Set, for and with students, standards-based long and short term learning objectives
that address student learning needs.
Employ data on students’ prior knowledge and learning profiles to design learning
sequences that support all learners.
Plan instruction that reflects an understanding of common patterns of student thinking
and development in a subject-matter.
Plan instruction that promotes active student engagement in discipline-based literacy,
accountable talk, argumentation, and inquiry.
Plan learning opportunities that proactively integrate multiple means of engagement,
expression, and representation to scaffold and support learning (Universal Design
for Learning (UDL).
Employ multiple explanations, examples, representations, and modeling to make content
clear to diverse learners.
Plan for and implement evidence-based strategies, including technologies, that are
responsive to students’ needs and backgrounds.
Central to Instruction
Elicit and interpret individual students’ thinking.
Facilitate varied classroom discourse including whole group discussions and small
Foster student engagement in inquiry and self-directed learning.
Check student understanding and continuously adjust instruction.
Central to Assessing Learning
Select and develop equitable methods to assess student learning.
Analyze student work, including daily assignments, quizzes, tests, projects, performances,
and standardized assessments to establish next steps in instruction.
Provide students with prompt, actionable, and individually appropriate feedback on
learning processes and products.
Analyze assessment data and report results appropriately to varied audiences (e.g.
parents, colleagues, students, data teams, administrators).
Central to Creating a Positive Learning Environment
Build on students’ cultural, personal, and community assets to foster a positive climate
and support learning for all students
Establish safe, organized, consistent, and positive learning environment. (Build respectful
relationships with students; Implement organizational routines; Specify and reinforce
productive student behavior; Implement norms and routines for classroom discourse
Support each student’s social and emotional development.
Employ strategies that promote the development of student self-regulation, self-monitoring,
reflection, and goal setting.
Central to the Professional Responsibilities of Teaching
Interact collaboratively in professional roles beyond the classroom (e.g. data teams,
professional learning communities, curriculum teams, school governance teams, PPT
or SRBI teams, parent organizations, community partnerships, etc.).
Collaborate with parents or guardian to support students.
Analyze instruction and use feedback for the purpose of improving one’s own practice.
Develop long- and short-term goals for professional growth and a plan to pursue them.