Competency 7-10:
Competency 7: The teacher: understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. The beginning teacher:
A. Demonstrates clear, accurate communication in the teaching and learning process and uses language that is appropriate to students’ ages, interests and backgrounds.
B. Engages in skilled questioning and leads effective student discussions, includingusing questioning and discussion to engage all students in exploring content;extends students’ knowledge; and fosters active student inquiry, higher-orderthinking, problem solving and productive, supportive interactions, includingappropriate wait time.
C. Communicates directions, explanations and procedures effectively and usesstrategies for adjusting communication to enhance student understanding(e.g., by providing examples, simplifying complex ideas, using appropriatecommunication tools).
D. Practices effective communication techniques and interpersonal skills (includingboth verbal and nonverbal skills and electronic communication) for meetingspecified goals in various contexts.
Competency 8: The teacher provides appropriate instruction that actively engages students in the learning process. The beginning teacher:
A. Employs various instructional techniques (e.g., discussion, inquiry, problem solving)and varies teacher and student roles in the instructional process and providesinstruction that promotes intellectual involvement and active student engagementand learning.
B. Applies various strategies to promote student engagement and learning (e.g., bystructuring lessons effectively, using flexible instructional groupings, pacing lessonsflexibly in response to student needs, including wait time).
C. Presents content to students in ways that are relevant and meaningful and that linkwith students’ prior knowledge and experience.
D. Applies criteria for evaluating the appropriateness of instructional activities,materials, resources and technologies for students with varied characteristicsand needs.
E. Engages in continuous monitoring of instructional effectiveness.
F. Applies knowledge of different types of motivation (i.e., internal, external) andfactors affecting student motivation.
G. Employs effective motivational strategies and encourages students’ self-motivation.
H. Provides focused, targeted and systematic second language acquisition instruction toEnglish-language learners in grade 3 or higher who are at the beginning orintermediate level of English-language proficiency in listening and/or speaking inaccordance with the ELPS.
I. Provides focused, targeted and systematic second language acquisition instruction toEnglish-language learners in grade 3 or higher who are at the beginning orintermediate level of English-language proficiency in reading and/or writing inaccordance with the ELPS.
J. Develops the foundation of English language vocabulary, grammar, syntax andmechanics necessary to understand content-based instruction and acceleratedlearning of English in accordance with the ELPS.
Competency 9: The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students. The beginning teacher:
A. Demonstrates knowledge of basic terms and concepts of current technology (e.g.,hardware, software applications and functions, input/output devices, networks).
B. Understands issues related to the appropriate use of technology in society andfollows guidelines for the legal and ethical use of technology and digital information(e.g., privacy guidelines, copyright laws, acceptable use policies).
C. Applies procedures for acquiring, analyzing and evaluating electronic information(e.g., locating information on networks, accessing and manipulating informationfrom secondary storage and remote devices, using online help and otherdocumentation, evaluating electronic information for accuracy and validity).
D. Knows how to use task-appropriate tools and procedures to synthesize knowledge,create and modify solutions and evaluate results to support the work of individualsand groups in problem-solving situations and project-based learning activities(e.g., planning, creating and editing word processing documents, spreadsheetdocuments and databases; using graphic tools; participating in electroniccommunities as learner, initiator and contributor; sharing information throughonline communication).
E. Knows how to use productivity tools to communicate information in various formats(e.g., slide show, multimedia presentation, newsletter) and applies procedures forpublishing information in various ways (e.g., printed copy, monitor display, Internetdocument, video).
F. Knows how to incorporate the effective use of current technology; use technologyapplications in problem-solving and decision-making situations; implement activitiesthat emphasize collaboration and teamwork; and use developmentally appropriateinstructional practices, activities and materials to integrate the TechnologyApplications TEKS into the curriculum.
G. Knows how to evaluate students’ technologically produced products and projectsusing established criteria related to design, content delivery, audience and relevanceto assignment
.H. Identifies and addresses equity issues related to the use of technology.
Competency 10: The teacher monitors student performance and achievement: Provides students with timely, high-quality feedback: and responds flexibly to promote learning for all students. The beginning teacher:
A. Demonstrates knowledge of the characteristics, uses, advantages and limitations ofvarious assessment methods and strategies, including technological methods andmethods that reflect real-world applications.
B. Creates assessments that are congruent with instructional goals and objectivesand communicates assessment criteria and standards to students based on highexpectations for learning.
C. Uses appropriate language and formats to provide students with timely, effectivefeedback that is accurate, constructive, substantive and specific.
