• PD1: Long-Range Planning
• PD2: Short-Range Planning of Instruction
• PD3: Short-Range Planning, Development, and Use of Assessments
• PD4: Establishing and Maintaining High Expectations for Learners
• PD5: Using Instructional Strategies to Facilitate Learning
• PD6: Providing Content for Learners
• PD7: Monitoring and Enhancing Learning
• PD8: Maintaining an Environment That Promotes Learning
• PD9: Managing the Classroom
• PD10: Fulfilling Professional Responsibilities Beyond the Classroom

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Introduction

Articulated standards or expectations for competent practice are the defining attributes of any profession. They provide a blueprint for designing appropriate professional preparation programs, focusing assistance for novice members of the profession, designing assessments which may be used to make decisions about continued practice of the profession, and designing strategies for promoting continued professional growth and development. Research suggests that teaching is becoming an increasingly demanding profession and that successful practice requires mastery of complex bodies of knowledge and skill. Furthermore, research suggests that there is no one recipe for effective teaching, and that attempts to define and assess teaching in terms of a set of discrete behaviors and skills vastly over-simplifies teachers' responsibilities. Rather, effective teaching requires a large repertoire of knowledge and skill that can be drawn upon, as needed, to handle ever-changing contexts (e.g., different types of students and subject-matter).

The ADEPT System Performance Dimensions (PDs) provide the foundation and continuity for all of the stages of teacher development and employment covered by the ADEPT System. They articulate upgraded expectations for what all South Carolina teachers should know and be able to do and reflect fundamental principles of competent professional teaching. The PDs were developed based on several sources of information. They build on earlier efforts that developed the skills and behaviors assessed by the APT and the State Board of Education Content Criteria for Evaluating Annual and Continuing Contract Teachers, as well as more recent efforts including South Carolina's Curriculum Frameworks, the Model Standards for Beginning Teacher Licensing and Development, which were developed by the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Board of Professional Teaching Standards (NBPTS).

Each ADEPT System PD contains a Dimension Description, which describes the broad range of interrelated knowledge and skills covered by the dimension, and a Competent Performance Description, which describes the level of job performance competent professional teachers should demonstrate on a typical basis. Performance in each dimension is interpreted holistically and in context.

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Dimension Description:

This dimension covers responsibilities related to developing and maintaining appropriate Long-Range Plans (LRP) for the school year. An initial LRP is defined as an overall strategy for facilitating student achievement of long-range learning and developmental goals, as well as a general organizational framework for progressing through the school year in an efficient and logical manner. Initial long-range planning is an important first step toward addressing the needs of students and is, therefore, required for all areas of teaching (i.e. subject areas or classes). Initial LRPs are not considered rigid or finalized and may be revised during the year to accommodate rates of learning and development, changing conditions, and unforeseen events. The types of LRPs developed by teachers may vary due to a number of factors, including differences in subject areas or courses being planned (e.g., auto-mechanics, art, and calculus), as well as the ability and developmental levels of students. Long-range planning, which may be completed independently or collaboratively, involves using in-depth knowledge and understanding of students, subject matter, curriculum, learning theory, principles of effective instruction and assessment, and classroom management and organization. The key elements of this dimension include the ability and disposition of teachers to:

• determine the ability and developmental levels, backgrounds, needs, and interests of students;
• formulate or identify appropriate long-range learning and developmental goals for students;
• identify and sequence appropriate instructional units to facilitate accomplishing the long range goals;
• develop an appropriate timeline for completing instructional units;
• order or obtain special instructional materials or resources;
• develop an overall process for evaluating student progress and achievement;
• design a process for maintaining records of student progress and achievement;
• plan rules and procedures for managing student behavior;
• plan procedures for essential non-instructional routines;
• plan procedures for routinely communicating with parents; and
• periodically evaluate and adjust long-range plans, as necessary.

Competent Performance Description:

At the beginning of the school year, competent professional teachers develop an initial Long-Range Plan (LRP) for progressing through the school year in an efficient and logical manner. The LRP provides an appropriate overall strategy for addressing the needs of all students and for facilitating their achievement of long-range learning and developmental goals.

Competent professional teachers begin their long-range planning by gaining a thorough understanding of students' ability and developmental levels, social and cultural backgrounds, needs, and interests. As appropriate, this is accomplished by considering information collected from a variety of sources, such as student records (e.g., historical files, standardized test scores, IEPs, and portfolios), other teachers and educators (e.g., counselors and administrators), parents/guardians, and the students themselves

LRPs include appropriate long-range learning and developmental goals for students to accomplish by the end of the school year. The goals are appropriate for the ability and developmental levels of students and challenge all students to achieve at appropriately high levels. The goals are consistent with relevant federal, state, and local curriculum requirements (e.g., IEPs, curriculum frameworks, and curriculum guides) and reflect an understanding of and a sensitivity to students' backgrounds, needs, and interests.

