STANDARD THREE Sample Clauses

STANDARD THREE. Understanding and Organizing Subject Matter for Student Learning Teacher exhibits limited working knowledge of subject matter and student development. Other components of this standard are not evidenced. Teacher uses some subject matter knowledge and student development knowledge to organize curriculum to facilitate students’ understanding of the basic central themes, concepts, and skills. Teacher uses a good understanding of subject matter and student development to interrelate ideas and information within and across subject areas to extend student’s understanding. Teacher uses a strong knowledge of subject matter, student development, instructional resources, and teaching strategies to make subject matter accessible to all students and to help students understand the central themes, concepts, and skills within the subject area and across subject areas. STANDARD FOUR: Planning Instruction and Designing Learning Experiences for All Students Teacher rarely sequences curriculum and designs long and short term plans. Other components of this standard are not evidenced. Teacher generally plans instruction without drawing upon students’ backgrounds. Occasionally establishes class goals with regard for student experience, language development, and home and school expectations. Teacher’s plans incorporate related subject matter knowledge, reflect grade-level curriculum expectations, and effectively use a variety of instructional strategies to promote learning goals and connect with student experiences and interests. Teacher routinely assesses student progress and modifies instructional plans to adjust for student needs. Teacher creates long and short term plans and helps students take ownership of challenging goals that are enriched by student background and experiences, guided by state and local standards and grade level expectations. Teacher modifies and adjusts plans and goals according to student achievement, as measured by ongoing assessment and student interests.