BEST PRACTICE:

BUILDING A SEAMLESS SYSTEM OF EDUCATOR QUALITY

COLLOQUIUM FOR COOPERATING TEACHERS

AND ADMINISTRATORS

June 18, 2004 – UW Marathon County June 25, 2004 – UW Stevens Point

EXEMPLARY EVIDENCE

OF BEST PRACTICES

ACCORDING TO

WISCONSIN TEACHER STANDARDS

WISCONSIN TEACHER STANDARDS (Wis. Admin Rules PI34.02)

In accordance with the UWSP Professional Education Program Conceptual Framework and Assessment Plan (https://www.uwsp.edu/Education/Reference/ConceptualFramework.asp), to receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all of the fol-lowing standards: 1. CONTENT: The teacher understands the central concepts, tools of inquiry and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

2. METHODS: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.

3. DIVERSITY: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

4. INSTRUCTION: The teacher understands and uses a variety of instructional strategies, in-cluding the use of technology to encourage children’s development of critical thinking, problem solving and performance skills.

5. MANAGEMENT: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

6. COMMUNICATIONS: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration and supportive interaction in the classroom.

7. CURRICULUM: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.

8. ASSESSMENT: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.

9. REFLECTION: The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

10. PROFESSIONALISM: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.

Teacher candidate uses developmentally appropriate activities.

Teacher candidate encourages thinking along a continuum of Bloom‟s taxonomy

Teacher is able to communicate their knowledge to students, using appropriate vocabulary, hands-on experiences, simulations, and active student involvement

Teacher candidate connects the context to real-life and uses examples and experiences to which students can relate

Teacher candidate keeps track of the incidents/times when they have been involved in professional discussions, book groups, workshops, and/or special training

Teacher candidate can show examples of methods used to address student misconceptions

Teacher candidate draws in experiences, daily news events, or world happenings – by tying subject matter to current events, and discussing past practices and why changes have occurred and developed into present-day practices

Teacher candidate participates in workshops and classes, reads teacher resources, and implements what is learned

Teacher candidate can write a thematic unit which would address several subject areas

Teacher candidate seeks out opportunities to grow professionally (continuing education)

Teacher candidate teaches “out of the box” using a different approach to teaching the given curriculum

Teacher candidate helps students see the connections amongst disciplines

Student-teacher needs time to go through the curriculum

Cooperating teacher needs to let the student-teacher take risks and be open to new ideas

Teacher candidate takes university classes in the subject area

Teacher candidate is willing to ask questions

Teacher candidate is not afraid to admit not knowing

Teacher candidate demonstrates solutions using a variety of methods

Teacher candidate teaches study strategies o Assignment completion o Time management o Organization o Reading strategies o Transition o adaptation

Teacher candidate uses effective questioning techniques to ensure that students encounter the concepts they are supposed to based on the goals.

Teacher candidate makes lesson plans which document connections to district, state standards, and benchmarks

Teacher candidate understands education laws (Special Ed) where/who to go to learn more

WISCONSIN TEACHER STANDARD 1. The teacher understands the

central concepts, tools of inquiry, and structures of the disciplines he or

she teaches and can create learning experiences that make these aspects

of subject matter meaningful for pupils, as per Wisconsin DPI Content

Guidelines in each certification program for knowledge, skills and

dispositions related to subject knowledge.

Teacher candidate uses varied instructional methods (small group, whole group, partner works, as well as hands-on experiences, discussions, projects, journals, etc.)

Teacher candidate is sensitive to student differences using a variety of approaches to reach all learning styles

Teacher candidate determines reading levels of students

Teacher candidate makes learning authentic and real-world for students

Teacher candidate‟s knowledge of students leads to appropriate instructional goals

Teacher candidate meets with students individually

Teacher candidate uses parent survey, home visits, phone calls – identify interests, learning styles

Teacher candidate makes lesson plans which demonstrate an understanding of conceptual development

Teacher candidate devises age-appropriate activities, reading level, interest level, social development, time schedules, reflect understanding of child development

Teacher candidate uses incentive charts are developmentally appropriate (behavioral contracts)

Teacher candidate helps students make connections

Teacher candidate administers pre-testing whenever possible before teaching concept