As appropriate for the long-range goals, competent professional teachers identify and logically sequence the major instructional units to be covered during the school year. The units are consistent with local, state, and federal curriculum requirements. They provide for appropriate coverage of the key themes, concepts, and skills of the subject area(s) to be learned and are designed to expose students to a variety of intellectual, social, and cultural perspectives. The sequence of units includes a general timeline that allocates sufficient time for completing each instructional unit.

Based on the nature of the instructional units planned, competent professional teachers obtain key instructional materials, resources, and technologies needed to facilitate learning throughout the year (e.g., manipulatives, lab supplies, and software). In addition, teachers have plans for ordering or requesting other supplies needed for special instructional events or units (e.g., maps, displays, and video-tapes).

Competent professional teachers plan an overall process for assessing, evaluating, and recording student progress toward and achievement of the long-range learning and development goals. The process includes identifying the major assessment strategies to be used (e.g., observations of students, exams, research papers, performance projects, and portfolios). The strategies are appropriate for the nature of the overall learning and developmental goals, the content and skills to be covered, and students' ability and developmental levels. The process includes criteria for evaluating student progress and achievement based on assessment results. The criteria are appropriate for the types of assessments, the students, and are consistent with school and district policies. The process also includes procedures for maintaining well-organized and easily-interpreted records of student progress and achievement throughout the year.

Competent professional teachers develop a plan for managing student behavior and classroom operations during the year. Rules for student behavior and consequences for violating rules are age-appropriate, stated in positive terms when possible, and focus on behaviors rather than on students. Rules and consequences are also consistent with local and state policies. Teachers also develop rules and procedures for non-instructional routines that are essential for orderly classroom operations (e.g., taking roll, collecting student work, preparing learning centers or labs, and retrieving instructional materials or resources). Rules and procedures for non-instructional routines are age-appropriate and promote both efficiency and minimal loss of time for learning.

Competent professional teachers plan appropriate procedures for communicating with parents/guardians during the year. As appropriate, the plan includes procedures for providing parents/guardians with initial information about goals and expectations for student learning, overall plans for instruction and assessment, rules for student behavior, and suggestions for supporting learning at home. The plan also includes procedures for providing parents/guardians with periodic information about instructional units, assessments, assessment results, and evaluations of student progress and achievement.

Competent professional teachers are reflective practitioners who regularly evaluate the effects of their plans and decisions. As needed by students, teachers make periodic adjustments in their LRPs, such as changing the sequence of instructional units to relate learning to unforeseen events (e.g., news events, political changes, and weather phenomena) and extending or decreasing the length of units to accommodate varied rates of learning.

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Dimension Description:

This dimension covers responsibilities related to periodic short-range planning of instructional units specified in the LRP. An instructional unit is defined as a set of integrated lessons designed to accomplish specific learning and developmental objectives related to a curricular theme, area of knowledge, or skill. The lengths of instructional units (i.e., number of days or lessons) may vary considerably depending on factors such as the number of objectives to be accomplished, the complexity of the themes, content, or skills to be covered, and the ability and developmental levels of students. Short-range planning of instruction may be conducted independently or collaboratively. The key elements of the dimension include the ability and disposition of teachers to:>

• plan instructional units that build on students' learning and development from previous units and that connect to knowledge and skills to be covered in future units;
• plan unit objectives that are appropriate for the ability and developmental levels of students and that set appropriately high expectations for all students;
• select levels and sources of content which are appropriate for the ability and developmental levels of students, and which will expose students to a variety of intellectual, social, and cultural perspectives;
• select, adapt or develop materials, resources, and technologies which will present content in a variety of formats;
• plan a variety of appropriate
and logically sequenced instructional strategies which will provide sufficient opportunities for initial learning, application and practice, and review;
• plan instructional strategies which are matched to the learning styles of students and that accommodate for differences in rates of learning and development;
• plan instructional strategies which will actively engage students in instruction and learning, as well as promote varied levels of thinking and problem-solving skills;
• plan instructional strategies that will promote independent and collaborative learning; and
• revise and adjust plans, as needed by students.

Competent Performance Description:

As needed during the school year, competent professional teachers conduct short-range planning of instructional units scheduled in their LRPs. A significant part of the short-range planning process focuses on designing a series of integrated lessons or days of instruction to facilitate students' accomplishment of specific short-range learning and developmental objectives. As appropriate, the planning process involves a combination of independent and collaborative efforts to formulate unit objectives, to select content, to plan instructional strategies, and to develop and/or select instructional materials and resources. The units are designed to build on students' learning and development from previous instructional units and concurrent classes, as well as to connect to knowledge and skills to be learned in future units.

