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Summary
Definition
Checklist
Application/Examples
Note.
Printed with permission from National Board for
Professional Teaching Standards, (Social Studies – History
Standards, 1998), www.nbpts.org.
All rights reserved.
Checklist
Preparing for
student learning
___a. Knowledge of students
___b. Valuing diversity
___c. Knowledge of subject matter
Advancing
student learning
___d. Advancing disciplinary knowledge and understanding
___e. Promoting social understanding
___f. Developing civic competence
___g. Instructional resources
___h. Learning environment
___i. Assessment
___j. Reflection
___k. Family partnerships
___l. Professional contribution
Applications/Examples
Preparing for
student learning
___a. Knowledge
of students
-
Teachers
understand the cognitive, physical and social development of young
people and the diversity among them, observe them insightfully, and
use this information to guide their practice and to form
constructive relationships with their students.
___b. Valuing
diversity
- Teachers understand that each student brings diverse perspectives
to any experience; teachers encourage all students to know and value
themselves and others.
- Teachers are committed to providing all their students the help
they need to progress as language learners and as inquisitive,
informed, responsible human beings.
- Teachers have a welcoming attitude and are eager to work with each
of their students, and they create a classroom culture in which all
students feel safe and respected and therefore are willing to take
risks.
- Teachers are aware of the cultural diversity in the classroom;
they choose texts for whole-class consideration that draw from a
variety of literary traditions and that promote accurate, unbiased
and objective images of different races, cultures, languages, and
genders.
- Teachers are supportive of all their students, respecting
individual needs; teachers create environments where equity is
modeled, taught, and practiced.
- Teachers frequently arrange students in heterogeneous small groups
to bring students from different backgrounds into contact with one
another; they allocate instructional resources, including one-on-one
attention, fairly.
___c. Knowledge of subject matter
- Teachers draw on a broad knowledge of social studies and history
to establish important and challenging instructional goals that
engage and empower students, and then plan an integrated curriculum
based on the major concepts, themes, principles, relationships, and
processes illuminated by history and social studies.
- Teachers are able to call upon their disciplinary
knowledge--facts, topics, generalizations, concepts, and themes.
- They use this knowledge alongside their command of disciplinary
thinking--abilities, skills, and disposition about the disciplines.
- Teachers select significant topics and themes that are most
appropriate for their students' developmental levels and align tasks
and materials accordingly.
Advancing student learning
___d. Advancing disciplinary knowledge and understanding
- Teachers have a repertoire of strategies and techniques that
engage student interest in and advance student understanding of U.S.
history, world history, economics, political science, and geography.
- Teachers teach students how to find, organize, and evaluate a wide
variety of data, including information accessible through new
technologies and data emerging from original student research.
- They work with students to employ data in various learning
contexts.
- Teachers help students to find patterns, make generalizations,
master evidence and formulate arguments and opinions.
- Teachers work with students to develop skills in speaking and
writing and give students the opportunity to put their skills into
practice through letter, essay, and report writing; public speaking
and debate; discussions and presentations.
- Teachers select worthwhile topics for study and provide students
opportunities to decide which topics are worth exploring.
- Teachers encourage students to combine ideas, themes, and
knowledge from social studies and history and from other disciplines
in order to explore important issues and address problems.
___e. Promoting social understanding
- Teachers promote in their students an understanding of how the
social aspects of the human condition have evolved over time, the
variations in societies that occur in different physical
environments and cultural settings, and the emerging trends that
seem likely to shape the future.
- Teachers support students in understanding how societies function
and in appreciating the variety of cultures, integrating and
applying learning.
___f. Developing civic competence
- Teachers develop in their students the knowledge, skills, and
attitudes necessary to be responsible citizens of a constitutional
democracy.
- Teachers develop in their students the necessary knowledge,
values, skills and habits of mind to enable them to become effective
citizens.
- They help students understand the history of democratic
institutions and how governments in the U. S. are organized and
structured.
- Teachers help students understand the processes of government and
how they as citizens are part of the process: how laws originate,
are passed and enforced; how decisions are made at different levels;
and how the process responds to external influences.