Teacher candidate holds class meetings – share things that are going on in their lives

Teacher candidate reviews existing student assessment data to help make decisions about instruction (file review – cumulative)

Teacher candidate understands students in the classroom and uses this knowledge to take students to the next level (academic, emotional, social)

Teacher candidate holds group conferences / peer assessment

Teacher candidate helps students to transition from Elementary to Middle school o Letter of welcome/introduction o Parent meeting o Personal phone call o Classroom activities

Teacher candidate uses role playing to help make decisions, self-esteem, personal responsibility - simulations

Teacher candidate activates prior knowledge through simulations, class projects, KWL, books, videos

WTS 2. The teacher understands how children with broad ranges of ability learn and provides

instruction that supports their intellectual, social and personal development. Knowledge: Teacher candidate describes theoretical frameworks for understanding and identifying patterns of intellectual, social

and personal development.

Skills: Teacher candidate plans learning experiences that consider patterns of pupils’ individual and group development.

Dispositions: Teacher candidate values, accepts, and honors diverse personalities, abilities, socio-economic, cultural/religious,

and gender differences.

Teacher candidate encourages students to take responsibility for shaping their own learning

Teacher candidate is sensitive to student differences, using a variety of approaches to reach all learning styles

Teacher candidate has high expectations for all students and adapts/modifies lessons so that all students can succeed

Teacher candidate‟s plans reflect various learning styles/intelligences

Teacher candidate is aware of different learning styles o Use learning style inventory filled out by students o Highlight different learning styles being met on lesson plans o Have student samples of work showing use of multiple intelligences

Teacher candidate provides instruction on vocabulary or background information necessary for comprehension of upcoming information

Teacher candidate establishes a culture for learning (respect and trust) – see the good in all students – tolerance, acceptance

Teacher candidate must model desired behaviors, build classroom community, and have class meetings if needed

Teacher candidate establishes a safe environment – making mistakes helps us learn and see what we need to improve

Teacher candidate documents lessons where connections to families, cultures, & communities were made

Teacher candidate seeks additional resources when a particular child has a unique need that needs additional support (Spec Ed, GT, Social worker)

Teacher candidate chunks or adapts assignments so specific students can be successful

Teacher candidate attends family nights, authors teas – to get to know families

Teacher candidate provides alternative assignments, assessments (verbal, written, performance)

Teacher candidate challenges all students at all levels

Teacher candidate teaches students about multiple intelligences, learning styles, strengths, talents, disabilities

Teacher candidate provides multiple assignment types within a single unit – lists multilevel choices for learning concepts (accelerated learning activities for early finishers, provides remediation activities as well)

Teacher candidate provides environment suitable to all students – furniture, special equipment, tools, technology, etc.

Teacher candidate structures groups to fit the needs of students with disabilities or exceptionalities

Teacher candidate delivers instructions/directions in many ways – verbal, written, visual demonstration

Teacher candidate provides experiences to teach prior knowledge – use props, objects to teach vocabulary

Teacher candidate maintains anecdotal records on students – by observing and documenting student strategies, strengths, etc.

Teacher candidate administers student (and parent) interest surveys

Teacher candidate provides peer tutoring

Teacher candidate understands the referral process for Special Education

Teacher candidate teaches strategies for taking tests, selecting books, making choices

Teacher candidate maintains flexibility

WTS 3. The teacher understands how pupils differ in their approaches to learning and

the barriers that impede learning and can adapt instruction to meet the diverse needs

of pupils, including those with disabilities and exceptionalities.

Knowledge: Teacher candidate identifies a variety of learning approaches for pupils with diverse

needs.

Skills: Teacher candidate designs, selects and implements instructional strategies to accommodate

specific pupil needs.

Dispositions: Teacher candidate believes all pupils can learn.