Competent professional teachers begin their short-range planning of instructional units by formulating specific objectives for student learning and development. The objectives define what students should know and be able to do upon successfully completing the unit. As appropriate, the objectives are formulated based on a number of factors, including the long-range goals specified in LRPs, assessment results from previous instructional units, the needs and interests of students, IEPs, and curriculum guidelines (e.g., State Curriculum Frameworks and local curriculum guides). The objectives establish appropriately high expectations for the ability and developmental levels of all students.

Based on the unit objectives, competent professional teachers select content to be provided for students during the unit. The content is appropriate for the objectives and for the ability and developmental levels of all students. The content is drawn from multiple sources that are accurate, current, and selected to expose students to a variety of intellectual, social, and cultural perspectives. To the extent possible, content is also selected for relevance to "real life" situations students may encounter in the future. As appropriate, competent professional teachers plan to provide content in multiple formats that will enable students to interact with information in a variety of ways (e.g., see, hear, and manipulate). To accomplish this, teachers select, adapt, or develop varied combinations of appropriate written materials (e.g., texts, periodicals, and handouts), resources (e.g., manipulatives and displays), and technologies (e.g., audio/visual aids and computers). Whenever commercially developed materials or resources are to be used, teachers review them for accuracy and appropriateness, as well as adapt or revise them as necessary. Materials and resources developed by teachers are clear, free of errors, and designed to be easily understood and/or used by students.

As appropriate for the unit objectives, the content to be covered, and the ability and developmental levels of students, competent professional teachers plan a variety of instructional strategies to facilitate learning. The strategies are logically sequenced and provide sufficient opportunities for initial learning, application, practice, and review. As appropriate, the sequence of strategies promotes varied levels of student thinking and problem-solving skills, as well as includes provisions for different rates of learning that ensure that all students will remain engaged in learning throughout the unit. Strategies are matched to the learning styles of students and provide an appropriate balance of opportunities for independent and collaborative learning. In addition, the strategies provide opportunities for the teacher and students to vary their roles in the instructional process (e.g., instructor, facilitator, coach, and audience).

Competent professional teachers are reflective practitioners who regularly evaluate the effects of their plans and decisions. As such, they evaluate the effectiveness of individual lessons (e.g., instructional strategies, materials, resources, and technologies) within instructional units to determine the extent to which students' needs are being met and what objectives are being achieved. As appropriate, evaluations are based on information from a variety of sources including assessment results, observations, feedback from students, and discussions with colleagues. As needed, adjustments are made during units to better serve the needs of students.

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Dimension Description:

This dimension covers responsibilities related to planning, developing, and using assessments during instructional units. Assessments are considered any tools, activities, assignments, or procedures used to evaluate students' progress toward and achievement of the learning and developmental objectives of an instructional unit. Examples of assessments include such things as observations of students, traditional paper-pencil tests and exercises, authentic performance tasks, projects, and portfolios. The frequency and types of assessments planned for instructional units may vary considerably depending on a number of factors including: the ability and developmental levels of students; the number and types of learning and developmental objectives of the unit; the themes, content, or skills covered during the unit; and the instructional strategies used during the unit. The key elements of the dimension include the ability and disposition of teachers to:

• plan and schedule a variety of appropriate assessments of students' progress and achievement as needed during instructional units;
• select, adapt, and/or develop assessments which are appropriate for the ability and developmental levels of students, appropriate for the objectives of instructional units, appropriate for the content or skills covered during instructional units, and consistent with the instructional strategies used during instructional units;
• determine appropriate criteria for evaluating students' progress and achievement based on assessment results;
• analyze assessment results to make judgments about students' progress and achievement
• analyze assessment results to determine the need for instructional feedback;
• analyze assessment results to evaluate the extent to which instruction met all students' needs; and
• maintain accurate records of student progress and achievement.

Competent Performance Description:

As needed during the school year, competent professional teachers conduct short-range planning of instructional units scheduled in their LRPs. A significant part of the short-range planning process focuses on developing and using a variety of informal and formal assessments of student progress and achievement. As appropriate, the planning process involves a combination of independent and collaborative efforts to plan and schedule assessments, select and/or develop assessment strategies and materials, formulate criteria for evaluating student performances, analyze assessment results, and maintain records of student progress and achievement.

Competent professional teachers develop a plan that reflects an understanding of the importance of integrating assessment strategies throughout the instructional process. The frequency of the scheduled assessments is appropriate for the complexity and length of the unit, as well as for the ability and developmental levels of students. Informal assessment strategies (e.g., observing and questioning students, individual and group performance tasks, quizzes, and homework assignments) are planned to routinely monitor students' understanding and progress. More formal assessment strategies (e.g., paper-pencil tests, projects, portfolios, and research papers) are planned to evaluate the extent to which students have achieved learning and developmental objectives at key points during instructional units.

