|
|
 |
|
Summary
Definition
Checklist
Application/Examples
Note.
Printed with permission from National Board for
Professional Teaching Standards, (Early Childhood/Generalist
Standards, 1998), www.nbpts.org.
All rights reserved.
Checklist
___ A.
Commitment to students and their learning
___ B. Knowledge of the subject(s) taught and of best
methods/principles
to teach
___ C. Responsibility for managing and monitoring student
learning
___ D. Systematic thinking about practice and learning from
experience
___ E. Engagement into learning community
Applications/Examples
___A. Commitment
to students and their learning
-
Teachers are
dedicated to making knowledge accessible to all students, with the
understanding that all students can learn. They treat students
equitably, recognizing individual differences. Professional practice
is adjusted, as appropriate, based on observation and knowledge of
the students' interests, abilities, skills, knowledge, family
circumstances, and peer relationships. Teachers understand how
students develop and learn.
-
They
incorporate the prevailing theories of cognition and intelligence in
their practice. They are aware of the influence of context and
culture on behavior. They help students develop their cognitive
capacity and their respect for learning.
-
They also
foster students' self-esteem, motivation, character, civic
responsibility, and their respect for individual, cultural,
religious, and racial differences.
___B. Knowledge
of the subject(s) taught and of best
methods/principles to teach
-
Teachers
have a rich understanding of their subject(s) and are aware of how
knowledge in their field is created, organized, and linked to other
disciplines and applied to real-world settings. Teachers know how to
convey and reveal subject matter to their students. They know where
difficulties are likely to arise and they modify their practice
accordingly. Their instructional repertoire allows them to create
multiple paths to the subjects they teach.
___C.
Responsibility for managing and monitoring student
learning
- Teachers create, enrich, maintain, and alter instructional
settings to capture and sustain the interest of their students and
to make the most effective use of time. Teachers command a range of
generic instructional techniques, know when each of them is
appropriate, and can implement them as needed.
- They know how to engage groups of students to ensure a disciplined
learning environment and how to organize instruction to meet the
school's goals. They are adept at setting norms for social
interaction among students and between students and teachers. They
know how to motivate students to learn. They can assess individual
as well as whole-class progress.
___D. Systematic thinking about practice and learning from
experience
- Teachers are educated persons displaying virtues, such as
curiosity, tolerance, honesty, fairness, respect for diversity, and
appreciation of cultural differences. They are able to reason and
take multiple perspectives, to be creative and take risks, and to
adopt an experimental and problem-solving orientation.
- Their decisions are grounded not only in research literature but
also in their professional experience. They critically examine their
practice, seek to expand their repertoire, deepen their knowledge,
sharpen their judgment, and adapt their teaching to new findings,
ideas, and theories.
___E. Engagement into learning community
- Teachers contribute to the effectiveness of the school by working
collaboratively with other professionals on instruction policy,
curriculum, and/or staff development. They can evaluate school
progress and are knowledgeable about specialized school and
community resources that can be engaged for their students' benefit.
They find ways to work collaboratively and creatively with parents,
engaging them productively in the work of the school.
|
