Goal #1: The beginning teacher understands the discipline(s) he or she will teach and can create learning experiences that make these aspects of the subject matter meaningful to students. The beginning teacher…

1. designs, provides evidence of implementation, evaluates, and reflects on a unit plan/activities that demonstrates understanding of the discipline(s) being taught.

2. reflects on how the unit plan builds on prior learning and creates learning experiences that help the student.

3. develops and implements an assessment which measures students’ content knowledge and intellectual growth.

4. evaluates the impact of implemented curriculum on student learning.

Goal #2: The beginning teacher is able to engage in long range planning and curriculum development and evaluation based upon district, state and national performance standards. The beginning teacher…

1. designs a unit plan/activities which reflect(s) district, state and national performance
   standards

2. develops individual student portfolio(s) that demonstrate student learning

3. develops curriculum that reflects a sequence of learning building on prior concepts.

Goal #3: The beginning teacher understands how children learn and develop, and can provide opportunities that support their intellectual, social and personal development. The beginning teacher…

1. reflects on how the unit plan meets social needs and the personal needs of the student.

2. presents a rationale for the selection of learning objectives from activities based on the knowledge of the students. Reference should be made to developmental and learning theories to substantiate selection.

3. evaluates an activity focusing on documenting the learning of the student.

4. justifies the selection of learning objectives based upon a balance from the developmental domains

5. provides a case study on a student that documents over time the student’s developmental level and includes objectives, planned activities for the student, evaluation of learning and skill progress, and rationale for future activities.

Goal #4: The beginning teacher understands and respects students’ differences and
creates instructional opportunities that are adapted to diverse learners. The beginning
teacher…

1. develops and implements assessment procedures that will enable the appropriate modification of an activity/lesson plan to meet the needs of a diverse learner(s).

2. creates modifications to an existing lesson activity/plan to address the needs of diverse learners.

3. demonstrates the impact on student learning.

4. reflects a personal understanding of diverse needs as shown through a written philosophical statement.

Goal #5: The beginning teacher is able to use a variety of instructional strategies to encourage learners’ development of critical thinking, problem solving and process skills. The beginning teacher…

1. Designs a unit plan/activities which includes all of the following:

• the use of different instructional strategies including individual, small group and whole class activities, collaborative learning, peer tutoring, role playing, etc. and evidence of student learning from those strategies.

• the effective use of electronic media

• learning activities that require higher level thinking skills.

Goal #6: The beginning teacher creates a productive learning environment through the use of individual and group motivation that encourages positive social interaction, active engagement in learning, and self-motivation. The beginning teacher …

1. develops a management plan which includes strategies that:

   • involve students in classroom decision making

   • encourage social interaction and active engagement in learning.

   • develop classroom community

2. develops a unit plan/activities which includes strategies that:

   • demonstrate attention to the impact of culture, diversity, ethnicity on motivation and classroom interactions.

   • demonstrate effective use of instructional transition, time and activity/task structures that impact student learning and development.

3. develop a reflection paper describing how a unit plan/activity incorporates motivation theories.

Goal #7: The beginning teacher models effective communication techniques (verbal, non-verbal, media, etc.) and facilitates student communication, collaboration and supportive interaction in the classroom. The beginning teacher…

1. plans a unit of study which:

   • engages students in verbal, written and media communication experiences

   • includes teacher questions which elicit higher order cognitive responses and construction of knowledge.

   • Includes strategies which help students formulate their own questions, substantiating responses and arguments

   • provides opportunities for students to listen, question and inform one another.

   • includes classroom communication that is inclusive and culturally sensitive.

   • demonstrates integration of technology and measures/analyzes the effectiveness of technology supported strategies.

2. develops written rationale for an identified audience explaining instructional approaches, objectives and performance expectations.

Goal #8: The beginning teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, emotional and physical development of the learner. The beginning teacher…

1. designs a unit plan/activities which includes:

   • assessment activities that enable students to understand and monitor their own learning as well as provide useful information to the teacher as curriculum planner.

   • a variety of formal and informal assessment techniques.

   • documentation of assessment evidence measuring important learning outcomes.

2. shows written evidence of ability to evaluate assessment instruments/techniques with regard to appropriateness, developmental level, validity and reliability.

3. shows written evidence of ability to communicate assessment information to a variety of audiences including students, parents, administrators and the community.

Goal #9: The beginning teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others and actively seeks opportunities to grow professionally. The beginning teacher…

1. designs lessons or activities which include:

   • an analysis of why the intended lesson objectives are significant

   • why a particular teaching strategy was implemented from among a range of alternatives

   • how the implemented strategy did or did not enable students to achieve intended objectives

   • how learning will be assessed and why

   • how this lesson might be done differently and why.

2. shows written evidence of the ability to analyze the effects of race, SES and gender on a particular classroom environment.

   • analysis should include a discussion of alternative possibilities for classroom environment, learning and assessment strategies, and interpersonal communication.

3. Document participation in at least one professional development opportunity and explain its contribution to your development as a teacher.

Goal #10: The beginning teacher fosters relationships with school colleagues, parents and educational partners in the larger community to support student learning and wellbeing. The beginning teacher will…

1. conduct a case study of an at-risk student which includes:

   • a recommendation of specialized services and how to assess those services

   • a plan for involvement of family members in the learning and development of their child

2. document anecdotal evidence of culturally sensitive, problem solving conferences with students and parents which may include home visits.

3. document culturally sensitive communication with families which may include the use of technology.

4. document participation in and the value of grade level, department and team meetings which may focus on building school community, curriculum planning and other school planning.

Goal # 11: The beginning teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students. The beginning teacher…

1. demonstrates an understanding of instructional technology concepts and operations through meeting the School of Education’s entry level technology requirements.

2. plans and designs effective learning environments and experiences supported by informational and instructional technology, for example, by accessing web-based student and teacher resources (e.g., RubiStar, Webquests, TaskStream for portfolio) and using appropriate software (e.g., Inspiration).

3. implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning by incorporating these in unit and lesson plans included in the portfolio.

4. uses technological applications to facilitate a variety of effective assessment and evaluation strategies through, for example, individual and group data collection with handheld devices for instructional decision making and/or designing multiple measures of achievement with rubric software.

5. uses technology to enhance personal productivity and professional practice by investigating K-12 district’s requirements and use of specific tools such as software for grade-books, lesson planning, scheduling, attendance, and parent reporting.

6. demonstrates an understanding of the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and applies that understanding in practice including the importance of digital equity, health implications, and freedom of information issues.