Teacher candidate identifies lessons or parts of lessons that include a variety of instructional strategies and incorporates the use of technology that promotes higher level of thinking

Teacher candidate incorporates technology, artifacts, and local experts into lessons

Teacher candidate connects current information, events, news into curricular concepts

Teacher candidate gives control over to the students for a special project to teach to the class (videotape)

Teacher candidate keeps a checklist of specific roles during the school day (instructor, facilitator, coach)

Teacher candidate documents methods used to obtain student feedback (surveys, interviews, suggestion box)

Teacher candidate models use of graphic organizers – KWL, Venn diagram, main idea & detail, story mapping, character analysis)

Teacher candidate analyzes types of questions asked using Bloom‟s taxonomy

Teacher candidate acts as facilitator or guide to the learning process

Teacher candidate monitors and adjusts plans to fit individual needs and interests (checks at key points in the lesson for student comprehension)

Teacher candidate encourages student choices and gives students a chance to discover their learning and explain their thinking

Teacher candidate gives students the opportunity to use technology to help facilitate or aid in learning

Teacher candidate is aware of current trends and advances in educational technology

Teacher candidate is aware of assistive technology for EEN needs

Teacher candidate uses a variety of technologies – PowerPoint, Kid Pix, Internet, etc.

Teacher candidate individualizes learning opportunities - reading contracts, math in a binder, etc.

Teacher candidate provides students with project alternatives and choices

Teacher candidate encourages students to explain strategies used to solve a problem – affirm all strategies used

WTS 4. The teacher understands and uses a variety of instructional strategies, including the use of technology

to encourage children’s development of critical thinking, problem solving, and performance skills.

Knowledge: Teacher candidate defines and applies elements in critical thinking, problem solving, and performance. Teacher

candidate identifies various instructional strategies appropriate to his/her discipline and instructional context.

Skills: Teacher candidate selects appropriate instructional strategies to meet curricular goals and pupils’ needs. Teacher

candidate appropriately utilizes technology in his/her instruction. Teacher candidate effectively incorporates a variety of learning

strategies to support performance skills, problem solving and critical thinking.

Dispositions: Teacher candidate values a wide range of strategies for meeting instructional goals and needs of pupils. Teacher

appreciates the importance of using a variety of classroom techniques to encourage pupils to think critically and deeply.

Teacher candidate encourages students to take risks

Teacher candidate “sets the tone” of the class at the very start, specifically outlining expectations regarding:

o Treatment of each other o Use of classroom materials o Behavior in various situations

Teacher candidate spends intensive time at beginning of year becoming acquainted, community building, and developing and practicing classroom procedures

Teacher candidate follows-up and enforces expectations clearly and consistently

Consequences are logical

Teacher candidate models appropriate behavior and expectations - positive, energetic

Teacher candidate models active inquiry and learning

Teacher candidate uses morning meetings/responsive classroom techniques

Teacher candidate uses behavior chart

Teacher candidate ties incentives to learning

Teacher candidate keeps a list of motivational tools used

Teacher candidate keeps track of flexible/cooperative groupings used (whole group/small group/guided reading groups)

Teacher candidate documents methods used in order to get to know the students better

Teacher candidate displays evidence of “shared responsibility in the classroom setting (class jobs)

Students know it is their classroom – class meetings

Teacher candidate has a shared/pooled materials (pencils, glue, staplers, markers, etc)

Teacher candidate has clear classroom discipline with clear „carried out‟ consequences (evidence: a plan!)

Teacher candidate uses teams, partners or buddy check system in place

Teacher candidate facilitates community or school-wide projects, keeps track of when employed (i.e. reading buddies, projects with nursing homes, school yard clean-up)

Teacher candidate devises “anchor activities” so teacher can meet with small groups or individuals

Teacher candidate establishes procedures – building level, classroom level, community building, role playing, scripts

Teacher candidate and classroom are child-friendly – comfortable, organized, safe, accessible

Teacher candidate corrects/contains negativity in a discrete manner (no put-downs, no “shut up”)

Teacher candidate develops a conflict resolution process that is taught to the students so they learn to solve conflicts with their peers

Teacher candidate uses “daily openers” – discussions resolving problems while using previous skills

Teacher uses „Tribes‟ principle – classroom is a social environment

WTS 5. The teacher uses an understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interaction, active engagement in learning, and self-

motivation.

Knowledge: Teacher candidate describes the influence of the learning environment to pupil achievement. Teacher candidate

identifies developmental influences and differences among pupils. Teacher candidate identifies techniques and pedagogical

practices to accommodate learner differences. Teacher candidate describes the principles of effective group structure and

dynamics.

