |respond to the immediate teaching| |

| | | |culture and family influence |context and student needs. | |

| | | |student learning and plan | | |

| | | |instruction accordingly. | | |

|Element 4.3 |Communication of Learning Goals |

|Teachers communicate | |

|clear learning goals and| |

|explicitly link learning| |

|activities to those | |

|defined goals. | |

| |Teachers clearly communicate |...and |…and |…and |…and |

| |learning goals to students. |Teachers set goals, plan |Teachers establish and |Teachers create instructional |Teachers empower students to |

| | |appropriate activities and |communicate challenging |environments where students |independently define short- and |

| | |clearly communicate these to |individual learning goals based |actively and independently set, |long-term learning goals and |

| | |students. |on the needs of each student. |articulate and internalize |monitor their personal progress. |

| | | | |learning goals. | |

|Element 4.4 |Instruction for Learning |

|Teachers apply knowledge| |

|of how students think | |

|and learn to | |

|instructional design and| |

|delivery. | |

| |Teachers understand the cognitive|…and |…and |…and |…and |

| |processes associated with |Teachers use research-based |Teachers articulate a logical and|Teachers prepare learning |Teachers lead colleagues in the |

| |learning, and use this |instructional strategies. |appropriate rationale for the |activities with clear structures |design and implementation of |

| |understanding to plan | |sequence of learning activities. |that allow for content review, |research-based strategies to |

| |instruction. |They implement instructional | |student reflection and different |teach students new knowledge and |

| | |activities that are sequenced to |They link the content of each |pathways, depending on student |skills. |

| | |help students acquire concepts |learning activity to the content |needs. | |

| | |and skills of the discipline. |of previous and future learning | | |

| | | |experiences and provide scaffolds| | |

| | | |for students’ next levels of | | |

| | | |development. | | |

|Element 4.5 |Differentiated Instruction |

|Teachers differentiate | |

|instruction to support | |

|the learning needs of | |

|all students, including | |

|students identified as | |

|gifted, students with | |

|disabilities and at-risk| |

|students. | |

| |Teachers identify strategies for |…and |…and |…and |…and |

| |differentiated instruction. |Teachers gather and use student |Teachers recognize that the scope|Teachers and students create and |Teachers lead colleagues in |

| | |data to choose appropriate |and sequence of learning |use innovative methods, |analysis of student work and/or |

| | |instructional strategies for |activities must be differentiated|strategies and materials to |performances to design responsive|

| | |groups of students |to meet the needs of all |accomplish individual learning |and differentiated instructional |

| | | |students. |goals. |activities that meet individual |

| | |They use appropriate and flexible| |They provide varied options for |student needs and ensure success.|

| | |grouping during instruction to |They differentiate instruction to|how students will demonstrate | |

| | |support the learning needs of all|meet individual student’s |mastery. |They create professional |

| | |students. |learning needs. | |development opportunities for |

| | | | | |colleagues to study |

| | | |They appropriately adapt | |research-based methodologies and |

| | | |instructional methods and | |design materials that support |

| | | |materials and pace learning | |students’ individual learning |

| | | |activities to meet the needs of | |needs. |

| | | |individual students. | | |

| | | | | | |

| | | |They incorporate tools of | | |

| | | |language development into | | |

| | | |planning and instruction for | | |

| | | |English language learners. | | |

|Element 4.6 |Instruction for Independence |

|Teachers create and | |

|select activities that | |

|are designed to help | |

|students develop as | |

|independent learners and| |

|complex problem-solvers.| |

| |Teachers understand the cognitive|…and |…and |…and |…and |

| |processes associated with various|Teachers choose learning |Teachers employ effective, |Teachers provide complex, |Teachers lead colleagues in |

| |kinds and levels of learning |activities that support the |purposeful questioning techniques|creative, open-ended learning |analyzing and implementing |

| |(e.g., taxonomies of learning) to|development of students’ |that promote critical thinking |opportunities for students. |innovative instructional methods |

| |develop independent learners. |cognitive abilities. |during instruction. | |within and across disciplines. |