Competent professional teachers select and/or develop assessment strategies based on generally accepted principles of measurement and evaluation. Assessment strategies and tasks are consistent with unit objectives, content, and instructional strategies, as well as appropriate for the ability and developmental levels of students. Competent teachers are not over-reliant on assessments provided in commercially produced materials such as textbooks and workbooks. However, when such sources are to be used, they are reviewed for appropriateness and revised, if needed. Teacher-made assessments are designed to be easily used by students and are free of errors or procedures that would affect the quality and appropriateness of the assessment results. All assessment strategies or tools include verbal and/or written directions that clearly define what students are expected to do. As appropriate, assessment strategies also include explicit criteria for evaluating students' performances. Criteria may include such things as scoring rubrics, vignettes, standards, answer keys, scales, and grading curves. Criteria are appropriately matched to types of assessments and allow for reliable and valid interpretations and judgments about students' progress and achievement.

Competent professional teachers analyze and interpret assessment results for a variety of appropriate purposes. Results of informal assessments are used to determine students' understanding of key concepts and skills, as well as progress toward accomplishing unit objectives. Based on these results, teachers plan instructional feedback, and they evaluate the extent to which the overall instructional plan is addressing the needs of all students. Results from formal assessments are analyzed to determine the extent to which students have accomplished the learning and developmental objectives of the unit. Competent professional teachers maintain accurate records of assessment results that provide a clear picture of student progress and achievement. Records are well-organized, current, and easily summarized.

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Dimension Description:

This dimension covers responsibilities related to establishing and maintaining appropriately high expectations for student learning and development throughout the school year. Expectations provide the focus for student learning and may be communicated and clarified in various forms and at various times, as needed by students. Expectations may be related to general overall performance and participation, specific learning and developmental objectives of instructional units, performance and participation in specific instructional activities and events, and completing instructional assignments and tasks. The key elements of the dimension include the ability and disposition of teachers to:

• establish at the beginning of the year, appropriately high expectations for the overall performance and participation of students;
• use strategies to create in students a sense of responsibility for their own performance and participation;
• maintain and reinforce the overall expectations for student performance and participation throughout the school year;
• establish specific and appropriate objectives for student learning and development at the beginning of instructional units;
• clarify unit objectives in such ways that students receive clear explanations of what they are expected to learn and be able to do;
• ensure that the expectations are appropriate for the ability and developmental levels of students and that they challenge all students to achieve at appropriately high levels;
• clarify unit objectives in such ways that students understand the relevance of the objectives to previous and/or future objectives for learning;
• clarify unit objectives in such ways that students understand the importance of achieving the unit objectives;
• reclarify objectives for learning and development during instructional units as needed by students;
• establish appropriate expectations related to participating in instructional activities and events during lessons; and
• establish appropriate expectations for completing instructional assignments and tasks in and out of the classroom.

Competent Performance Description:

Throughout the school year, competent professional teachers take steps to establish and maintain appropriately high expectations for learners. The expectations are related to achieving long-range learning and developmental goals, achieving specific learning and developmental objectives of instructional units, participating in instructional activities, and completing instructional assignments.

At the beginning of the school year, competent professional teachers set the tone for an engaging and productive experience for all students. As appropriate, long-range learning and developmental goals are clarified so students have a clear understanding of what they will be expected to learn and be able to do by the end of the school year. The goals are appropriately challenging for the ability and developmental levels of all students. Teachers also ensure that students understand that accomplishing the goals will require a collaborative effort, with the teacher, as well as the students themselves, having important roles and responsibilities in the learning process. These expectations, roles, and responsibilities are maintained consistently during the year through appropriate modeling, actions, and statements.

As appropriate during instructional units, competent professional teachers establish clear and appropriate expectations for student achievement by presenting and clarifying specific learning and developmental objectives. Because instructional units may vary in length and in the number of objectives covered, objectives may be presented or clarified at various times, as necessary for the students. For example, objectives may be presented at the beginning of a long-term project, during the first lesson of a series related to common objectives or subject matter, or during lessons on a daily basis. As appropriate for the nature of the objectives, as well as for the ability and developmental levels of the students, competent professional teachers establish objectives in a variety of oral and/or written forms. For example, teachers may present objectives orally, have students present them orally, or present them orally and in writing. Whenever objectives are presented or clarified, the content and/or skills to be covered and what students are expected to learn and to be able to do are clear. Teachers also ensure that students understand why it is important to accomplish the objectives and, as appropriate, how the objectives relate to previous and/or future learning. The expectations are appropriately high for the ability and developmental levels of all students. Competent professional teachers maintain students' focus on learning and development by reviewing objectives as needed.