- Teachers focus on developing civic virtue and civic participation.
- Teachers model and practice with students the kinds of reasoned
decision making that conscientious citizens are called upon to make.
- They place before students real cases to debate and analyze.
- Teachers work with students to practice and model the skills
necessary to be effective participants in public discourse.
- They encourage students to consult a variety of sources for
information about a given topic.
- They value and model listening to other points of view, model
strong interpersonal skills, and provide students with ample
opportunities to work collaboratively and to debate issues with
peers and others.
- Teachers allow students to see the variety of ways people express
dissent and dissatisfaction, as well as the consequences of such
actions on the individual protestor.
- The practice of teachers presents for students a variety of
opportunities for leadership and participation.
___g. Instructional resources
- Teachers select, adapt, and create rich and varied resources for
social studies and history and use them productively.
- Selection, adaptation, and creation of materials meet the
differing needs and abilities of students.
- Teachers often blend materials from a variety of sources to serve
their broad curricular objectives (written materials, electronic
media, artifacts and other visual aids, technological resources).
- Teachers use materials appropriately and creatively.
- They view colleagues and the community as important resources.
___h. Learning environment
- Teachers create and foster for students dynamic learning
environments characterized by trust, equity, risk taking,
independence, and collaboration.
- Teachers demonstrate an interest in their students' ideas,
activities, lives, and work.
- Teachers create an environment where students feel empowered,
intellectual adventurousness is encouraged, and students make
decisions, knowing they belong and that their ideas matter.
- Teachers provide an orderly, open, and democratic learning
environment.
- Teachers model persistence, inquisitiveness, and good humor,
refuse to accept complacency, and share their passion for social
studies and history with their students.
- Lessons are marked by smoothness, clarity, and coherence.
- Classroom management seems almost effortless, transition flows
easily, and teacher and students work harmoniously.
- They involve all students in classroom activities.
- They provide student choices among learning and performance
options, accommodating as wide a variety of expression and response
as possible, recognizing a range of accomplishments and positive
behaviors.
- They involve students in setting clear expectations for classroom
behavior and uphold them consistently.
- Teachers facilitate social development and encourage the
understanding of different points of view.
- Teachers develop (by modeling and teaching) in students the skills
needed to work efficiently as part of a team.
- Sportsmanship, sharing, and fair play are encouraged.
- Teachers raise questions that help students recognize their
individual prejudices and stereotypes and that serve to neutralize
polarizing and acrimonious disputes.
- Inquisitiveness and persistence in learning are encouraged.
___i. Assessment
- Teachers employ a variety of assessment methods to obtain useful
information about student learning and development and assist
students in reflecting on their own progress.
- Clear criteria are established.
- Teachers can create their own tools for assessment, such as
portfolios, videotapes, demonstrations, performances, and
exhibitions.
- Teachers ask incisive questions during group discussions to assess
how well students understand the central ideas being considered, and
they talk individually with students who are working independently.
- They observe students working in small groups and in the field.
- Teachers monitor each student's ability to evaluate evidence;
readiness to grasp new ideas, theories, and concepts; ability to
connect and accept various forms of knowledge; and awareness of the
complexities of the world.
- Students are encouraged to set high personal goals for themselves
and are taught how to evaluate their own personal progress toward
these goals.
- Teachers provide substantive feedback to each student, parents,
and others.
___j. Reflection
- Teachers reflect on their practice, on students' performance, and
on developments in their field to steadily extend their knowledge,
improve their teaching, and refine their philosophy of education.
- Teachers evaluate results and seek input systematically from a
variety of sources.
- Teachers continually refine practice through study and
self-examination.
___k. Family partnerships
- Teachers understand and value the distinctive role of parents and
guardians, and they continually seek opportunities to build strong
partnerships with them.
- They gain support through active family involvement.
- Teachers capitalize on parents' and guardians' insight by
facilitating access of all families and cultivating families'
interest in supporting their children's education.
___l. Professional contribution
- Teachers regularly work with others to foster the growth and
development of their colleagues, their school and field.
- They contribute to the advancement of the profession.
- They involve themselves in curricular decisions.
- Teachers collaborate with colleagues.
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