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| Home > Community > Employment > Teachers > Teaching Standards |
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| Teaching Standards |
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The PAUSD Teaching Performance Standards were developed by a team of teachers and administrators in 1990–91 and adopted by the Board of Education in July 1991 to be used as the basis of the decision to grant permanent status to teachers.
In September 1994, the Joint Advisory Committee on Evaluation Procedures recommended that the Standards become the basis for evaluation of all PAUSD teachers. Although this recommendation was not subject to negotiation because it deals with the basis of evaluation rather than the process, it was supported by both the Board of Education and the Palo Alto Educators Association.
There are 13 standards, grouped in 5 clusters:
Management and Monitoring of Student Learning
Commitment to Students and Learning
Knowledge of Content and How to Teach
Reflection on and Refinement of Practice
Participation in Learning Communities
- Cluster names are indicated by numerals and are displayed in bold face capitals.
- Standards are indicated by lowercase letters and are displayed in bold face.
- Descriptions are paragraphs following each standard, displayed in regular type.
- Descriptions include some of the teacher behaviors that exemplify the standard. They are not intended to be exhaustive. Their purpose is to help teachers and supervisors interpret the standards as they discuss specific teaching performance.
- MANAGEMENT AND MONITORING OF STUDENT LEARNING
- The teacher is able to orchestrate learning in a group setting.
The teacher recognizes that effective instruction and a clear management system are mutually supportive. The teacher maintains a well-organized classroom in which students understand expectations and routine procedures. The teacher manages time, equipment, and materials efficiently and maintains a physical environment that is well-organized and appealing to students. The teacher seeks out and tests new organizational techniques to support the instructional program. The teacher works with classroom aides and volunteers, according to their strengths, to enhance instruction.
- The teacher motivates and engages students' minds and hearts in learning.
The teacher creates an environment in which students are enthusiastically engaged in learning. The teacher provides a safe, supportive environment; makes classroom experiences and activities vivid and meaningful; creates opportunities that allow students at all levels to experience success at challenging tasks; and provides students timely and informative feedback on their efforts.
- The teacher regularly assesses and provides feedback on student progress to students and parents and uses assessment information effectively in making instructional decisions.
The teacher makes expectations for learning clear to students and parents. The teacher reports student progress to parents and students on a regular basis and in a manner that both acknowledges effort and supports improvement. The teacher assesses student progress and uses this knowledge to plan instruction. A variety of methods are used for evaluating student progress, such as portfolios, standardized tests, teacher-made tests, exhibitions, student daily work, and observations. The teacher provides opportunities for students to evaluate and monitor their own learning and to receive feedback from peers.
- The teacher plans instruction mindful of short- and long-term student learning objectives.
The teacher articulates student learning objectives for a lesson. The teacher sets long-range instructional goals that meet District curricular standards. The teacher plans and delivers instruction that is aligned with these objectives and goals. The teacher designs tasks and activities that accommodate individual differences while leading to the achievement of a common objective.
- COMMITMENT TO STUDENTS AND LEARNING
- The teacher makes knowledge accessible to all students based on recognition of individual differences, working effectively with diverse groups of students.
The teacher strives to learn about the personalities and social background of her/his students through observing the students with peers, talking privately with the student or parents, talking with counselors or other support staff, and being attentive to revealing messages in written work or classroom responses. The teacher attends to the needs of individuals within the context of the class and makes time to help students within the regular workday. The teacher shows respect for all students by treating and speaking of them courteously, acknowledging that they have opinions and values may be different from those of the teacher, listening to their individual concerns, and giving all of them the opportunity to speak and be heard by others. The teacher encourages all students and provides opportunities for all to improve their performance.
- The teacher addresses in a balanced program all areas of student development, including cognitive, social, personal, and ethical development.
The teacher recognizes that the intellectual development of students is interdependent with the development of self-concept, motivation, character, and aspirations. The teacher provides opportunities for growth in these aspects. The teacher models courteous behavior and good citizenship, and communicates high expectations for students in these areas. The teacher understands the ways in which physical and emotional development influence learning and behavior and adjusts teaching appropriately. The teacher notices subtle or unusual changes in behavior that may indicate a special need and is knowledgeable about school and community resources available to students and teachers. The teacher encourages students to discuss their ambitions and hopes for themselves and for the society in which they live.