D. Knows how to promote students’ ability to use feedback and self-assessment toguide and enhance their own learning.
E. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjustsinstructional approaches based on ongoing assessment of student performance
A. Demonstrates clear, accurate communication in the teaching and learning process and uses language that is appropriate to students’ ages, interests and backgrounds.
B. Engages in skilled questioning and leads effective student discussions, includingusing questioning and discussion to engage all students in exploring content;extends students’ knowledge; and fosters active student inquiry, higher-orderthinking, problem solving and productive, supportive interactions, includingappropriate wait time.
C. Communicates directions, explanations and procedures effectively and usesstrategies for adjusting communication to enhance student understanding(e.g., by providing examples, simplifying complex ideas, using appropriatecommunication tools).
D. Practices effective communication techniques and interpersonal skills (includingboth verbal and nonverbal skills and electronic communication) for meetingspecified goals in various contexts.
Competency 8: The teacher provides appropriate instruction that actively engages students in the learning process. The beginning teacher:
A. Employs various instructional techniques (e.g., discussion, inquiry, problem solving)and varies teacher and student roles in the instructional process and providesinstruction that promotes intellectual involvement and active student engagementand learning.
B. Applies various strategies to promote student engagement and learning (e.g., bystructuring lessons effectively, using flexible instructional groupings, pacing lessonsflexibly in response to student needs, including wait time).
C. Presents content to students in ways that are relevant and meaningful and that linkwith students’ prior knowledge and experience.
D. Applies criteria for evaluating the appropriateness of instructional activities,materials, resources and technologies for students with varied characteristicsand needs.
E. Engages in continuous monitoring of instructional effectiveness.
F. Applies knowledge of different types of motivation (i.e., internal, external) andfactors affecting student motivation.
G. Employs effective motivational strategies and encourages students’ self-motivation.
H. Provides focused, targeted and systematic second language acquisition instruction toEnglish-language learners in grade 3 or higher who are at the beginning orintermediate level of English-language proficiency in listening and/or speaking inaccordance with the ELPS.
I. Provides focused, targeted and systematic second language acquisition instruction toEnglish-language learners in grade 3 or higher who are at the beginning orintermediate level of English-language proficiency in reading and/or writing inaccordance with the ELPS.
J. Develops the foundation of English language vocabulary, grammar, syntax andmechanics necessary to understand content-based instruction and acceleratedlearning of English in accordance with the ELPS.
Competency 9: The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students. The beginning teacher:
A. Demonstrates knowledge of basic terms and concepts of current technology (e.g.,hardware, software applications and functions, input/output devices, networks).
B. Understands issues related to the appropriate use of technology in society andfollows guidelines for the legal and ethical use of technology and digital information(e.g., privacy guidelines, copyright laws, acceptable use policies).
C. Applies procedures for acquiring, analyzing and evaluating electronic information(e.g., locating information on networks, accessing and manipulating informationfrom secondary storage and remote devices, using online help and otherdocumentation, evaluating electronic information for accuracy and validity).
D. Knows how to use task-appropriate tools and procedures to synthesize knowledge,create and modify solutions and evaluate results to support the work of individualsand groups in problem-solving situations and project-based learning activities(e.g., planning, creating and editing word processing documents, spreadsheetdocuments and databases; using graphic tools; participating in electroniccommunities as learner, initiator and contributor; sharing information throughonline communication).
E. Knows how to use productivity tools to communicate information in various formats(e.g., slide show, multimedia presentation, newsletter) and applies procedures forpublishing information in various ways (e.g., printed copy, monitor display, Internetdocument, video).
F. Knows how to incorporate the effective use of current technology; use technologyapplications in problem-solving and decision-making situations; implement activitiesthat emphasize collaboration and teamwork; and use developmentally appropriateinstructional practices, activities and materials to integrate the TechnologyApplications TEKS into the curriculum.
G. Knows how to evaluate students’ technologically produced products and projectsusing established criteria related to design, content delivery, audience and relevanceto assignment
.H. Identifies and addresses equity issues related to the use of technology.
Competency 10: The teacher monitors student performance and achievement: Provides students with timely, high-quality feedback: and responds flexibly to promote learning for all students. The beginning teacher:
A. Demonstrates knowledge of the characteristics, uses, advantages and limitations ofvarious assessment methods and strategies, including technological methods andmethods that reflect real-world applications.
B. Creates assessments that are congruent with instructional goals and objectivesand communicates assessment criteria and standards to students based on highexpectations for learning.
C. Uses appropriate language and formats to provide students with timely, effectivefeedback that is accurate, constructive, substantive and specific.
D. Knows how to promote students’ ability to use feedback and self-assessment toguide and enhance their own learning.
E. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjustsinstructional approaches based on ongoing assessment of student performance
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