• District Curriculum Overview
  • Introduction to Curriculum Guides
  • Professional Teaching Standards
  • Professional Development Guiding Principles
  • Social Justice Commitment
  • Curriculum Guide Glossary of Terms
• Teaching Standards
  • Knowledge of Students
  • Planning and Teaching for Learning
  • A Culture and Environment for Learning
  • Monitoring Progress
  • Professional Growth
• Subject Areas
  • English/Language Arts
  • Mathematics
  • Science
  • Social Studies

Professional Teaching Standards

2. PLANNING AND TEACHING FOR LEARNING

Teachers know their subjects, what to teach, and how to plan and teach

1. The teacher demonstrates knowledge of content and pedagogy
   • shows deep understanding of subject matter
   • teaches from a thorough understanding and knowledge of national, state and district curriculum standards
   • links the curriculum to current events and real-life situations as appropriate
   • helps students understand connections between content and other disciplines
   • uses a variety of instructional strategies
   • selects and utilizes appropriate resources, including technology, in planning units of study
   • ensures that subject matter is historically and culturally accurate
   • understands the relationship among language, thought, and learning
   • understands the concepts of white privilege and institutional racism and utilizes anti-racist teaching practices
2. The teacher designs coherent instruction
   • develops units of study based on the required curriculum
   • sequences activities and curriculum appropriately
   • infuses cultural relevance into teaching strategies, material selection, communication, and style
   • designs instruction to address students’ different learning styles and needs
   • clearly establishes assessment criteria
   • utilizes a variety of assessment strategies, including astute observation
   • reflects instructional goals in assessment of learning
   • plans lessons that promote the sharing of ideas
3. The teacher demonstrates knowledge of resources
   • utilizes technology as a tool for learning
   • collaborates with colleagues in sharing resources and information
   • utilizes town and school libraries, textbooks, internet and other resources as appropriate
   • incorporates community resources
4. The teacher communicates clearly and accurately
   • listens to students
   • uses appropriate written and oral vocabulary
   • gives directions that are clear, concise, and reasonable, and checks for comprehension
   • presents information logically and summarizes effectively
   • uses a variety of verbal and non-verbal communication techniques
   • elicits and responds to students’ questions and requests for help
   • accommodates varying language abilities and needs
   • communicates learning objectives to students and effectively implements these objectives
   • teaches the school’s codes and customs so that students may participate fully in the social dynamic of the classroom
   • communicates high goals and challenging scholastic expectations to all students and provides the necessary support to achieve them
5. The teacher uses effective questioning and discussion techniques
   • uses questions that stimulate and encourage creative and critical thinking
   • allows sufficient time for students to reflect
   • devises ways to promote equitable student participation
   • provides opportunities for students to assume leadership roles in discussions
   • encourages students to initiate topics and make connections within and across disciplines
   • creates opportunities for students to interact with peers
6. The teacher engages students in learning
   • encourages involvement, questions, discussion and inquiry by all students
   • demonstrates a positive attitude towards students, learning and subject matter (e.g. use of eye contact, voice inflection, body language, and gestures)
   • articulates connection between new learning and prior student experiences
   • uses knowledge of students’ cultural heritage to develop engaging, culturally relevant learning activities
   • uses knowledge of students’ cultural backgrounds to make appropriate connections that support student learning
   • makes appropriate adaptations and modifications as needed or required
   • encourages student-generated curriculum-related activities
   • uses a variety of methods such as demonstrations, lecture, student-initiated work, group work, questioning, and independent practice