- KNOWLEDGE OF CONTENT AND HOW TO TEACH
- The teacher is in command of her/his subject(s), understanding the relevant factual information, central organizing concepts, and links to other disciplines.
The teacher is proficient in her/his subject matter and continues to expand content knowledge, formally or informally, through personal study, membership in professional organizations, professional reading, or attendance at conferences and seminars. The teacher creatively adapts the textbook to meet student needs and curriculum expectations. The teacher uses the appropriate state framework(s) and District standards to plan instruction. The teacher knows the content and expectations of the grade levels/courses that precede and follow her/his grade level/course and provides appropriate instruction based on this knowledge. The teacher integrates her/his subject matter with other disciplines when appropriate, providing opportunities for students to apply their knowledge across disciplines.
- The teacher uses appropriate instructional strategies to convey a subject to students and enhances instruction by providing opportunities to develop various learning styles, creating varied instructional settings, and effectively using a range of materials and available resources.
The teacher uses a variety of strategies and techniques to engage students and urge them to think critically and creatively. Examples may include Socratic dialogue, lecture, inquiry, small group instruction, and individual instruction. The teacher demonstrates and models new skills and uses effectively analogies, metaphors, and illustrations to explain content. The teacher uses a variety of modalities, such as visual, oral, aural, and kinesthetic, in the introduction of subject matter. Through observation of and conversation with the student, talking to parents, and consultation with resource personnel, the teacher identifies strengths in each child that can be used to build effective learning approaches. Students engage in a balance of competition, individual performance, and collaboration and teamwork.
- The teacher uses both directed and discovery teaching to integrate the subject into the students' thinking, offering students knowledge of concepts and principles as well as problem-solving opportunities.
The teacher provides an appropriate balance of direct instruction and opportunities to experiment, emphasizing direct experience whenever possible. The teacher asks questions and provides learning tasks that have meaning for students and that require them to apply their knowledge and skills in new situations, to analyze and evaluate, and to create new products. The teacher knows what misconceptions are commonly held by students and addresses those misconceptions in leading students to accurate understanding. The teacher helps students to see the connections of their learning to life situations.
- REFLECTION ON AND REFINEMENT OF PRACTICE
- The teacher participates in professional growth activities to expend her/his repertoire and uses new knowledge and skill to improve her/his teaching.
The teacher participates in a broad range of professional development activities, such as workshops and seminars, conferences, collegial discussion, peer observation, and professional reading. The teacher chooses appropriate professional growth activities, based on desired areas of skill and knowledge development. The teacher applies knowledge gained through these activities to her/his teaching.
- The teacher uses reasoned judgment to make instructional decisions based on theory and experience, asking for assistance when appropriate.
The teacher reflects on and analyzes his/her teaching to plan for future adjustments to instruction. The teacher recognizes his/her teaching strengths as well as areas for growth. The teacher engages others in discussions about improvement of teaching, asking for assistance, and responding thoughtfully to suggestions for improvement. The teacher actively seeks additional resources to improve his/her teaching.
- PARTICIPATION IN LEARNING COMMUNITIES
- The teacher participates in collaborative efforts to improve the school.
The teacher is an active contributor to school/ department/community committees related to school improvement. The teacher demonstrates thoughtful consideration of learning goals and objectives established by state frameworks and District standards. The teacher shares his/her enthusiasm for the pursuit of teaching excellence. The teacher supports the inclusion of parents in the school planning process.
- The teacher demonstrates the interpersonal skills needed to work on a team with colleagues, and community members.
The teacher shows an interest in and is considerate of the needs and feelings of others. The teacher communicates effectively with parents, colleagues, and community members, respecting the opinions of others even when disagreeing. The teacher seeks out staff members providing special services to students and works cooperatively with such staff members to provide an appropriate program for special needs students. The teacher seeks to understand the character and expectations of the community and meets District expectations related to home-school interaction and student outcomes. The teacher is willing and eager to work with others in the interest of individual students or the whole school.
Revised May 29, 2002 |
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