ࡱ> ` 2bjbjss 7* " " " "<"+#####$J$ % n+p+p+p+p+p+p+$,hI/+h&$$h&h&+##+&&&h& ##n+&h&n+&&&## pUX2 "r&"&'l+0+&/&4/&/&0%0I%"&k%%%%%++& %%%+h&h&h&h&  ɫ College of Education Sources of Evidence for Standards and Indicators of Standards Shaded indicators can be assessed by field observation or video.IndicatorPotential Sources of EvidenceI. CONTENT AND CURRICULUM: Teachers demonstrate a strong content knowledge of content area(s) appropriate for their certification levels. I-A Accomplished teachers demonstrate knowledge of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the content area(s) they teach.Video of instruction and self-assessment/critique; lesson plans; documentation of content knowledgeI-B. Accomplished teachers understand and use subject-specific content and pedagogical content knowledge (how to teach their subjects) that is appropriate for the diverse learners they teach.Video of instruction and self-assessment/critique; lesson plans, documentation of how to explain content knowledge to othersI-C. Accomplished teachers stay current in their subject areas as engaged learners and/or performers in their fields.Membership in relevant professional organizations; participation in professional development; self-directed development through reading and/or online seminars/training.I-D. Accomplished teachers relate content area(s) to other subject areas and see connections to everyday life.Video of instruction and self-assessment/critique; lesson plans including connections to other subjects and to everyday applicationsI-E. Accomplished teachers carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content area(s).Lesson plans showing varied resources including technologyI-F. Accomplished teachers interpret and construct school curriculum that reflects state and national content area standards.Lesson plans showing alignment to state and national standards.II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students.II-A. Accomplished teachers believe that all children can learn at high levels and hold high expectations for all.Analysis of student needs and learning; reflective essaysII-B. Accomplished teachers understand how learning occurs in general and in the content areas (e.g., how students construct knowledge, acquire skills, and develop habits of mind).Analysis of student needs and achievement; reflective essays; lesson plans that demonstrate varied instruction appropriate to meet the needs of diverse students.II-C. Accomplished teachers are sensitive, alert, and responsive to all aspects of a childs well-being.Video of instruction and self-assessment/critique; reflective essays.II-D. Accomplished teachers understand how factors in environments inside and outside of school may influence students lives and learningAnalysis of student needs and achievement; analysis of environmental factors that impact learning; communication with parents and students.II-E. Accomplished teachers are informed about and adapt their work based on students stages of development, multiple intelligences, learning styles, and areas of exceptionality.Lesson plans that demonstrate varied instruction appropriate to meet the needs of diverse students; reflective essays.II-F. Accomplished teachers establish respectful and productive relationships with families and seek to develop cooperative partnerships in support of student learning and well-beingAnalysis of environmental factors that impact learning; communication with parents and students.III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.III-A. Accomplished teachers create a learning community in which students assume responsibility, participate in decision-making, and work both collaboratively and independently.Lesson plans including student-centered activities with varied groupings; reflective essays.III-B. Accomplished teachers organize, allocate, and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks.Video of instruction and self-assessment/critique; lesson plans including daily planner and varied instruction that promotes engagement in productive tasks; reflective essays.III-C. Accomplished teachers understand and implement effective classroom management.Video of instruction and self-assessment/critique; lesson plans; reflective essays.III-D. Accomplished teachers recognize the value of and use knowledge about human motivation and behavior to develop strategies for organizing and supporting student learning.Lesson plans; reflective essays.III-E. Accomplished teachers are sensitive to and use knowledge of students unique cultures, experiences, and communities to sustain a culturally responsive classroom.Analysis of contextual factors; lesson plans incorporating cultural connections/relevance.III-F. Accomplished teachers access school, district, and community resources in order to foster students learning and well-being.Analysis of contextual factors; lesson plan including community resources.III-G. Accomplished teachers use effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.Video of instruction and self-assessment/critique; lesson plans; reflective essays.IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.IV-A. Accomplished teachers understand measurement theory and characteristics, uses, and issues of different types of assessment.Lesson plans with varied assessments; varied assessment instruments or assessment plan; reflective essays.IV-B. Accomplished teachers use pre-assessment data to select or design, clear, significant, varied, and