split face logo
College of Education
Share page: 

Initial Programs Professional Knowledge Base

* This indicator has been identified as representing a disposition.

(D) This indicator has been identified as representing diversity.

(T) This indicator has been identified as representing technology.

PROFESSIONAL CHARACTERISTICS

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which illustrate a commitment to a dependable and professional demeanor, an underlying belief system that all students can learn and specific efforts that foster collaborative/caring relationships.

1.     Is dependable, flexible, and punctual.*

2.     Maintains a consistently positive and professional demeanor.*

3.     Believes that all students can learn and teachers can make a significant contribution to learning.*(D)

4.     Understands and respects a diverse student/parent population and helps all children learn respect for the traditions and cultures of others.*(D)

5.     Promotes a classroom environment that is caring and supportive to all students.*(D) 

6.     Complies with confidentiality laws and policies regarding students, parents, and personnel.

7.     Knows and follows school policies and shares in the general responsibilities and duties associated with teaching (e.g., attendance, discipline, hall duty).

8.     Establishes two-way communication with colleagues and students.*

9.     Communicates fluently using appropriate and grammatically correct oral and written language. 

10.   Sets goals or demonstrates a desire to continually acquire knowledge and skills especially in emerging educational technologies.*(T)

11.   Seeks to implement the recommendations from evaluations of professional performance.*

12.   Practices self-evaluation and reflection to enhance instructional effectiveness.*

13.   Maintains ethical behavior with all students and colleagues.*(D)

RELATIONSHIPS WITH STUDENTS

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which portray a caring relationship, positive rapport, high student expectations and a respect for the diverse talents of all learners.

14.   Conveys high expectations that all students will succeed and learn. (D)

15.   Models an enthusiastic behavior and a caring attitude towards all students. (D)

16.   Demonstrates positive rapport with a diverse student population. (D)

17.   Listens carefully to all students then responds in a professional manner. (D)

INSTRUCTIONAL PLANNING

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which denote a strong knowledge base, an understanding of learning theory, a backward design approach to instructional planning, lessons designed and implemented with technology, an integrated lesson design, and a variety of instructional strategies to provide opportunities for all students to learn.

18.   Understands the appropriate scope and sequence of objectives for teaching the curriculum (national, state, and/or local standards).

19.   Develops clear short and long-term instruction plans (e.g. lesson plans, units, and/or modules) which include objectives, materials, activities, adaptations/modifications and evaluation techniques based on the curriculum.

20.   Has an up-to-date knowledge of the subject matter and attempts to incorporate diverse and practical illustrations, examples and applications in lesson material and activities. (D) 

21.   Selects materials and activities consistent with the objectives of the lesson and students’ diverse abilities resulting in appropriate adaptations and modifications. (D) 

22.   Has knowledge of and plans developmentally appropriate instruction. (D)

23.   Uses available technologies for planning and integration with other disciplines. (T)

24.   Structures lesson planning to allow for interventions, such as individualization, reteaching, and alternative assessment, so all students can meet the objectives. (D)

25.    Creates lessons that encourage students to think creatively and critically, to solve problems, and to develop skills needed in a global society. (D)

INSTRUCTION

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which provide active student-centered instruction characterized by clarity, variety, and flexibility to meet the needs of a diverse community of learners.

26.   Conducts class with poise, confidence, and enthusiasm.

27.   Presents lessons in a clear, logical, and sequential manner. 

28.   Insures that lesson materials and information are professionally displayed and accessible to all students. (D)

29.   Communicates clearly to all students the objective and purpose of each lesson. (D)

30.   Reviews or provides an anticipatory set in an effort to gain the interest of the student. 

31.   Provides a real world context for lesson content.

32.   Utilizes various instructional strategies appropriate for the objectives of the lesson. 

33.   Incorporates differentiated instruction to meet the academic needs of all students. (D)

34.   Uses available educational technologies for effective instruction. (T) 

35.   Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level variation, adequate wait time, probing and clue giving, and appropriate correctives and feedback). (D)

36.   Responds to student questions in a concerned and effective manner.

37.   Provides opportunities for all students to successfully apply or practice knowledge and skills learned. (D)

38.   Facilitates instructional strategies which provide opportunities to work individually and collaboratively in groups.

39.   Conducts lessons at an appropriate pace and maximizes time on task.

40.   Provides focus on important points and checks for understanding.

41.   Accomplishes smooth and orderly transitions between parts of the lesson. 

42.   Gives clear directions. 

43.   Effectively achieves closure to each lesson and/or class period.

CLASSROOM MANAGEMENT

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which promote an orderly, safe classroom environment conducive to learning by providing clear rules and procedures which are taught, monitored and consistently reinforced.

44.   Believes in and communicates a well-defined classroom management system.*

45.   Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student learning and safety. 

46.   Establishes, teaches, and reinforces classroom expectations, rules, routines, and procedures fairly.*(D) 

47.   Teaches tolerance by example and by design, striving to develop a classroom atmosphere which recognizes the value of all people regardless of their uniqueness.*(D)

48.   Monitors students’ behaviors and activities in the classroom at all times. 

49.   Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative consequences. 

50.   Handles multiple tasks, intrusions, and distractions while maintaining the flow of the lesson. 

51.   Understands how to handle unexpected classroom incidents and emergency procedures. 

52.   Provides a learning environment which includes high time-on-task and active engagement.

EVALUATION

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which establish fair expectations, provide for multiple assessment opportunities, monitor progress in a timely fashion, provide feedback through multiple means, and collaborate with others to meet the needs of all students.

53.   Develops and communicates to students and parents a fair evaluation system which respects the legal rights of all involved.*(D) 

54.   Uses available technologies to post and communicate student progress in a timely manner.(T)

55.   Maintains clear and reasonable work standards and due dates. 

56.   Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences, test results, and other diagnostic tools) to determine the learning needs and capabilities of individual students.  

57.    Uses multiple methods of assessing and evaluating student knowledge and performance. (D)     

58.   Makes changes in instruction based on feedback from multiple classroom assessment sources.  

59.    Gives timely and specific oral and/or written feedback on all assignments and provides corrective action so all students can succeed. 

60.   Has knowledge of the referral and intervention process and can use specialized services as student needs arise.