A sampling of evidence for each standard can be found on the slides that follow. Not all suggestions listed apply to every area, grade level or educational setting and they do not A guide for our address the “Degree of Quality” of each. Planning Growth Performance Self-Reflection Professionalism to support APPR – 60% Middle Country Administrators Association NYSUT rubric aligns with NYS Teaching Standards http://www.nysut.org/files/NYSUT_Teacher_Practice_Rubrics.pdf
Priorities of the NYSUT Rubric 21 st Century Skills Cognitive Engagement http://www.nysut.org/files/21st_Century_Skills_Handout.pdf Teachers • Global Awareness • Express high expectations • Financial, Economic, Business and Entrepreneurial Literacy • Use a variety of space, student and room • Civic Literacy arrangement • Health Literacy • Do continual assessment and feedback • Environmental Literacy • Seek evidence of participation and flow • Creativity and Innovation • Use a variety of interaction modes • Critical Thinking and Problem Solving • Communication and Collaboration • Information Literacy Students • • Media Literacy Know they are successful in tasks • ICT (Information, Communications and Technology) Literacy • Make authentic choices and regulate own learning • Flexibility and Adaptability • Are immersed in a task • Initiative and Self -Direction • Actively discover and observe • Social and Cross -Cultural Skills • Are mindful • Productivity and Accountability • Leadership and Responsibility Constructivist Learning http://www.nysut.org/files/21st_Century_Skills_Handout.pdf • Is student centered • Allows the learner to practice applying knowledge from previous experience • Is an interactive process motivated by creation of disequilibrium for the learner • Allows the teacher to be the facilitator of learning • Helps students with group acquisition of knowledge and creates contextual learning Using the approaches above … The learning and discovering is mainly done by the learner. Activities are best when student driven. 1
NYS Teaching Standards 1. Knowledge of Students & Student Learning 2. Knowledge of Content & Instructional Planning 3. Instructional Practice 4. Learning Environment 5. Assessment for Student Learning 6. Professional Responsibilities & Collaboration 7. Professional Growth 2
Standard I. Knowledge of Students and Students Learning Element I.1 (Knowledge of child and adolescent development – including students’ cognitive, language, social, emotional and physical development needs) • Lesson plans differentiated for ALL students • Grouping of students: ability, needs, interests, etc. • Apply principles of professional articles to practices to help to create a successful learning environment for students with various abilities and needs • Allow for choice “Do Nows ” and homework based on different learning styles Element I.2 (Current research-based knowledge of learning and language acquisition theories and processes) • Word walls become interactive and easily accessible • Create content specific glossaries • Improve professional practices by applying research from articles 3
Standard I. Knowledge of Students and Students Learning (continued) Element I.3 (Knowledge of and responsive to diverse learning needs, strengths, interests, and experiences of all students) • Plan and incorporate time for cooperative group work and purposeful learning • Adapt materials to convey information in multiple ways (visual, eBoard, Smartboard, Ipad, etc.) • Offer student opportunities to articulate connection of learning to life experiences • Utilize (in a demonstrable way) a student information survey or “learning style” inventory in the beginning of the year to drive instruction • Allow students to choose activities and homework that reflects a personal learning style “strength” Element I.4 (Acquire knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning) • Acquire and utilize information about students from caregivers and meetings using different modalities (phone calls, letters home, email) and plan instruction based on information gleaned 4
Standard I. Knowledge of Students and Students Learning (continued) Element I.5 (Demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that influence their students’ learning) • Use school calendar when planning lessons to avoid roadblocks to successful learning experiences • Form a partnership with the PTA/SEPTA • Participate in ongoing discussions with Pupil Personnel Staff (PPS) to identify students in need to help create a successful learning environment Element I.6 (Demonstrate knowledge and understanding of technological/information literacy and how they affect student learning) • Utilize the available technology in order to help the students become effective users of digital tools, ideas and information • Create research activities that include multiple, reliable sources of information including district endorsed databases • Develop students ability to detect and evaluate media bias and thereby become more critical media consumers looking at elements of reporting, influences on the media, journalistic ethics and how the media has changed 5
Standard II. Knowledge of Content and Instructional Practice Element II.1 (Demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures and current developments within their discipline(s). • Follow the essential elements of a lesson as expected by the district (Focus and Review, Objective, Guided Practice, Independent Practice, Closure) • Create interdisciplinary lessons with teachers out of your content area that are student driven and research based • Discuss and implement content related pedagogy at department meetings, collegial circles or during professional periods to drive instruction and improve practices • Demonstrate standards based knowledge (learning, content, common core) while planning and implementing lessons, projects and activities Element II.2 (Understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem-solving related real world contexts) • Use Blooms Taxonomy (higher level), 21 st Century Skills and Cognitive Engagement information (see slide 2) when creating “Do Nows ”, questions, projects and activities • Incorporate opportunities for collaborative opportunities that allow students to make connections to learning while applying skills, techniques, formulas, etc. previously introduced • Create lessons that connect to real world issues and other disciplines • Models and encourages use of interpersonal skills 6
Standard II. Knowledge of Content and Instructional Practice (continued) Element II.3 (Use a broad range of instructional strategies to make subject matter accessible) • Vary teaching techniques and modalities of information dissemination • Increase student interest and engagement by creating different types of lessons (hands on, purposeful pairing/grouping, choice assignments) • Use closure activities to have students relate the lesson to their personal experience • Promotes and facilitates student self-directed learning opportunities Element II.4 (Establish goals and expectations for all students that align with learning standards and allow for multiple pathways to achievement) • Articulate expectations of learning outcomes while presenting information (use of rubric, self assessment sheet, checklist) • Create, plan and implement lessons that provide opportunities to achieve learning goals and include 21 st Century Skills • Create problem-based learning activities to introduce new units and allow students to work together to find a solution (discovery learning) 7
Standard II. Knowledge of Content and Instructional Practice (continued) Element II.5 (Design relevant instruction that connects students’ prior understanding and experiences to new knowledge) • Identify and anticipate student misconceptions and construct learning experiences to address them via lesson design and implementation • Include formal and informal assessment of learning and understanding • Craft introduction activities that demonstrate students’ prior knowledge or connections to other disciplines or personal experiences • Design closure activities that provide data to help drive subsequent instruction Element II.6 (Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals) • Organize and effectively use time and physical space to achieve learning goals • Utilize a class blog/electronic discussion to create an environment to share appropriate resources • Continually update list of teacher approved websites for students to use to supplement class learning 8
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