Uses state performance indicators and multiple classroom assessments to obtain information about students and their achievements.
Uses the above information to design and deliver appropriate instruction.
Plans and designs instruction and evaluation aligned with state academic content standards and state performance indicators that are developmentally appropriate for all students.
Selects research-based strategies, methods, activities, and materials within the content area.
Plans student evaluation and assessments that allow students opportunity to demonstrate their learning.
Design instruction that supports integration of content knowledge, skills, and inquiry across content areas.
Designs instruction that utilizes materials, human and community resources, and technology in ways appropriate to the content area.
Includes instructional experiences relevant to students, real life and student career pathways.
Lesson plans provide documentation of the above.
Student Evidence
Uses rubrics to complete specified tasks and assignments.
Analyzes and corrects errors.
Provides feedback to others using rubrics.
Recognizes and celebrates personal successes against specified criteria.
Demonstrates knowledge and skills on various assessments.
Uses data from state assessments and classroom formal and informal assessments to identify the needs of students as a whole class, as groups, and as individuals.
Plans and designs instruction that is developmentally appropriate and includes strategies, activities and assessments appropriate to the content and the learner.
Plans and designs evaluations and assessments for diverse learners.
Student Evidence
Analyzes and corrects errors.
Demonstrates knowledge and skills on various assessments.
Presents the content in a logical, coherent fashion building on previous content and connecting to content to be learned in the future.
Paces the presentation of concepts appropriately to build students' capacity for critical thinking, problem solving, and clarifies when students misunderstand.
Uses questioning techniques appropriate to the content and structures activities that require students to use higher order thinking.
Facilitates students in constructing their own understanding of the content in large group, small group and independent settings.
Provides specific, corrective feedback relevant to the task.
Assures that students have opportunities to explore, respond and extend their thinking through technology as appropriate to the content area.
Student Evidence
Uses personal experiences and/or subject matter to apply knowledge across texts and content areas.
Demonstrates deep understanding of content.
Brainstorms, explains, hypothesizes, or interprets information.
Demonstrates, clarifies and/or revises their thinking.
Answers and poses questions that support application, analysis, synthesis, or evaluation of information.
Uses technology appropriately to extend depth of knowledge.
Shares work with others to include: written, oral, video, and digital media.
Demonstrates effective use of technology to communicate, collaborate, and accomplish instructional tasks.
Emphasizes student ownership of learning through connecting the content and standards to employability and/or post secondary education.
Promotes positive academic interactions among students through student investigations of theories, facts, and opinions related to the content area.
Provides opportunities for students to learn and challenge each other through planned, cooperative peer interaction.
Communicates the content to students through research based methods, activities, and materials specific to the content that are differentiated for diverse learners.
Student Evidence
Shares their experiences, beliefs, and prior knowledge about a topic.
Finds patterns and organizes ideas using graphic organizers, mental pictures, physical models, pictographs, movement, and pictures to represent content and demonstrate knowledge.
Expresses key concepts and ideas using software programs and other digital media.
Identifies similarities and differences within and across content areas.
Engages in problem solving tasks.
Differentiates between important information and supplemental information.
Works with others toward a common goal.
Engages in extended discussions with each other or with the teacher.
Uses of a range of comprehension strategies.
Demonstrates comprehension through dialogue, response to literature, discussion, written work, group work, and project based learning.
Uses the vocabulary of the curriculum.
Writes for a variety of purposes and audiences (journals, writer's notebook, blogs, lab reports, essays, creative, practical, and technical writing).
Aligns classroom assessments with state performance indicators and grade level expectations.
Uses multiple evaluations and assessments to evaluate student mastery of content and to inform instruction for the class as a whole, as individuals, and within diverse groups.
Student Evidence
Discusses own learning in relation to standards and assessments.
Describes progress in relation to district and state standards.
Provides feedback to others using rubrics.
Analyzes results of classroom, district, and state assessments to determine personal learning goals.
Keeps track of progress toward mastery of content and performance standards.
Maintains records of student work and performance in the form of portfolios, folders, graphs, charts etc.
Uses state assessment data to communicate student achievement to students, parents, and other stakeholders.
Maintains correct and useful records of student work and communicates student performance to students, parents and others with prompt and useful feedback given to students.
Student Evidence
Discusses own learning in relation to standards and assessments.
Recognizes and celebrates personal successes against specified criteria.
Analyzes results of classroom, district, and state assessments to determine personal learning goals.
Maintains records of personal work and performance in the form of portfolios, folders, graphs, charts etc.
Exhibits enthusiasm and positive disposition toward the content area.
Conveys high expectations for success to students that focus upon content knowledge, engagement in purposeful learning, high academic performance and ownership of learning.
Establishes clear classroom standards and expectations for behavior.
Student Evidence
Gives their input on activities or assignments.
Gives their input on how to succeed in the class.
Uses technology to create support mechanisms in the classroom.
Comments from students encourage cooperation acceptance, effort and/or risk-taking.
Engages in respectful interactions with each other and the teacher.
Explains and demonstrates understanding of teacher expectations.
Responds appropriately to discipline plans.
Responds positively to logical consequences.
Follows routines for transitions, beginning, and ending class routines.
Uses materials and equipment appropriately.
Follows classroom routines and procedures that are posted.
Follows homework policy.
Uses conflict resolution skills.
Asks for help and feedback.
Participates in cooperative learning, class meetings, problem solving, and conflict resolution activities.
Engages in self-assessment.
Asks questions for clarification, gain additional information, and/or extend ideas.
Engages in high quality professional development (Tennessee State Board of Education) to strengthen knowledge and skill in the content of the teaching assignment