As needed during instructional units, competent professional teachers establish appropriate expectations for how students are to participate in instructional activities and complete instructional assignments. The expectations clearly communicate how activities and assignments are relevant to accomplishing specific learning and developmental objectives, as well as what students are to do.

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Dimension Description:

This dimension covers responsibilities related to orchestrating instructional strategies during lessons and units to facilitate learning. Instructional strategies are considered any methods, techniques, activities, or assignments used by teachers to help students to acquire knowledge or skills and to achieve the learning and developmental objectives of instructional units. The key elements of the dimension include the ability and disposition of teachers to:

• use varied instructional strategies in a logical sequence;
• use varied instructional strategies that are appropriate for the learning and developmental objectives of instructional units;
• use varied instructional strategies that are appropriate for the content and skills being learned by students;
• use varied instructional strategies the are appropriate for the ability and developmental levels of students;
• use varied instructional strategies that accommodate for different rates of learning;
• use varied instructional strategies that are appropriate for the learning styles of students;
• use varied instructional strategies that are appropriate for students' stage of learning (i.e., initial, application, practice, and review);
• use varied instructional strategies that actively engage students in instruction and learning;
• use instructional strategies that promote varied levels of thinking and problem-solving skills; and
• use varied instructional strategies that promote independent and collaborative learning.

Competent Performance Description:

During lessons throughout the school year, competent professional teachers draw from a substantial repertoire of instructional strategies (e.g., methods, techniques, activities, and assignments) to facilitate student learning and development. As appropriate, instructional strategies are varied within lessons and instructional units to accommodate different types of learning and developmental objectives. Strategies are orchestrated in logical sequences that provide all students with appropriate and sufficient opportunities for initial learning, application, practice, and review.

Competent professional teachers have a thorough understanding of the backgrounds, needs, and interests of their students, as well as the many factors that influence how they learn. Accordingly, teachers use instructional strategies that are appropriately matched to students' ability and developmental levels and that build on students' interests and prior learning. In addition, strategies are appropriately varied to accommodate for students with special needs, as well as different styles and rates of learning. The strategies maximize the likelihood that all students will remain actively engaged in learning and achieve appropriate levels of success.

Competent professional teachers also have a thorough understanding of the subject matter they teach and the instructional strategies that are most effective in assisting students to accomplish relevant learning and developmental objectives. Accordingly, they effectively use strategies that engage students in a wide range of meaningful activities and assignments designed to help them acquire the knowledge and skills necessary to accomplish unit objectives. As appropriate, the activities and assignments provide students with opportunities to express their ideas, knowledge, and skills in a variety of ways (e.g., orally, in writing, and through performances and products). Also as appropriate, activities and assignments promote the development of students' critical thinking and problem-solving skills.

Competent professional teachers effectively use strategies that vary their roles, as well as those of the students, in the learning process (e.g., instructors, facilitators, coaches, and observers). These strategies encourage varied types of positive and productive interactions among teachers and students, as well as provide an appropriate balance of opportunities for both independent and collaborative learning. Strategies involving independent activities and assignments promote in students a sense of responsibility for their own work and progress. Other strategies requiring collaborative activities and assignments promote team work, cooperation, and an understanding of the importance of working with others to achieve success.

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Dimension Description:

This dimension relates to the appropriateness of content provided during lessons and the manner in which it is presented to students. Teachers are responsible for all subject matter presented to students during instructional units; however, information may be drawn from or delivered by a number of sources including the teacher or other educators, students, and various instructional materials, resources, and technologies (e.g., texts, displays, videotapes, and computer software). The key elements of the dimension include the ability and disposition of teachers to:

• provide content that is appropriate for the objectives of the instructional unit;
• provide content that is appropriate for the ability and developmental levels of students;
• provide content that is current and accurate;
• provide content in a logical sequence;
• provide content at an appropriate pace for all students;
• provide content from multiple sources that reflects varied intellectual, social, and cultural perspectives;
• provide content in varied formats;
• include in presentations of content sufficient and appropriate explanations, examples, and demonstrations; and
• place appropriate emphasis on the key elements of subject matter, as needed by students.

Competent Performance Description:

Competent professional teachers have a thorough command of the subject matter they teach and, during lessons throughout the school year, ensure that students are provided with content that is current, accurate, and free of errors that would impede learning. Content is appropriate for the learning and developmental objectives of instructional units, as well as for the ability and developmental levels of students.