| | | | |They encourage students’ critical| |

| | | |They help students develop |thinking by asking challenging | |

| | | |high-level questioning skills |questions about disciplinary | |

| | | |that promote critical thinking |content. | |

| | | |and independent learning. | | |

|Element 4.7 |Use of Resources |

|Teachers use resources | |

|effectively, including | |

|technology, to enhance | |

|student learning. | |

| |Teachers use resources and |…and |...and |…and |…and |

| |technology appropriate to their |Teachers access appropriate |Teachers select and prioritize |Teachers work collaboratively to |Teachers initiate research |

| |disciplines. |materials, services, and |teaching resources and curriculum|create and select varied |efforts with colleagues to |

| | |resources, including human and |materials for their |instructional materials, |identify, select and modify |

| | |technological resources, to |comprehensiveness, accuracy and |including interactive technology,|resources that ensure success for|

| | |support instructional goals and |usefulness in representing |to engage students (locally and |each student. |

| | |meet students’ needs. |particular ideas and concepts and|globally) to meet their | |

| | | |for meeting individual student’s |individual learning needs. |They assist their colleagues in |

| | |They support student use of |needs. | |understanding and integrating |

| | |technology. | | |technology into instruction. |

| | | |They develop students’ abilities | | |

| | | |to access, evaluate and use | | |

| | | |technology. | | |

Standard 5: LEARNING ENVIRONMENT

Teachers create learning environments that promote high levels of learning and achievement for all students.

| |Emerging |Developing |proficient | accomplished |distinguished |

|Element 5.1 |Development of a Respectful Learning Environment |

|Teachers treat all | |

|students fairly and | |

|establish an environment| |

|that is respectful, | |

|supportive and caring. | |

| | |

| |Teachers demonstrate caring and |..and |…and |…and |…and. |

| |respect in their interactions |Teachers use strategies to |Teachers collaborate with |Teachers foster students’ |Teachers model expectations and |

| |with all students. |promote positive relationships, |students to develop shared values|participation in creating and |behaviors that create a positive |

| | |cooperation and collaboration |and expectations for respectful |maintaining a fair and respectful|school and district climate of |

| |They acknowledge incidents of |among students. |interactions, and individual and |school climate; support students |respect, support and caring. |

| |unfairness and disrespect. | |group responsibility to create a |in developing skills to | |

| | |They develop and teach |positive learning climate of |understand varied perspectives; | |

| | |expectations for respectful |mutual respect, support and care.|and respond to inequity and | |

| | |interactions to students. | |disrespect. | |

| | | | | | |

| | |They use specific strategies to | | | |

| | |respond to unfairness and/or | | | |

| | |disrespect. | | | |

| | |

|Element 5.2 |Development of a Safe Learning Environment |

|Teachers create an | |

|environment that is | |

|physically and | |

|emotionally safe. | |

| |Teachers maintain established |…and |…and |…and |…and |

| |rules for classroom management. |Teachers provide a safe learning |Teachers make decisions and |Teachers work with colleagues to |Teachers create classrooms in |

| | |environment that accommodates all|adjustments that support positive|establish common expectations for|which students take active roles |

| |They acknowledge and reinforce |students. |behavior, enhance social behavior|student behavior that promote a |in maintaining an enriching |

| |positive behavior and respond | |and increase student motivation |supportive and caring school |environment that is conducive to |

| |appropriately to disruptive |They clarify standards of conduct|and engagement. |climate. |learning. |

| |behavior within or outside the |for all students and communicate | | | |

| |classroom. |clear age-appropriate | |They consistently, effectively |They advocate for school-wide |

| | |expectations for behavior within | |and respectfully anticipate and |improvements in organizational |

| | |and outside the classroom. | |respond to the behavior of |and management systems that |

| | | | |students. |equitably reinforce expectations |

| | |They use a variety of strategies | | |and consequences. |

| | |to respond to appropriate and | | | |

| | |inappropriate behavior. | | |They collect and analyze data on |

| | | | | |student behaviors to inform |

| | | | | |decisions that will strengthen |

| | | | | |the learning environment. |

|Element 5.3 |Development of Students’ Personal Responsibility |

|Teachers motivate | |

|students to work | |

|productively and assume | |

|responsibility for their| |

|own learning. | |

| |Teachers identify strategies to |…and |…and |…and |…and |

| |increase student motivation and |Teachers use strategies to |Teachers encourage self-directed |Teachers vary their roles in the |Teachers collaborate with other |

