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  3. Educator Effectiveness Standards
  4. Standard 1-B: Knowledge of Pedagogy

Standard 1-B: Knowledge of Pedagogy

  • Ineffective Developing Effective Model
    Plans individual lessons rather than units of instruction. Designs lessons or units with no clearly defined structure, in which activities do not follow an organized progression and time allocations are unrealistic.     Designs some lessons and units of instruction that are structured and sequential, but does not do so consistently and in a manner that will deliver the anticipated course of instruction during the allotted time period.     Consistently develops well-structured lessons and units that present material in an organized progression and that enable students to experience the complete course of instruction within the allotted time period.     Consistently designs integrated units of instruction that present material in an organized progression and that enable students to experience a complete and coherent course of instruction within the allotted time period. Is able to model this component for other teachers.
  • Ineffective Developing Effective Model
    Never or infrequently develops lessons with appropriate student engagement strategies, activities, materials, resources, and/or grouping to achieve the intended measurable objective or to meet the needs of the students in the class.     Sometimes develops lessons with appropriate student engagement strategies, activities, materials, resources, and/or grouping to achieve the intended measurable objective or to meet the needs of the students in the class, and is aware of the steps to take to plan such lessons.     Frequently develops lessons with appropriate student engagement strategies, language development tools, activities, materials, resources, and/or grouping to achieve the intended measurable objective and/or to meet the needs of the students in the class. Routinely makes content available to English language learners and supports their development of English proficiency.     Consistently develops lessons with appropriate student engagement strategies, language development tools, activities, materials, resources, and/or grouping to achieve the intended measurable objective or to meet the needs of the students in the class. Consistently makes content available to English language learners and supports their development of English proficiency. Routinely seeks community involvement in support of English language learners. Is able to model this component for other teachers.
  • Ineffective Developing Effective Model
    Designs instructional activities that rely mostly on lower-level thinking skills, are not based on an assessment of student needs, and lack measurable outcomes related to the content matter.     Designs some instructional activities that rely on higher-level thinking skills, are based on an assessment of student needs, and/or are meant to attain measurable outcomes related to the content matter. Does not make accommodations to enable some diverse learners to master the content matter.     Designs most instructional activities to elicit higher-level thinking skills through challenging tasks, to reflect an assessment of student needs, and to attain measurable outcomes related to the content matter. Routinely makes accommodations to enable diverse learners to master the content matter.     Consistently designs instructional activities to elicit higher-level thinking skills, to reflect an assessment of student needs, and to attain measurable outcomes related to the content matter. Consistently makes accommodations or provides alternate pathways to enable all types of diverse learners to master the content matter. Is able to model this component for others teachers.
  • Ineffective Developing Effective Model
    Never or infrequently designs lessons and activities that will enable students to develop the knowledge and skills defined in District, state, and/or national standards. Does not incorporate research-based instructional strategies.     Designs some lessons and activities that will enable students to develop the knowledge and skills defined in District, state and/or national standards. Sometimes incorporates research-based instructional strategies.     Regularly designs rigorous and challenging lessons, incorporating research-based strategies, that will enable students to develop the knowledge and skills defined in District, state and/or national standards.     Consistently and effectively designs rigorous and challenging lessons, incorporating research-based strategies, that will enable students to learn and apply the knowledge and skills defined in District, state and/or national standards. Is able to model this component for others teachers.

 

 

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