(c) Knowledge of Student and Student Learning. Please note that the web-version of the standards may contain more than one page. Incumbents are distinguished from classification of . Special education laws guide the work of educators as they identify students who have disabilities. Teaches, models and monitors age-appropriate study skills (e.g., using graphic organizers, outlining, note-taking, summarizing, test-taking) and structures research projects appropriately (e.g., teaches students the steps in research, establishes checkpoints during research projects, helps students use time-management tools). hb```b``vb`a` @1V 13evw(/w#)F\\\::\:s8nV f`R```L lf@X `g !9*},}X$e6w All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. Teachers vary methods of assessing learning to accommodate students learning needs, linguistic differences, and/or varying levels of background knowledge. Uses a variety of means to convey high expectations for all students. Teachers work to ensure high levels of learning, socialemotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. 0000005835 00000 n endstream endobj startxref This result is highly robust to a number of different modeling choices and alternative explanations. 0000000016 00000 n Accepts and respects students with diverse backgrounds and needs. Demonstrates knowledge of basic terms and concepts of current technology, systems, and operations (e.g., hardware, software applications and functions, input/output devices, networks, and basic design principles). startxref Engages in reflection and self-assessment to identify strengths, challenges and potential problems; improve teaching performance; and achieve professional goals. Employs effective motivational strategies and encourages students' self-motivation. Matthews Hall <]/Prev 497518>> Teachers make appropriate and authentic connections across disciplines, subjects, and students' realworld experiences. Teachers implement behavior management systems to maintain an environment where all students can learn effectively. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. The Texas Teaching Standards are performance standards to be used to inform the training, appraisal, and professional development of teachers. 3.2 Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise. Greg Abbott $307 million in the spring of 2020 to help Texas' education systems survive the COVID-19 pandemic, he set aside $47 million specifically for former students, those who had earned some credit but left before finishing their degree or certificate. The State Board for Educator Certification creates standards for beginning educators. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed . 5.4 Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. Teachers monitor and assess student progress to ensure that their lessons meet students' needs. Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). Teachers use and adapt resources, technologies, and standardsaligned instructional materials to promote student success in meeting learning goals. Teachers collaborate with their colleagues, are selfaware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in continuous professional learning to gain knowledge and skills and refine professional judgment. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. x0 Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strategies that maximize student engagement. Domain 2 TITLE: Knowledge of Students and Student Learning. Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. Understands the value of participating in school activities and contributes to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects). Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and constructive feedback and partnering with families in furthering their students' achievement goals. 321 0 obj <> endobj Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. The test may contain questions that do not count toward the score. Teachers interact in respectful ways with students at all times, maintaining a physically and emotionally safe, supportive learning environment that is characterized by efficient and effective routines, clear expectations for student behavior, and organization that maximizes student learning. Currently, the TEA is using only the STAAR results to calculate how much . Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs. 0000000536 00000 n Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources. Teachers demonstrate contentspecific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 3.3 Teachers demonstrate content specific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. Teachers apply evidence-based strategies to address individual student learning needs and differences, adjust their instruction, and support the learning needs of each student. They reflect current research on the developmental stages and needs of children from Early Childhood (EC) through Grade 12. Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and paraprofessionals in the classroom. Teachers identify gaps in students' knowledge of subject matter and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. 0000004943 00000 n The content covered by this exam is organized into broad areas of content called Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students. febrero 28, 2023. Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators. (2) Standard 2--Knowledge of Students and Student Learning. Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instructional objectives and outcomes that are accurate measures of student learning. 33009. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons plans and their ability to match objectives and activities to relevant state standards. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance. Knows the ELPS in the domains of listening and speaking in accordance with the proficiency-level descriptors for the beginning, intermediate, advanced and advanced-high levels. 0000002021 00000 n hmo8 Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. 4.2 Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Knows how to promote creative thinking and innovative process to construct knowledge, generate new ideas, and create products (e.g., design multimedia presentations, explore complex systems or issues, and develop steps for the creation of products). Stimulates reflection, critical thinking and inquiry among students (e.g., supports the concept of play as a valid vehicle for young children's learning; provides opportunities for young children to manipulate materials and to test ideas and hypotheses; engages students in structured, hands-on problem-solving activities that are challenging; encourages exploration and risk-taking; creates a learning community that promotes positive contributions, effective communication and the respectful exchange of ideas). Teachers purposefully utilize learners individual strengths as a basis for academic and social-emotional growth. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. Nelly did not pass the state standardized math test, With this test not being passed Nelly will have a hard time in math class, Nelly is living with grandparents due to her mother being in jail, This issue could result in her missing her mom and constantly thinking about her, She lives in an environment where crime is very high, Living in a high crime environment can cause Nelly not to get enough sleep before, Nelly doesnt live near a grocery store and may not be getting the, Coming to school hungry can affect her ability to pay attention in class, With all these issues (stated in slide 2) that Nelly is facing at home. 1.3 Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. Teachers involve all students in self-assessment, goal setting, and monitoring progress. 5.1 Teachers implement both formal and informal methods of measuring student progress. 4.3 Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. Languages Other Than English, Chapter 120. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. endstream endobj 326 0 obj <>stream Encourage her to hang out with the right crowd and avoid the wrong. Teachers connect students' prior understanding and real-world experiences to new content and contexts, maximizing learning opportunities. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. 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