| |interest in topics of study. |engage students and foster |learning by motivating, engaging |instructional process |educators to support the design |

| | |curiosity about their learning. |and teaching students specific |(instructor, facilitator and |of independent learning |

| | | |skills essential to self-directed|coach) based on the content, |experiences for students, such as|

| | |They encourage students to share|learning (such as outlining tasks|focus of learning and student |service-learning activities and |

| | |in responsibility for their own |and defining short- and long-term|needs. |cooperative learning groups. |

| | |learning and establish methods |timelines). | | |

| | |for recognition of students | | |They engage students in extending|

| | |either individually or in | | |learning through goal-setting |

| | |groups. |They establish methods for | |based on their curiosity and |

| | | |recognition of students and | |motivation |

| | | |relate recognition to specific | | |

| | | |student achievement, either | | |

| | | |individually or in groups. | | |

|Element 5.4 |Development of a Collaborative Learning Environment |

|Teachers create learning| |

|situations in which | |

|students work | |

|independently, | |

|collaboratively and/or | |

|as a whole class. | |

| |Teachers can articulate reasons |…and |…and |…and |…and |

| |for having students work |Teachers use flexible learning |Teachers articulate a rationale |Teachers vary their roles in the |Teachers create environments |

| |independently, collaboratively |situations, such as independent, |and develop guidelines for using |instructional process as |where students initiate |

| |and as a whole group. |small group and whole class. |specific learning models, such as|instructor, facilitator, coach |purposeful learning groups and |

| | | |cooperative learning, inquiry |and audience. |take responsibility for the |

| |They recognize the importance of | |learning, self-directed or | |group’s productivity. |

| |peer relationships in | |project-based learning. |They employ cooperative learning | |

| |establishing climate of learning.| | |activities, and help students |They model and assist other |

| | | |They engage students in |develop specific skills and |teachers in implementing a |

| | | |opportunities to independently |strategies for working |variety of flexible learning |

| | | |practice and reflect on new |productively and cooperatively in|situations. |

| | | |concepts and skills. |project teams. | |

| |Emerging |Developing |proficient |accomplished |distinguished |

| | |

|Element 5.5 |Development of an Environment Conducive to Learning |

|Teachers maintain an | |

|environment that is | |

|conducive to learning. | |

| |Teachers understand that an |…and |...and |…and |…and |

| |ordered and structured |Teachers transition between |Teachers organize, allocate, and | |Teachers lead colleagues in the |

| |environment is conducive to |learning activities and use |manage the resources of time, | |design and implementation of |

| |learning. |instructional time effectively. |space, and attention to actively |They use a variety of methods to |research-based strategies that |

| | | |and equitably engage students in |engage students in evaluating the|promote positive and focused |

| | |They begin class purposefully, |learning. |learning environment and |environments for learning at the |

| | |with assignments, activities, | |reviewing classroom routines and |classroom and school levels. |

| | |materials and supplies ready for |They maximize instructional time |they collaborate with students to| |

| | |students when they arrive. |(purposefully and effectively |make appropriate adjustments. |They influence the establishment |

| | | |begin class, introduce | |of district-wide policies to |

| | | |activities, maintain focus and | |maximize the amount of class time|

| | | |transition between activities). | |spent learning (such as daily |

| | | | | |scheduling, district calendar, |

| | | |They collaborate with students to| |textbooks and technology |

| | | |set and monitor classroom norms, | |enhancements). |

| | | |expectations, and routines to | | |

| | | |assure access for all students. | | |

Standard 6: COLLABORATION AND COMMUNICATION

Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

| |Emerging |Developing |proficient |accomplished |distinguished |

|Element 6.1 |Communication Skills |

| | |

|Teachers communicate | |

|clearly and effectively.| |

| |Teachers use clear, correct |…and |…and |…and |…and |

| |spoken and written language, and |Teachers use effective |Teachers listen and respond to |Teachers tailor communications to|Teachers model effective verbal, |