appropriate student learning goals.Lesson plans with pre-assessment, varied assessments, and goals; analysis of pre-assessment data; reflective essays.IV-C. Accomplished teachers choose, develop, and use classroom-based assessment methods appropriate for instructional decisions.Video of instruction and self-assessment/critique; varied assessments; reflective essays.IV-D. Accomplished teachers involve learners in self-assessment, helping them become aware of their strengths and needs, encouraging them to set personal goals for learning.Lesson plans including self-assessment; assessments; analysis of student work samples; reflective essays.IV-E. Accomplished teachers develop and use valid, equitable grading procedures based on student learning.Assessments and scoring guides; analysis of assessment data; reflective essays.IV-F. Accomplished teachers use assessment data to communicate student progress knowledgeably and responsibly to students, parents and other school personnel.Record keeping; log of parental contacts; letters to parents; analysis of student progress; reflective essays.IV-G. Accomplished teachers use resources, including available technology, to keep accurate and up-to-date records of student work, behavior, and accomplishments.Record keeping; checklist of student behavior or mastery; reflective essays.IV-H. Accomplished teachers are committed to using assessment to identify student strengths and needs and promote student growth.Analysis of student work; reflective essays.V. PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.V-A. Accomplished teachers articulate clear and defensible rationales for their instructional choices.Reflective essays addressing instructional goals and instructional decision-making.V-B. Accomplished teachers plan and carry out instruction based on knowledge of content and curriculum, students, learning environments, and assessment.Video of instruction and self-assessment/critique; lesson plans aligned with state goals and student needs; reflective essays.V-C. Accomplished teachers understand and use a variety of instructional strategies appropriately to maintain students engagement and support student learning.Video of instruction and self-assessment/critique; lesson plans with varied instruction.V-D. Accomplished teachers monitor and adjust strategies in response to learner feedback.Video of instruction and self-assessment/critique; reflective essays with rationale for instructional decision-making.V-E. Accomplished teachers vary their roles in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purpose of instruction and the needs of students.Lesson plans with varied instructionincluding student-centered; reflective essays.V-F. Accomplished teachers use appropriate resources, materials and technology to manage and enhance instruction for diverse learners.Video of instruction and self-assessment/critique; lesson plans with varied resources.V-G. Accomplished teachers value and engage in planning as a collegial activity.Evidence of collaboration in planning instruction. VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.VI-A. Accomplished teachers continually examine and extend their knowledge of the history, ethics, politics, organization and practices of education.Membership in relevant professional organizations; reflective essays. VI-B. Accomplished teachers understand and abide by laws related to rights and the responsibilities of students, educators, and families.Reflective essays that demonstrate understanding of the Georgia Education Code of Ethics.VI-C. Accomplished teachers follow established codes of professional conduct, including school and district policies.Reflective essays that demonstrate understanding of the Georgia Education Code of Ethics.VI-D. Accomplished teachers systematically reflect on teaching and learning to improve their own practice.Video of instruction and self-assessment/critique; reflective essays.VI-E. Accomplished teachers seek opportunities to learn based upon reflection, input from others, and career goals.Professional development training, self-study, or equivalent; reflective essays.VI-F. Accomplished teachers advocate for curriculum, instruction, learning environments, and opportunities that support the diverse needs of and high expectations for all students. Reflective essays that include evidence of advocating for or modifying instruction to meet the needs of diverse students.VI-G. 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@j0j0@0A @j0j0B0C Jj0j0D0E @j0j0F0G @0j0H0I@0j0J0K@0j0L0M@0j0N0O@0j0P0Q@0j0R0S@0j0T0U@0j0V0W@0j0X0Y@0^j0Z0[@0j0\0].H;j0^0_@0h0` h0`0 @0 00*>022/MO m h>G6: !1""#$%Y&'0(,))++,,-./6000222 !"#$%&'()*+,-.0123456789:;<=>?@ABCDEFGHIJKLN28@0(  B S  ?933113,5016907,1933113,5016910,1i*i*V> * *9*urn:schemas-microsoft-com:office:smarttagsplace=*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName iw *~$$*33****t!?TJ)V$^=UBOPmn/$>m(hik\ i < ~ g>?hIMGH67:;12tYZ0 1 ,!-!!!""# ###$R$$$$$%%%W&&&)''''6(7(((()0*1*****@ **0 **2*@UnknownGz Times New Roman5Symbol3& z Arial;& z Helvetica"hff \E$M\E$M"x24** 2QKX)?$^2VSU  College of Education Jerry Merwin Jerry MerwinOh+'0 , L X dpxɫ College of Education Jerry MerwinNormalJerry Merwin3Microsoft Office Word@H'@nw@%\E$՜.+,0 hp  ɫM* ɫ College of Education Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWXYZ[\]^_abcdefghijklmnopqrstuvwyz{|}~Root Entry FPa2Data P1Table`/WordDocument7SummaryInformation(xDocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q