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  3. Educator Effectiveness Standards
  4. Standard 1-A: Knowledge of Curriculum

Standard 1-A: Knowledge of Curriculum

  • Ineffective Developing Effective Model
    Demonstrates limited knowledge of the subject matter and content vocabulary. Relies heavily on textbooks to glean factual content. Does not use District-adopted curriculum. Demonstrates factual knowledge of the subject matter and content vocabulary. Lacks understanding of how concepts relate to one another in a way that is appropriate to student learning. Sometimes uses District-adopted curriculum. Demonstrates sound knowledge and understanding of the subject matter and the intentional use of content vocabulary. Understands how concepts relate to each other. Provides content that is meaningful for learners. Routinely uses District-adopted curriculum. Demonstrates expertise in the subject matter. Consistently and effectively uses multiple representations and explanations. Provides content that is meaningful for learners. Is able to answer colleagues’ questions about the subject matter. Consistently uses District-adopted curriculum effectively and with fidelity.

     

  • Ineffective Developing Effective Model
    Never or only infrequently collaborates with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect only one discipline or strand. Occasionally collaborates with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect several disciplines or strands, but does not attempt coordination or integration. Frequently collaborates with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect several disciplines or strands and that provide opportunities for coordination. Consistently and effectively initiates collaboration with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect several different disciplines or strands, and expects their coordination and integration.
  • Ineffective Developing Effective Model
    Never or only infrequently assists students to see the connection between curricular content and the world beyond the classroom. Provides limited assistance for students in connecting curricular content and the world beyond the classroom. Frequently provides opportunities for students to understand the connections between curricular content and the world beyond the classroom, particularly in relation to higher education and careers. Consistently and effectively provides opportunities for students to both understand and experience the connections between curricular content and the world beyond the classroom, particularly in relation to higher education and careers.
  • Ineffective Developing Effective Model
    Is unable to identify appropriate resources in the school, District, or community to enhance the delivery of meaningful instruction and promote learners’ critical thinking. Does not understand the value of instructional time.     Uses school-based resources to enhance the delivery of meaningful instruction and promote learners’ critical thinking, but is unaware of resources in the District or community. Does not consistently make full use of instructional time and classroom space to extend learning.     Uses appropriate resources within the school, District, and community to enhance the delivery of meaningful instruction and promote learners’ critical thinking including content for English language learners. Makes optimal use of instructional time and classroom space (e.g., seating arrangements, learning centers) to extend learning. Regularly incorporates multicultural materials and artifacts into learning activities including supports for the development of English language proficiency.     Uses resources within the school, District, and community in a highly effective way to enhance the delivery of meaningful instruction and promote learners’ critical thinking for all students (i.e. English language learners, disabilities and other special needs). Seeks additional resources on the Internet and through community connections to expand authentic learning opportunities for students, especially those with diverse needs and interests. Consistently maximizes use of instructional time, transitional time, classroom space, and other school areas to extend learning. Routinely incorporates multicultural materials and artifacts into learning activities and consistently supports the development of English language proficiency.

 

 

Examples of Evidence to Look for in Assessing the Licensed Faculty Member’s Level of Performance

 

 

Educator Effectiveness Standards Home
Standard 1-A: Knowledge of Curriculum
Standard 1-A: Knowledge of Curriculum Examples of Evidence
Standard 1-B: Knowledge of Pedagogy
Standard 1-B: Knowledge of Pedagogy Examples of Evidence
Standard 1-C: Knowledge of Child Development
Standard 1-C: Knowledge of Child Development Examples of Evidence
Standard 2-A: Learner Differences
Standard 2-A: Learner Differences Examples of Evidence
Standard 2-B: Learning Environment
Standard 2-B: Learning Environment Examples of Evidence
Standard 2-C: Promoting Equity and Appreciation of Diversity
Standard 2-C: Promoting Equity and Appreciation of Diversity Examples of Evidence
Standard 2-D: Creating Personalized Classroom Communities
Standard 2-D: Creating Personalized Classroom Communities Examples of Evidence
Standard 2-E: Managing Student Behavior
Standard 2-E: Managing Student Behavior Examples of Evidence
Standard 2-F: Communicating with Families
Standard 2-F: Communicating with Families Examples of Evidence
Standard 3-A: Communicating with Students
Standard 3-A: Communicating with Students Examples of Evidence
Standard 3-B: Instructional Strategies
Standard 3-B: Instructional Strategies Examples of Evidence
Standard 3-C: Using Assessment to Advance Instruction
Standard 3-C: Using Assessment to Advance Instruction Examples of Evidence
Standard 3-D: Documentation of Student Growth
Standard 3-D: Documentation of Student Growth Examples of Evidence
Standard 4-A: Reflection and Continuous Growth
Standard 4-A: Reflection and Continuous Growth Examples of Evidence
Standard 4-B: Collaboration and Leadership
Standard 4-B: Collaboration and Leadership Examples of Evidence
Standard 4-C: Demonstrating Professionalism Examples of Evidence