| |use age-appropriate language when|communication strategies (such as|speakers using communication |the specific setting, purpose and|non verbal and media |

| |speaking with students. |adjusting language for audience),|strategies that may include |audience. |communication techniques and |

| | |ask questions and stimulate |paraphrasing to ensure | |support positive changes in |

| |They listen and ask questions for|classroom discussion. |understanding, questioning for |They employ a range of |colleagues’ communication |

| |clarification. | |clarification, extending an idea |communication tools, including |abilities and styles. |

| | |They communicate in ways that |for further discussion or |technology and media tools, to | |

| | |demonstrate respect for, |suggesting additional viewpoints |maximize communication. | |

| | |acknowledgement of, and |or possibilities to be | | |

| | |responsiveness to the cultural |considered. | | |

| | |backgrounds and modes of | |They model an array of | |

| | |communication of students and | |communication strategies that | |

| | |families. | |promote inquiry and engagement. | |

|Element 6.2 |Communication with Families |

| | |

|Teachers share | |

|responsibility with | |

|parents and caregivers | |

|to support student | |

|learning, emotional and | |

|physical development and| |

|mental health. | |

| |Teachers understand the |…and |…and |…and |…and |

| |importance of communication with |Teachers use a variety of |Teachers offer a variety of |Teachers communicate and provide |Teachers model and provide |

| |families and caregivers. |strategies to communicate with |volunteer opportunities and |appropriate techniques and |guidance to colleagues in the |

| | |parents and caregivers about |activities for families to |materials to support and enrich |creation of classroom, school and|

| |They understand and respect the |student learning. |support students’ learning. |student learning at home. |district learning environments in|

| |need for confidentiality and | | | |which parents and caregivers are |

| |professionalism. |They welcome communication from |They form partnerships with | |active participants in students’ |

| | |parents and reply in a timely |parents and caregivers to better | |learning and achievement. |

| | |manner. |understand each student’s present| | |

| | | |and future development and | | |

| | |They maintain appropriate |support student learning. | | |

| | |confidentiality in all | | | |

| | |communications with parents and | | | |

| | |caregivers. | | | |

|Element 6.3 |Collaboration with Colleagues |

| | |

|Teachers collaborate | |

|effectively with other | |

|teachers, administrators| |

|and school and district | |

|staff. | |

| |Teachers consult with and learn |…and |…and |…and |…and |

| |from faculty, peers, and |Teachers establish productive |Teachers engage in teaming |Teachers learn from one another |Teachers advocate for and |

| |cooperating teachers in planning |relationships with professional |efforts with colleagues to |by engaging in professional |initiate increased opportunities |

| |and implementing instruction. |colleagues and other school staff|examine problems of practice, |dialogue, peer observation and |for teamwork to support school |

| | |to promote student growth and |analyze student work and identify|feedback, peer coaching and other|goals and promote student |

| | |development. |targeted strategies. |collegial learning activities. |achievement. |

| | | | | | |

| | | |They consult with and learn from | |They organize ongoing, sustained |

| | | |colleagues in planning and | |school-wide and district-wide |

| | | |implementing their own | |efforts and serve as a resource |

| | | |instruction. | |for others. |

| | | | | | |

| | | |They use effective collaboration | | |

| | | |skills in their work and with | | |

| | | |others in the school community | | |

|Element 6.4 |Teacher-Community Collaboration |

| | |

|Teachers collaborate | |

|effectively with the | |

|local community and | |

|community agencies, when| |

|and where appropriate, | |

|to promote a positive | |

|environment for student | |

|learning. | |

| |Teachers gain an understanding of|…and |…and |…and |…and |

| |local and community resources. |Teachers involve community |Teachers, as part of a team, |Teachers build partnerships with |Teachers lead colleagues, family,|

| | |members in classroom activities |collaborate with local community |the local community and community|and community in the development |

| | |as appropriate. |agencies about issues that affect|agencies in response to |and implementation of educational|

| | | |student learning and achievement.|identified needs of students. |improvement efforts and assume |

| | |They are a part of an | | |increased leadership to advance |

| | |instructional team that |They use various medical, social | |reform initiatives at the school,|

| | |identifies when and how to access|and academic service providers in| |district, state, and national |

| | |appropriate services to meet |the community to support | |levels. |

| | |learning needs and implement |students’ mental health and | | |

| | |referrals appropriately. |well-being. | |They serve as advocates for the |

| | | | | |local school system and |

| | | | | |communicate the value of their |

| | | | | |work within the community. |

Standard 7: PROFESSIONAL RESPONSIBILITY AND GROWTH

Teachers assume responsibility for professional growth, performance and involvement as an individual as a member of a learning community.

