Standard Competency 1-4:
COMPETENCY 1:
"Human Growth and Development The beginning teacher: Analyzes ways in which developmental characteristics of students in early childhood through grade 12 impact learning and performance; and applies knowledge of students' developmental characteristics and needs to plan effective learning experiences and assessments. Demonstrates an understanding of physical changes that occur in early childhood through adolescence, factors that influence students' physical growth and health (e.g., nutrition, sleep, prenatal exposure to drugs, abuse), and ways in which physical development impacts development in other domains (i.e., cognitive, social, emotional). Recognizes factors affecting the social and emotional development of students in early childhood through adoles-cence (e.g., l_ack 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). Uses knowledge of cognitive changes in students in early childhood through adolescence (e.g., from an emphasis on concrete thinking to the emergence and refinement of abstract thinking and reasoning, reflective thinking, increased focus on the world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development. Recognizes signs of developmental delays or impairments in students in early childhood through grade 4. " COMPETENCY 2: Diversity- The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students' learning. The beginning teacher: 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. Accepts and respects students with diverse backgrounds and needs. Knows how to use diversity in the classroom and the community to enrich all students' learning experiences. Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs. Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. Understands cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students. Understands the instructional significance of varied student learning needs and preferences. Understand uniqueness of individuals (diversity). Teacher must model respect for all stu-dents to effect change in attitudes rather than trying to change family values. Respect and celebrate differences. Each cultural group has a broad range of strengths/interests/needs. Nurture a sense of community. One-to-one activities foster diverse students' communications. Support positive expectations and role models as strategies. Make plans that address student diversity adapting lessons by: Direct involvement in cooperative learning Heterogeneous grouping Pursuing meaningful problems Clearly defined behavior rules Foster communications for differences in backgrounds: Send notes home in home language. Bring in involvement of all families. Use variety of tasks for students with different ability levels to be successful. Use variety of assessments but hold all to same standards. Provide variety of activities for diverse learning needs. COMPETENCY 3: Designing Instruction Based on Goals- The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives. The beginning teacher: - Understands the significance of the Texas Essential Knowledge & Skills (TEKS) - Uses appropriate criteria to evaluate appropriateness of learning goals and objectives (e.g., clarity;relevance; significance; age-appropriateness; ability to be assessed; responisveness to students' current skills and knowledge, background, needs, and interests; alignment with campus and district goals). - Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness, and guide instructional planning for individuals and groups. - Understand connections between Texas assessment program, TEKS and instruction. Demonstrates knowledge of various types of materials and resources. -Plans lessons/units so that activities progress in a logical sequence and support stated instructional goals. - Provides intradisciplinary and interdisciplinary instruction. - Allocates time for reflection, self-assessment and closure. - High academic expectations - Regonizes importance of: Goal-setting skills, life skills, lifelong learning and active participation in society. - Recognizes typical challenges for students. - Understands significance of peer-related issues. COMPETENCY 4: The teacher understands learning processes and factors that impact student learning and demonstrates to his knowledge by planning effective, engaging instruction and appropriate assessments. The beginning teacher: - Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (e.g.,connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). - Understands that young children think concretely and rely primarily on motor and sensory input and direct experience for development of skills and knowledge, and uses this understanding to plan effective, developmentally appropriate learning experiences and assessments. - Understands that the middle-level years are a transitional stage in which students may exhibit characteristics of both older and younger children, and that these are critical years for developing important skills and attitudes (e.g., working and getting along with others, appreciating diversity, making a commitment to continued schooling). - 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. -Applies knowledge of the implications for learning and instruction of the range of thinking abilities found among students in any one grade level and students' increasing ability over time to engage in abstract thinking and reasoning. - 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 challen ging; encourages exploration and risk-taking; creates a learning community that promotes positive contributions, effective communication, and the respectful exchange of ideas). - Enhances learning for students by providing age-appropriate instruction that encourages the use and refinement of higher-order thinking skills(e.g., prompting students to explore ideas from diverse perspectives; structuring active learning experiences involving cooperative learning, problem solving, open-ended questioning, and inquiry; promoting students' development of research skills). |
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