Skills: Teacher candidate creates a learning environment that supports social interaction, active engagement, and pupil

achievement. Teacher candidate creates materials to accommodate diverse learning needs. Teacher candidate demonstrates

effective group facilitation. Teacher candidate varies tempo and pacing of instruction.

Dispositions: Teacher candidate values teaching as a craft. Teacher candidate appreciates change, modifications and adaptations.

Teacher candidate encourages a variety of modes of communication to deliver material (including poetry, drama, writing, art)

Teacher candidate monitors and charts a list of various modes of communication used (PowerPoint, graphing calculator, overhead, digital camera, etc.)

Teacher candidate uses a variety of modes for students to communicate, including writing, presenting, verbal

Teacher candidate is a good listener and observer, and uses student communication to adjust teaching strategies

Teacher candidate moves around the room during discussions and activities – show interest and be available for questions

Teacher candidate encourages students to be thoughtful and critical of sources of information

Teacher candidate uses higher-level thinking questions

Teacher candidate actively engages all students – is aware of which students are participating and involving students who are not

Teacher candidate builds community with morning meetings

Teacher candidate sends newsletters home (monthly, weekly)

Teacher candidate establishes website with learning links and staff email

Teacher candidate is able to use newer technologies to enhance communication

Teacher candidate creates or reviews class rules – so all children understand the expectations

Teacher candidate formulates lessons presented which require student collaboration to solve problems

Teacher candidate models appropriate verbal communication, written communication, non-verbal communication (uses correct grammar, no profanity, no put-downs, models social norms such as space issues, eye contact, etc.)

Teacher candidate exhibits classroom management techniques using non-verbal communication/ideas (hand in air = quiet)

Teacher candidate creates a safe atmosphere for learners to take risks with expression/sharing. Measured by level of student participation in various activities

Teacher candidate uses a variety of questioning techniques – e.g. Blooms taxonomy

Teacher candidate allows wait time for student responses

Teacher candidate keeps a communication log – who/why/date/etc.

Teacher candidate is a facilitator, not a knowledge dispenser

WTS 6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional

media and technology to foster active inquiry, collaboration and supportive interaction in the classroom.

Knowledge: Teacher candidate identifies instructional media to foster an interactive classroom. Teacher candidate describes

strategies that create a supportive environment.

Skills: Teacher candidate demonstrates ability to foster a respectful, safe, supportive instructional environment. Teacher candidate

creates classroom activities that support discussions, open-ended questions, collaboration, communication and active inquiry.

Teacher candidate uses a variety of instructional techniques, media and technology to foster and support discovery/authentic

learning.

Dispositions: Teacher candidate values the importance and role of collaborative and interactive learning. Teacher values the

importance of verbal and non-verbal communication in establishing an interactive classroom. Teacher candidate realizes that, as

a teacher, listening is often more important than speaking.

Teacher candidate can identify objectives to be met in a lesson or unit

Teacher candidate develops clear lesson plans that include logical objectives, learning goals, and state standards

Teacher candidate exhibits some flexibility in teaching, expanding lessons based on student‟s needs and interests and scaling back lessons and topics that students have more experience with; constantly adjusting

Teacher candidate sees the “big picture” of a particular topic/unit; does long-term planning

Teacher candidate can tie in other curricular areas and communicates with other content-area teachers

Teacher candidate is able to connect their content to the community and is aware of the culture of the community (addresses strengths and weaknesses of the community)

Teacher candidate uses analogies to help students relate

Teacher candidate can identify parts of their teaching and identify where they meet the standards and district curriculum

Teacher candidate (elementary) creates a balance with teaching the subject areas.

Teacher candidate models strategies for students

Teacher candidate makes connections between new knowledge and prior knowledge

Teacher candidate shows evidence of planning for different levels in lesson plans

Teacher candidate is able to „talk‟ the concept rather than rely on a manual to present a skill

Teacher candidate displays peer coaching notes – look for aspects of a lesson

Teacher candidate makes lessons/units which reflect standards and benchmarks

Teacher candidate is prepared, has all materials ready, has tried out manipulatives, experiments, etc. and has previewed audio/video materials

Teacher candidate has a “back up plan” – be able to change a lesson due to the unexpected

Teacher candidate knows when and how to build background knowledge and vocabulary when not present

Teacher candidate keys in on a variety of modalities – so it‟s not always the same

Teacher candidate is creative by enhancing curriculum with field trips, community programs, speakers, etc.

