Mastery of the Subject Matter. Mastery of the methods, strategies, approaches, techniques, and tools of teaching. Mastery of the Medium of Instruction. Mastery of the lesson planning and organizing instructional materials and other resources.
Reproduction and dissemination are encouraged. The Committee  appointed to this project completed its work in following reviews of earlier drafts by members of the measurement, teaching, and teacher preparation and certification communities.
Parallel committees of affected associations are encouraged to develop similar statements of qualifications for school administrators, counselors, testing directors, supervisors, and other educators in the near future.
These statements are intended to guide the preservice and inservice preparation of educators, the accreditation of preparation programs, and the future certification of all educators. A standard is defined here as a principle generally accepted by the professional associations responsible for this document.
Assessment is defined as the process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths, and weaknesses, to judge instructional effectiveness and curricular adequacy, and to inform policy.
The various assessment techniques include, but are not limited to, formal and informal observation, qualitative analysis of pupil performance and products, paper-and-pencil tests, oral questioning, and analysis of student records.
The assessment competencies included here are the knowledge and skills critical to a teacher's role as educator.
It is understood that there are many competencies beyond assessment competencies which teachers must possess. By establishing standards for teacher competence in student assessment, the associations subscribe to the view that student assessment is an essential part of teaching and that good teaching cannot exist without good student assessment.
Training to develop the competencies covered in the standards should be an integral part of preservice preparation. Further, such assessment training should be widely available to practicing teachers through staff development programs at the district and building levels.
The standards are intended for use as: The standards should be incorporated into future teacher training and certification programs. Teachers who have not had the preparation these standards imply should have the opportunity and support to develop these competencies before the standards enter into the evaluation of these teachers.
The Approach Used To Develop The Standards The members of the associations that supported this work are professional educators involved in teaching, teacher education, and student assessment.
Members of these associations are concerned about the inadequacy with which teachers are prepared for assessing the educational progress of their students, and thus sought to address this concern effectively.
A committee named by the associations first met in September and affirmed its commitment to defining standards for teacher preparation in student assessment.
The committee then undertook a review of the research literature to identify needs in student assessment, current levels of teacher training in student assessment, areas of teacher activities requiring competence in using assessments, and current levels of teacher competence in student assessment.
The members of the committee used their collective experience and expertise to formulate and then revise statements of important assessment competencies. Drafts of these competencies went through several revisions by the Committee before the standards were released for public review.
Comments by reviewers from each of the associations were then used to prepare a final statement.What Good Coaches Do Jim Knight. Instructional coaching guru Jim Knight suggests that how we think about coaching can enhance or interfere with our success as a coach. He suggests that coaches take a partnership approach to collaboration and adopt seven principles that define how coaches interact with collaborating teachers: equality, choice.
This was probably one of my biggest first lessons. I had always considered myself a pretty good listener. Then I started coaching.
Inspiring and Encouraging Instructional Coaches and Teachers . Master of Education in Instructional Design. Licensed teachers, specialists in art, music, and literature, district curriculum developers, and corporate trainers who want to increase their curriculum development skills and advance their careers.
The program requires a total of 30 competency units (CUs), our equivalent to the traditional. This study entitled “Instructional Competencies of the Teaching Force: Their Relationship to the Students’ Academic Performance” sought to study whether there exists a relationship between instructional competencies and the academic performance of.
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Jun 28, · Being a teacher at any level requires a significant amount of knowledge and skill. Paying attention to the core competencies for educators helps to ensure that all teachers and others who work in education are prepared to make school a positive experience for students and their families.