Competent professional teachers are not over-reliant on standard textbooks and workbooks; they provide students with additional information using a variety of other commercial or teacher-made materials and resources. All supplementary written materials are clear and free of errors. Additional resources, such as manipulatives, special supplies, and other instructional products, are safe and designed to be easily used by students. Competent professional teachers also effectively use a variety of media/communication resources such as overhead projectors, audio-tapes, videotapes, and computers, as appropriate and available, to provide content in multiple formats that enable students to interact with information in numerous ways (e.g., read, observe, hear, and manipulate). Competent professional teachers provide content from multiple sources and in varied formats that expose students to a variety of intellectual, social, and cultural perspectives. As appropriate, content is provided through explanations and demonstrations by teachers and students, written materials, manipulatives, visual and auditory aids, and computers.

As needed by students, competent professional teachers provide effective explanations and demonstrations of key concepts, relationships, and skills to assist students in accomplishing the learning and developmental objectives of instructional units. Explanations and demonstrations are clear, logical, and appropriately paced for the complexity of the material, as well as for the ability and developmental levels of students. Explanations include numerous examples drawn from a variety of sources designed to establish the relevance of concepts and relationships to students' personal lives, local communities, and events in the world at large. During explanations, competent professional teachers promote critical and reflective thinking by presenting information from varying majority and minority viewpoints. Teachers encourage discussion and discourse by soliciting ideas and opinions from students through effective questioning and probing. As needed by students, competent professional teachers provide effective demonstrations of skills or procedures being learned by students. Steps in procedures or tasks are broken down in sequence and explained through varied and relevant applications. Competent professional teachers also ensure that, at appropriate times, emphasis is placed on the key elements of content or skills being learned. As appropriate, key elements are emphasized in a variety of ways, including stating or displaying them throughout presentations, eliciting them from students during discussions, and identifying them during reviews.

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Dimension Description:

This dimension covers responsibilities related to monitoring and enhancing student learning and development during instructional units. Monitoring is defined as any methods teachers may use to collect information about students' understanding of instruction and content, as well as information about students' progress toward and achievement of specific learning and developmental objectives. Enhancing learning is defined as actions taken by teachers based on information collected from monitoring students to correct misunderstandings, reinforce learning, or to extend learning. The key elements of the dimension include the ability and disposition of teachers to:

• monitor learning and development through observations of students' general performance and reactions during lessons;
• monitor learning and development through appropriate questioning techniques;
• monitor learning and development through observations of students' specific performances during activities (e.g., speeches, recitals, performance tasks, and collaborative tasks);
• monitor learning and development by reviewing work completed by students (e.g., homework, projects, and portfolios);
• use information from monitoring students to adjust the types and sequences of instructional strategies, as needed;
• use information from monitoring students to adjust the pace of lessons, as needed;
• use information from monitoring students to provide sufficient and informative instructional feedback to enhance learning and development;
• provide appropriate and sufficient reviews and summaries of content and skills; and
• extend students' learning and development through appropriate enrichment activities.

Competent Performance Description:

Competent professional teachers have a thorough understanding of the important relationship between instruction and assessment. During lessons throughout the school year, they use a variety of informal assessment strategies to monitor students' understanding of instruction, to monitor students' progress toward accomplishing learning and developmental objectives, and to determine the extent to which the needs of all students are being addressed. The assessment strategies require students to communicate in a variety of oral, written, and kinesthetic forms.

Competent professional teachers maintain a constant awareness of students' understanding and progress through observation and listening. During explanations, demonstrations, and other presentations of content, teachers observe students' reactions to information, as well as listen to students' comments to recognize non-verbal and verbal cues that suggest students are experiencing confusion or difficulty. Teachers also observe and listen to students during instructional activities or assignments that require collaborative interactions or performances of tasks.

Competent professional teachers use appropriate questioning techniques to solicit information from students during presentations of content and during instructional activities and assignments. Questions are addressed to a representative cross-section of students. Questions vary in difficulty and level of thinking required to respond, as appropriate for the students' stage of learning, for their ability and developmental levels, and for the nature of the content, activities, and assignments. Students are provided with an appropriate amount of time to respond and, as needed, teachers use appropriate probing techniques such as rephrasing or giving clues to elicit responses.

As appropriate, competent professional teachers use a variety of informal performance assessment strategies to monitor students' understanding and progress. These include non-written independent and collaborative activities or assignments such as role-playing, recitations, musical or athletic performances, using manipulatives, and producing products. They also include periodic written assignments such as essays, paper-pencil quizzes, journals, and note-taking.

As appropriate, competent professional teachers use strategies that develop in students the ability to assess and evaluate their own progress. Students are encouraged to identify their strengths, as well as areas in which they need improvement. In addition, and as appropriate, teachers develop in students the ability to evaluate other students' opinions and ideas, to offer constructive critiques of other students' work, and to positively receive peer critiques of their own opinions, ideas, and work.