Teacher candidate recognizes that students have a variety of options for student response

Teacher candidate uses varied, essential questioning techniques

Teacher candidate uses curriculum mapping/integration

Teacher candidate makes the most of „teachable moments‟

WTS 7. The teacher organizes and plans systematic instruction based

upon knowledge of subject matter, pupils, the community and

curriculum goals.

Knowledge: Teacher candidate identifies the Wisconsin Model Academic

Standards.

Skills: Teacher candidate integrates trends and research that impact curriculum

reform into instructional design. Teacher candidate writes lessons that align with

the Wisconsin Model Academic Standards. Teacher candidate designs instruction

consistent with the nature of the specific discipline.

Dispositions: Teacher candidate values the importance of building school and

community collaborations. Teacher candidate appreciates student interests and

parental and community values and concerns.

Teacher candidate uses informal assessments o Questioning o Listening o Non-verbal responses o Observing

Teacher candidate responds to student work with more narrative

Teacher candidate provides feedback is consistent and timely

Teacher candidate tests to diagnose strengths and weaknesses to improve learning (written & oral)

Teacher candidate uses running records in reading to asses individual reading levels and to inform instruction on individual and small group basis

Teacher candidate emphasizes performance task – not necessarily the product

Teacher candidate assesses the group as well as the individual – incremental progress reports

Teacher candidate makes anecdotal records of student group work or teacher observations

Teacher candidate is “aware” of the class – is perceptive to student progress and needs

Teacher candidate provides a variety of assessments for students to express their knowledge (self-assessments, tests, portfolios, performance tasks, projects, student work, etc.)

Teacher candidate encourages social problem-solving skills; teacher models social skills (respect, conflict resolution, etc.)

Teacher candidate adjusts instructional strategies related to feedback from assessments

Teacher candidate is sensitive to students‟ emotional needs when providing feedback to students

Teacher candidate interacts with and listens to students during work-time –moves throughout the room

Teacher candidate observes physical aspects that may be problematic – vision, attention deficit, hunger, tired, listless, etc.)

Teacher candidate makes a collection of assessments o Rubrics o Performance-based tasks o Writing prompts

Teacher candidate uses portfolio conference – document with photos, checklists, student self-assessments)

Teacher candidate develops parent input forms for IEP planning

Teacher candidate assesses strengths/needs, interest, parent goals

Teacher candidate includes notes on lessons – things to change and important things to continue

Teacher candidate evaluates outcomes of teaching and reteach when necessary

Teacher candidate provides support or modify assessments for individual differences

Teacher candidate works with appropriate staff (i.e. Special Ed teachers) to develop strategies for specific learner needs

Teacher candidate uses informal and formal assessments, which are embedded in instruction and are ongoing. Teacher candidate has written reflection on what was learned from both

Teacher candidate administers common assessments – analyze data and use data to create teaching strategies

WTS 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the

continuous intellectual, social, and physical development of the pupil.

Knowledge: Teacher candidate identifies a variety of formal and informal assessment strategies. Teacher candidate describes and

explains how assessment is effectively used to monitor pupil progress and instruction.

Skills: Teacher candidate creates and uses both formal and informal assessments. Teacher candidate creates assessment criteria

for evaluating knowledge and performance Teacher candidate interprets data for use in decision-making about instruction and

pupil learning. Teacher candidate creates, utilizes, explains and modifies assessment measures such as: checklists, rubrics,

performance tasks, problem solving exercises and simulations.

Dispositions: Teacher candidate appreciates the need for continuous, on-going assessment to modify instruction to meet pupil

needs.

