Teachers cultivate student ownership in developing classroom culture and norms. Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. Employs various instructional techniques (e.g., discussion, inquiry, problem solving) and varies teacher and student roles in the instructional process and provides instruction that promotes intellectual involvement and active student engagement and learning. Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. 1.1 Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. Teachers connect students' prior understanding and real-world experiences to new content and contexts, maximizing learning opportunities. %%EOF 1.4 Teachers communicate clearly and accurately and engage students in a manner that encourages students persistence and best efforts. https://www.air.org/project/texas-comprehensive-center-txcc. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. Advocates for students and for the profession in various situations. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. Teachers maximize instructional time, including managing transitions. Recognizes how characteristics of students at different developmental levels (e.g., limited attention span and need for physical activity and movement for younger children; importance of peers, search for identity, questioning of values and exploration of long-term career and life goals for older students) impact teaching and learning. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. Content Knowledge and Expertise - The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content, and student needs. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. Understands the connection between various components of the Texas statewide assessment program, the TEKS and instruction and analyzes data from state and other assessments using common statistical measures to help identify students' strengths and needs. 0 ynqm?W1"?']n)Lq^_'+\vM@KCRKx 0000002021 00000 n 2.3 Teachers facilitate each students learning by employing evidence-based practices and concepts related to learning and social-emotional development. Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. 196 12 6.3 Teachers seek out opportunities to lead students, other educators, and community members within and beyond their classrooms. Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. 3201, 72nd St.; and the Education Services Division, SDC, Bldg. 321 0 obj <> endobj of the Department of Education, and you should not assume endorsement by the federal government. Recognizes factors affecting the social and emotional development of students in early childhood through adolescence (e.g., lack of affection and attention, parental divorce, homelessness) and knows that students' social and emotional development impacts their development in other domains (i.e., cognitive, physical). Career and Technical Education. Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students' development and backgrounds. Teachers collaborate with their colleagues, are selfaware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated and active learning and play experiences that promote the development of the whole child. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. In this paper, we provide evidence on . Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. Teachers make appropriate and authentic connections across disciplines, subjects, and students real world experiences. 4.4 Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and on-task behavior. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students academic and social-emotional needs. Teacher Standards. To estimate the effect of KISS on student learning, I use a set of student and subject fixed effects models that control for the non-random sorting of students into classrooms, average differences in how well teachers know particular children, and baseline achievement. 1300 W. Highland St. Denton, Texas 76201 354 0 obj <>stream When it came to the math section, 35% of all students met grade level, a large drop from the 50% who met that mark in 2019. Teachers maximize instructional time, including managing transitions. The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. Understands the value of participating in school activities and contributes to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects). startxref %%EOF Knows how to plan, organize, deliver, and evaluate instruction that incorporates the effective use of current technology; knows how to use developmentally appropriate instructional practices, activities, and materials to integrate the Technology Applications TEKS into the curriculum. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. Please note that the web-version of the standards may contain more than one page. Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instructional objectives and outcomes that are accurate measures of student learning. Applies effective procedures for managing student behavior and for promoting appropriate behavior and ethical work habits (e.g., academic integrity) in the classroom (e.g., communicating high and realistic behavior expectations, involving students in developing rules and procedures, establishing clear consequences for inappropriate behavior, enforcing behavior standards consistently, encouraging students to monitor their own behavior and to use conflict resolution skills, responding appropriately to various types of behavior). Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. Designing Instruction and Assessment to Promote Student Learning, Pedagogy and Professional Responsibilities EC12: I, Creating a Positive, Productive Classroom Environment, Pedagogy and Professional Responsibilities EC12: II, Implementing Effective, Responsive Instruction and Assessment, Pedagogy and Professional Responsibilities EC12: I, III; Technology Applications: IVII, Fulfilling Professional Roles and Responsibilities, Pedagogy and Professional Responsibilities EC12: IV. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Provides instruction to ensure that students can apply various learning strategies (e.g., using prior knowledge, metacognition, graphic organizers) across content areas, in accordance with the ELPS. Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. Understands the importance of self-directed learning and plans instruction and assessment that promote students' motivation and their sense of ownership of and responsibility for their own learning. Course Hero is not sponsored or endorsed by any college or university. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. The Texas Teaching Standards are performance standards to be used to inform the training, appraisal, and professional development of teachers. Teachers provide immediate feedback to students in order to reinforce their learning and ensure that they understand key concepts. 3.1 Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real-world applications of the their grade-level and subject-area content. |4H; `;E')hmpOR0$_+Jm+9$*I Teachers have expertise in how their content vertically and horizontally aligns with the grade-level/subject-area continuum, leading to an integrated curriculum across grade levels and content areas. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Schedules activities and manages time in ways that maximize student learning, including using effective procedures to manage transitions; to manage materials, supplies and technology; and to coordinate the performance of noninstructional duties (e.g., taking attendance) with instructional activities. Stimulates reflection, critical thinking and inquiry among students (e.g., supports the concept of play as a valid vehicle for young children's learning; provides opportunities for young children to manipulate materials and to test ideas and hypotheses; engages students in structured, hands-on problem-solving activities that are challenging; encourages exploration and risk-taking; creates a learning community that promotes positive contributions, effective communication and the respectful exchange of ideas). Spring II classes will be held at Bldgs. Position Summary: Our campus has an opening for a Math/Science Teacher for the 2023/24 school year. 3200 and 3201 and the Culinary Arts Center, CTC Bldg. 0000004943 00000 n Sep 2021 - Dec 20214 months. research that is directly related to the issues and aligned to the developmental goals for, the students. 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