3. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Teacher candidate identifies a variety of learning approaches for pupils with diverse needs.
Teacher candidate designs, selects and implements instructional strategies to accommodate specific pupil needs.
Teacher candidate believes all pupils can learn.
4. The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children's development of critical thinking, problem solving, and performance skills.
Teacher candidate defines and applies elements in critical thinking, problem solving, and performance.
Teacher candidate identifies various instructional strategies appropriate to his/her discipline and instructional context.
Teacher candidate selects appropriate instructional strategies to meet curricular goals and pupils' needs.
Teacher candidate appropriately utilizes technology in his/her instruction.
Teacher candidate effectively incorporates a variety of learning strategies to support performance skills, problem solving and critical thinking.
Teacher candidate values a wide range of strategies for meeting instructional goals and needs of pupils.
Teacher appreciates the importance of using a variety of classroom techniques to encourage pupils to think critically and deeply.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Teacher candidate describes the influence of the learning environment to pupil achievement.
Teacher candidate identifies developmental influences and differences among pupils.
Teacher candidate identifies techniques and pedagogical practices to accommodate learner differences.
Teacher candidate describes the principles of effective group structure and dynamics.
Teacher candidate creates a learning environment that supports social interaction, active engagement, and pupil achievement.
Teacher candidate creates materials to accommodate diverse learning needs.
Teacher candidate demonstrates effective group facilitation.
Teacher candidate varies tempo and pacing of instruction.
Teacher candidate values teaching as a craft.
Teacher candidate appreciates change, modifications and adaptations.
6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration and supportive interaction in the classroom.
Teacher candidate identifies instructional media to foster an interactive classroom.
Teacher candidate describes strategies that create a supportive environment.
Teacher candidate demonstrates ability to foster a respectful, safe, supportive instructional environment.
Teacher candidate creates classroom activities that support discussions, open-ended questions, collaboration, communication and active inquiry.
Teacher candidate uses a variety of instructional techniques, media and technology to foster and support discovery/authentic learning.
Teacher candidate values the importance and role of collaborative and interactive learning.
Teacher values the importance of verbal and non-verbal communication in establishing an interactive classroom.
Teacher candidate realizes that, as a teacher, listening is often more important than speaking.
7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.
Teacher candidate identifies the Wisconsin Model Academic Standards.
Teacher candidate integrates trends and research that impact curriculum reform into instructional design.
Teacher candidate writes lessons that align with the Wisconsin Model Academic Standards.
Teacher candidate designs instruction consistent with the nature of the specific discipline.
Teacher candidate values the importance of building school and community collaborations.
Teacher candidate appreciates student interests and parental and community values and concerns.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Teacher candidate identifies a variety of formal and informal assessment strategies.
Teacher candidate describes and explains how assessment is effectively used to monitor pupil progress and instruction.
Teacher candidate creates and uses both formal and informal assessments.
Teacher candidate creates assessment criteria for evaluating knowledge and performance.
Teacher candidate interprets data for use in decision-making about instruction and pupil learning.
Teacher candidate creates, utilizes, explains and modifies assessment measures such as: checklists, rubrics, performance tasks, problem solving exercises and simulations.
Teacher candidate appreciates the need for continuous, on-going assessment to modify instruction to meet pupil needs.
9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
Teacher candidate explains the impact of his/her choices, beliefs and actions on pupils.
Teacher candidate identifies resources for professional development in the school, community and beyond.
Teacher candidate critically evaluates lessons and make necessary adjustments.
Teacher candidate critiques and modifies teaching based on reflections.
Teacher candidate identifies personal and professional strengths and builds on them.
Teacher candidate appreciates the importance of reflection to improve the teaching and instructional environment.
Teacher candidate values professional growth and development.
Teacher candidate values and seeks advice and direction of others.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Teacher candidate describes the importance of the community's political structure or climate.
Teacher candidate identifies the impact of home and community on pupil learning and performance.
Teacher candidate identifies relevant community resources, agencies and issues.
Teacher candidate examines the relationship between community characteristics and the functioning of the school.
Teacher candidate develops positive relationships with students, parents, colleagues and community members.
Teacher candidate views the school within its larger community context.
Teacher candidate understands the importance of building effective relationships within the community.
Teacher candidate honors his/her position as a role model.
Teacher candidate values behaving with integrity, fairness and in an ethical manner.
Teacher candidate values and seeks positive relationships with the community.