| |Emerging |Developing |proficient | accomplished |distinguished |

|Element 7.1 |Meeting Professional Codes of Conduct |

|Teachers understand, | |

|uphold and follow | |

|professional ethics, | |

|policies and legal codes| |

|of professional conduct.| |

| |Teachers demonstrate an |…and |…and |…and |…and |

| |understanding of the Licensure |Teachers understand and follow |Teachers meet their ethical and |Teachers help colleagues access |Teachers help shape policy at the|

| |Code of Professional Conduct for |district policies and state and |professional responsibilities |and interpret laws and policies |local or state level. |

| |Ohio Educators (LCPCOE). |federal regulations. |with integrity, honesty, fairness|and understand their implication | |

| | | |and dignity. |for the classroom. |They assume increased leadership |

| | |They separate their personal | | |to advance policy and reform |

| | |beliefs from their professional | |They participate in dialogue |agendas at the school, district |

| | |interactions with students and | |regarding new regulations, |and state levels. |

| | |families | |requirements and implications for| |

| | | | |classroom teaching and learning. | |

|Element 7.2 |Ongoing Professional Development |

|Teachers take | |

|responsibility for | |

|engaging in continuous, | |

|purposeful professional | |

|development. | |

| |Teachers develop an understanding|…and |…and |…and |…and |

| |of the Ohio Standards for |Teachers identify their content |Teachers construct and implement |Teachers regularly modify |Teachers lead standards-based |

| |Professional Development. |knowledge and instructional |short- and long-term professional|short-and long-term professional |professional learning activities |

| | |strengths and areas for growth, |development goals based on |goals based on an analysis of and|for colleagues, families and the |

| | |to develop and implement targeted|student needs. |reflection upon evidence of |community that support quality |

| | |goals for professional growth. | |student learning and |implementation of educational |

| | | |They use professional literature,|self-assessments of professional |improvement initiatives. |

| | |They participate in relevant |professional dialogue, and |teaching practice. | |

| | |professional development |collaborate with colleagues and | |They pursue advanced credentials,|

| | |activities and incorporate what |other resources to support their |They initiate continual research,|degrees and/or National Board for|

| | |they learn into their |development as teachers and |based upon reflective classroom |Professional Teaching Standards |

| | |instruction. |leaders. |observations and ongoing |(NBPTS) certification. |

| | | | |professional learning, and apply | |

| | |They know and use Ohio’s |They work collaboratively to |research findings to support | |

| | |Standards for Professional |determine and design appropriate |student success. | |

| | |Development. |professional development | | |

| | | |opportunities for themselves. | | |

|Element 7.3 |Teachers as Change Agents |

|Teachers are agents of | |

|change who seek | |

|opportunities to | |

|positively impact | |

|teaching quality, school| |

|improvements and student| |

|achievement. | |

| |Teachers observe team department |…and |…and |…and |…and |

| |or grade level meetings to gain |Teachers participate in team or |Teachers engage with colleagues |Teachers are actively involved in|Teachers take leadership roles in|

| |an understanding of effective |departmental decision-making. |and other stakeholders to |professional and community |department, school, district, |

| |decision-making processes. | |implement initiatives that |organizations that advance |state and professional |

| | | |enhance teaching and learning. |teaching and learning. |organizations’ decision-making |

| | | | | |activities, such as curriculum |

| | | | | |development, staff development or|

| | | | | |policy design. |

| | | | | | |

| | | | | |They facilitate the development |

| | | | | |of efficacy- the belief that |

| | | | | |teachers can impact the |

| | | | | |achievement of all students- |

| | | | | |among other teachers in their |

| | | | | |school and district. |

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