Competent professional teachers use information from informal assessments to enhance student learning and development. As needed by students during presentations of content, teachers provide additional explanations and demonstrations of key concepts, relationships, and skills. New examples, along with additional relevant applications of procedures, are designed to correct misunderstandings or reinforce learning. During instructional activities or soon after evaluating assignments completed by students, competent professional teachers provide informative feedback to correct misunderstandings or errors and to enhance or reinforce learning. Students who are behind in progress are provided with special assistance that is effective in accelerating their learning and development.

Competent professional teachers adjust the pace of lessons to accommodate the needs of students. When students are easily acquiring knowledge and skills, teachers quicken the pace to maintain students' attention and active involvement. When students are experiencing difficulty with concepts and skills, teachers slow the pace to provide more time for information processing and learning. Competent professional teachers also use information from informal assessments to adjust or provide alternative instructional activities and assignments, as needed by students.

At appropriate times, and as needed by students, competent professional teachers provide informative reviews of knowledge and skills learned by students. The reviews actively involve students in recapping the key elements of content or steps in procedures prior to moving to other learning and developmental objectives or instructional units.

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Dimension Description:

This dimension covers responsibilities related to creating and maintaining a student-centered environment that promotes and sustains learning and development. The dimension covers only those environmental factors that one would reasonably expect teachers to control. The key elements of the dimension include the ability and disposition of teachers to:

• create and maintain a physical environment that is engaging and interesting to students;
• create and maintain an environment that provides an inviting place to learn;
• maintain a room arrangement that allows all students to see, hear, and participate in instructional events;
• promote cooperation, teamwork, and respect among students;
• convey appropriately high expectations for the general participation and performance of students;
• convey confidence in their knowledge of the content and skills being learned by students;
• convey confidence in their ability to teach and to assist students in accomplishing learning and development objectives;
• create in students a sense of responsibility for teaching themselves and their peers;
• convey respect for the feelings, ideas, and contributions of students;
• convey an understanding of and a sensitivity to the social and cultural backgrounds of students;
• maximize positive and productive interactions with students; and
• provide or promote appropriate rewards and incentives for learning and development.

Competent Performance Description:

Competent professional teachers understand the important role that a quality physical and psychological environment plays in facilitating student learning and development. During lessons throughout the school year, competent professional teachers strive to establish and maintain a safe and positive environment that encourages and motivates all students to achieve high levels of success.

To the extent possible, competent professional teachers create and maintain a physical environment that provides an inviting and stimulating place to learn. Classrooms contain displays of educational materials (e.g., bulletin boards, posters, and examples of student work) that are of interest to students and relevant to the subject matter and skills being learned. Available instructional materials and resources (e.g., periodicals, reference books, maps, computers, manipulatives, art supplies, and athletic equipment) are maintained in good working condition. Potentially hazardous materials such as lab chemicals are stored properly for safety. Classrooms are not cluttered to an extent that would impede learning, and desks are arranged so that all students can see, hear, and participate in instructional events.

Competent professional teachers convey confidence in their ability to teach their subject matter and are comfortable trying new or alternative instructional strategies, as well as allowing student input and suggestions to guide instructional events. They also convey confidence in their ability to work with heterogeneous groups of students. They are comfortable in providing assistance for students with special needs, as well as patient and poised in teaching students with varying ability and developmental levels.

Competent professional teachers convey an enthusiasm for teaching. Their positive interactions with students, comments, and mannerisms (e.g., facial expressions, body language, animated behavior, and pleasure in seeing students succeed), show a genuine love for working with young people. Students are encouraged to be creative, as well as to be unafraid to explore and experiment with new ideas and skills.

Competent professional teachers show an awareness of and sensitivity to individual differences among students, as well as their social and cultural backgrounds. All students are equally encouraged to participate, learn and develop, and to achieve high levels of success. Competent professional teachers create and maintain an environment in which cooperation and teamwork is valued and students learn to respect and appreciate differences among individuals. The beliefs, ideas, opinions, and other contributions of all students are given thoughtful consideration.

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Dimension Description

This dimension covers responsibilities related to managing student behavior, non-instructional routines, transitions between instructional events, and instructional materials and resources. Non-instructional routines are procedures for handling important functions that facilitate efficiency in the classroom (e.g., taking roll and collecting homework). Transitions between instructional events are periods of time during which teachers and students leave one activity and prepare for another (e.g., moving from whole group instruction to learning centers or cooperative groups). The key elements of the dimension include the ability and disposition of teachers to:

• establish clear and appropriate rules for student behavior;
• maintain and enforce rules for student behavior in a fair and consistent manner;
• use appropriate preventive discipline techniques;
• create in students a sense of responsibility for their own behavior;
• establish appropriate and effective routines for completing essential non-instructional tasks;
• manage transitions between instructional events in a manner that maintains a smooth flow of activity during lessons and minimizes loss of instructional time; and
• effectively manage instructional materials, resources and technologies;

