Click the link at the end of each element for concrete examples of evidence (We are just beginning to populate this page)
#1 - I-A-1. Subject Matter Knowledge (Proficient) Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
#2 - I-A-3. Rigorous Standards-Based Unit Design (Proficient) Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
#3 - I-A-4. Well-Structured Lessons (Proficient) Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
#4 - I-B-2. Adjustment to Practice (Proficient) Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.
#5 - II-A-2. Student Engagement (Proficient) Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.
#6 - II-B-3. Student Motivation (Proficient) Consistently creates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.
#7 - III-A-1. Parent/Family Engagement (Proficient) Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Evidence Gallery
#8 - IV-C-1. Professional Collaboration (Proficient) Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.