Teacher candidate keeps a reflective journal including evaluation on how teaching practices promoted or hindered student lea ring, and what behaviors the teacher saw that indicated achievement of student outcomes

Teacher candidate provides opportunities for students to evaluate them

Teacher candidate thinks systematically about their practice and learns from experiences

Teacher candidate engages in deliberate and consistent conversations and reflections with colleagues

Teacher candidate makes changes in a lesson or in their practice in general based on thoughtful reflection

Teacher candidate uses C.P.T. (Common Planning Time) Teacher candidate and cooperating teacher meet to discuss students, student-teaching, etc. Teacher candidate participates in data retreats

Teacher candidate encourages peer coaching

Teacher candidate observes in different classrooms Teacher candidate writes educational philosophy

Teacher candidate seeks out additional materials, resources, and staff to serve as resource people or problem-solvers

Teacher candidate keeps a list of professional resources, people, books, workshops, meetings attended with written reflection on how this is going to be implemented in the classroom

Teacher candidate reflects on effectiveness of lessons, notes in margins of units for changes or things that worked well

Teacher candidate takes courses, participates in staff development activities, and district grade level meetings, to further professional development

Teacher candidate seeks out opportunities for collaboration (formal & informal) Teacher candidate is a mentor to new teachers

Teacher candidate asks questions, proposes ideas to colleagues, and initiates learning activities suited to the climate of the classroom

WTS 9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and

actions on pupils, parents, professionals in the learning community and others and who actively seeks out

opportunities to grow professionally.

Knowledge: Teacher candidate explains the impact of his/her choices, beliefs and actions on pupils. Teacher candidate identifies

resources for professional development in the school, community and beyond.

Skills: Teacher candidate critically evaluates lessons and make necessary adjustments. Teacher candidate critiques and modifies

teaching based on reflections. Teacher candidate identifies personal and professional strengths and builds on them.

Dispositions: Teacher candidate appreciates the importance of reflection to improve the teaching and instructional environment.

Teacher candidate values professional growth and development. Teacher candidate values and seeks advice and direction of

others.

Teacher candidate is aware of organizations and agencies in school and community and uses these organizations to make connections with students/parents/community members

Teacher candidate engages in activities outside of the classroom to work with students, parents and community

Teacher candidate seeks out opportunities for collaboration with colleagues and community members

Teacher candidate maintains proactive communication with colleagues and parents

Teacher candidate is visible, accessible to school, parent, and agency personnel

Teacher candidate creates a sense of “family”

Teacher candidate holds monthly parent meetings

Teacher candidate distributes a weekly or monthly newsletter

Teacher candidate takes advantage of opportunities to talk to students and to get involved in their lives

Teacher candidate respects difference and treat students fairly.

Teacher candidate encourages discussion regarding personal views; open-mindedness is encouraged

Teacher candidate respects the privacy of students and confidentiality of information

Teacher candidate communicates with professionalism and respect – in school and beyond the classroom

Teacher candidate establishes a positive relationship with and communicate with parents early in the year

Teacher candidate could: o Keep a parental contact log (date, who you talked to, how the communication was done, results) o Participate in common planning time, team leader meetings o Be involved in the total culture of the school (understand the role of all support staff in the

school – PTO, faculty handbooks, in-services, staff meetings) o Join outside organizations (Boy Scouts, church, kinship, coaching) o Keep a curriculum log and classroom observation log o Contact local venders for tokens to promote discipline program o Foster community and family relationships by developing program for cultural awareness o Keep a journal on their reflections and new ideas to use in the future

WTS 10. The teacher fosters relationships with school colleagues,

parents, and agencies in the larger community to support pupil

learning and well being and who acts with integrity, fairness and in

an ethical manner.

Knowledge: Teacher candidate describes the importance of the community’s

political structure or climate. Teacher candidate identifies the impact of home

and community on pupil learning and performance. Teacher candidate identifies

relevant community resources, agencies and issues.

Skills: Teacher candidate examines the relationship between community

characteristics and the functioning of the school. Teacher candidate develops

positive relationships with students, parents, colleagues and community members.

Dispositions: Teacher candidate views the school within its larger community

context. Teacher candidate understands the importance of building effective

relationships within the community. Teacher candidate honors his/her position as

a role model. Teacher candidate values behaving with integrity, fairness and in

an ethical manner. Teacher candidate values and seeks positive relationships

with the community.