Competent Performance Description:

Competent professional teachers understand that an important key to successful teaching is effectively managing student behavior and classroom events. At the beginning of the school year, competent professional teachers establish a clear set of rules for classroom operations and student behavior. Rules and procedures for completing non-instructional routines necessary for efficient classroom operations are explained and clarified for students. As needed, routines are rehearsed or practiced to ensure complete understanding. Such routines may include procedures for calling roll, collecting or turning in assignments, obtaining instructional materials from storage areas, and keeping work stations or lab areas in order. Rules for appropriate classroom behavior and consequences for inappropriate behavior are presented, clarified, and if possible, posted in clear view. Rules are appropriate for the age level of the students and are consistent with school and district policies.

Throughout the school year, competent professional teachers maintain a sense of order in the classroom and minimize loss of instructional time. Transitions between lesson segments are smooth and efficient. Instructional materials and resources are organized, available, and easily accessible when needed. Non-instructional routines are completed or supervised in a timely manner and, in general, the classroom is characterized by a smooth flow of activity and instruction.

Competent professional teachers keep behavioral disruptions to a minimum by maintaining a constant awareness of classroom events and by using preventive discipline techniques (e.g., eye contact, facial expressions, and proximity). When necessary, class rules and consequences are enforced so disruptions are not allowed to increase in severity or significantly interfere with the instructional process. Rules and consequences are used in a fair and consistent manner. Disciplinary actions focus on the inappropriate behaviors and not on the students themselves, and consequences for violating rules are consistent with the severity of infractions.

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Dimension Description:

This dimension covers teachers' responsibilities beyond their individual classrooms. While teachers' primary responsibilities are related to addressing the needs of their students, as members of the teaching profession, teachers also have responsibilities to broader education organizations (e.g., schools and districts) which must serve the needs of all learners in the community. The key elements of the dimension include the ability and disposition of teachers to:

• actively participate in collegial activities designed to make the entire school a productive learning environment (e.g., department and faculty meetings);
• work with teams or committees of educators and other citizens to achieve organizational goals;
• participate in organizations that promote the well-being of students (e.g., PTA and School Improvement Councils);
• collaborate with other teachers to plan and provide appropriate learning experiences for students;
• establish cooperative and productive relationships with other student-oriented professionals in the school or district (e.g., librarians, media-specialists, counselors, social workers, and nurses);
• support extracurricular activities that contribute to the overall learning and development of students (e.g., clubs, student councils, athletics, and cultural/artistic events);
• establish respectful and productive relationships with parents and/or guardians of students;
• establish productive relationships with agencies, businesses, and community groups that promote the well-being of students; and
• actively seek out and participate in activities which will promote their continued growth as professionals.

Competent Performance Description:

Beyond their individual classrooms, teachers practice their profession within the contexts of schools, school districts, and entire communities. All of these organizations have goals, objectives, and concerns for the education and well-being of young people. Accordingly, competent professional teachers serve as advocates for students beyond the classroom and remain actively involved in and supportive of these broader missions.

Within the contexts of their schools and districts, competent professional teachers work with peers to coordinate planning, instruction, and assessment. They are open to and appreciative of advice from colleagues, as well as willing to provide suggestions and assistance to others when requested. They establish positive and productive relationships with other student-oriented professionals (e.g., counselors, librarians, curriculum specialists, and nurses) and seek their advice and assistance in attempting to address the needs of students. Competent professional teachers also participate in collegial activities for the purpose of making the entire school a positive and productive learning environment for students. They regularly attend and contribute to departmental meetings, faculty meetings, and strategic planning sessions. They also actively support the efforts of organizations such as the parent/teacher groups and school improvement councils. In addition, to the extent possible, competent professional teachers actively support extra-curricular activities that contribute to the overall learning and development of students (e.g., academic clubs, student council, athletics, and cultural/artistic events). Competent professional teachers are also aware that they work within organizations that have standard rules and procedures for completing various administrative tasks. They abide by these rules and complete any required tasks in a timely and effective manner.

Within the context of their communities, competent professional teachers establish positive and productive relationships with the parents or guardians of their students. As needed, they communicate with parents and guardians about students' progress and offer advice for supporting students' learning and development at home. They also listen to, and to the extent possible, address parents' and guardians' concerns. Competent professional teachers serve as advocates for students in relationships with other agencies, businesses, and community groups that support and promote the well-being of young people.

Competent professional teachers value opportunities for professional growth and strive to learn new ways to improve their effectiveness in serving the educational needs of young people. They regularly participate in and contribute to staff development activities offered by their schools and districts.

02/04/2012