Pedagogy
and Professional Responsibilities
Competencies and Course Objectives
Domain
I - Designing Instruction and Assessment to Promote Student
Learning
Competencies 001,
002, 003,
004
Domain II - Creating a Positive, Productive Classroom Environment
Competencies 005,
006
Domain III - Implementing Effective, Responsive Instruction
and Assessment
Competencies 007,
008, 009,
010
Domain IV - Fulfilling Professional Roles and Responsibilities
Competencies 011,
012, 013
Goal
and Objective #1
Competency 001
- The teacher understands human developmental processes and
applies this knowledge to plan instruction and ongoing assessment
that motivate students and are responsive to their developmental
characteristics and needs.
The beginning teacher:
1. Recognizes the importance of helping students in grades
8 through 12 learn and apply life skills to promote lifelong
learning and active participation in society. (Recognizes
that positive and productive environments for middle-level
students involve creating a culture of high academic expectations,
equity throughout the learning community and developmental
responsiveness.)
2. Knows the typical stages of cognitive, social, physical,
and emotional development of students in grades 8 through
12. (Knows the rationale for appropriate middle-level education
and how middle-level schools are structured to address the
characteristics and needs of young adolescents.)
3. Recognizes the wide range of individual developmental differences
that characterizes students in grades 8 through 12 and the
implications of this developmental variation for instructional
planning. (Knows the typical stages of cognitive, social,
physical, and emotional development of middle-level students.)
4. Demonstrates an understanding of physical changes associated
with (later childhood and) adolescence and ways in which these
changes impact development in other domains (i.e., cognitive,
social, emotional).
5. Recognizes typical challenges for students during (later
childhood and early adolescence) adolescence and young adulthood
(e.g., self-esteem, physical appearance, eating disorders,
identify formation, educational and career decisions) and
effective ways to help students address these challenges.
6. Understands ways in which student involvement in risky
behaviors (e.g., gang involvement, drug and alcohol use) impacts
development and learning.
7. Demonstrates knowledge of the importance of peers, peer
acceptance, and conformity to peer group norms and expectations
for (middle school students) adolescents; and understands
the significance of peer-related issues for teaching and learning.
8. Understands that social and emotional factors in the family
(e.g., parental divorce, homelessness) impact the learning
and development of students in grades 8 through 12 in other
domains. (Recognizes that social and emotional factors in
the family (e.g., parental divorce, homelessness) impact the
development of middle-level students in different domains.)
9. Uses knowledge of cognitive changes in (middle-level) students
in grades 8 through 12 (e.g., (emergence and) refinement of
abstract thinking and reasoning, reflective thinking, (increased)
focus on the world beyond the school setting) to plan instruction
(and assessment) that promotes learning and development.
10. Analyzes ways in which developmental characteristics of
(middle-level) students in grades 8 through 12 impact learning
and performance; and applies knowledge of students' developmental
characteristics and needs to plan effective learning experiences
and assessments.
11. Understands that development in any one domain (i.e.,
cognitive, social, physical, emotional) impacts development
in other domains.
12. Recognizes the importance of helping middle-level students
apply decision-making, organizational, and goal-setting skills.
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Goal and Objective #2
Competency 002 - The teacher
understands student diversity and knows how to plan learning
experiences and design assessments that are responsive to
differences among students and that promote all students'
learning.
The beginning teacher:
1. Demonstrates knowledge of students with diverse personal
and social characteristics (e.g., those related to ethnicity,
gender, language background, exceptionality) and the significance
of student diversity for teaching, learning, and assessment.
2. Accepts and respects students with diverse backgrounds
and needs.
3. Knows how to use diversity in the classroom and the community
to enrich all students' learning experiences.
4. Knows strategies for enhancing one's own understanding
of students' diverse backgrounds and needs.
5. Knows how to plan and adapt lessons to address students'
varied backgrounds, skills, interests, and learning needs,
including the needs of English language learners and students
with disabilities.
6. Understands cultural and socioeconomic differences (including
differential access to technology) and knows how to plan instruction
that is responsive to cultural and socioeconomic differences
among students.
7. Understands the instructional significance of varied sudden
learning needs and preferences.
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Goal and Objective #3
Competency 003 - The teacher
understands procedures for designing effective and coherent
instruction and assessment based on appropriate learning goals
and objectives.
The beginning teacher:
1. Understands the significance of the Texas Essential Knowledge
and Skills (TEKS) and of prerequisite knowledge and skills
in determining instructional goals and objectives.
2. Uses appropriate criteria to evaluate the appropriateness
of learning goals and objectives (e.g., clarity; relevance;
significance; age-appropriateness; ability to be assessed;
responsiveness to students' current skills and knowledge,
background, needs, and interests; alignment with campus and
district goals).
3. Uses assessment to analyze students' strengths and needs,
evaluate teacher effectiveness, and guide instructional planning
for individuals and groups.
4. Understands the connection between various components of
the Texas statewide assessment program, the TEKS, and instruction,
and analyzes data from state and other assessments using common
statistical measures to help identify students' strengths
and needs.
5. Demonstrates knowledge of various types of materials and
resources (including technological resources and resources
outside the school) that may be used to enhance student learning
and engagement, and evaluates the appropriateness of specific
materials and resources for use in particular situations,
to address specific purposes, and to meet varied student needs.
6. Plans lessons and structures units so that activities progress
in a logical sequence and support stated instructional goals.
7. Plans learning experiences that provide students with opportunities
to explore content from integrated and varied perspectives
(e.g., by providing intradisciplinary and interdisciplinary
instruction, encouraging students' application of knowledge
and skills to the world beyond the school, designing instruction
that reflects students' increasing ability to examine complex
issues and ideas).
8. Allocates time appropriately within lessons and units,
including providing adequate opportunities for students to
engage in reflection, self-assessment, and closure.
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Goal and Objective #4
Competency 004 - The teacher
understands learning processes and factors that impact student
learning and demonstrates this knowledge by planning effective,
engaging instruction and appropriate assessments.
The beginning teacher:
1. Understands the role of learning theory in the instructional
process and uses instructional strategies and appropriate
technologies to facilitate student learning (e.g., connecting
new information and ideas to prior knowledge, making learning
meaningful and relevant to students).
2. Knows the implications for learning and instruction of
students' increasing ability to engage in abstract thinking
and reasoning. (Applies knowledge of the implications for
learning and instruction of middle-level students' wide range
of thinking abilities.)
3. Enhances learning for (middle-level) students in grades
8 through 12 by providing instruction that encourages the
use and refinement of higher-order thinking skills (e.g.,
prompting students to explore ideas from diverse perspectives;
structuring active learning experiences involving cooperative
learning, problem solving, open-ended questioning, and inquiry;
(promoting students' development of research skills); building
students' capacity to learn through in-depth study and research).
4. Teaches, models, and monitors organizational and time-management
skills at an age-appropriate level (e.g., using effective
strategies for locating information, organizing information
systematically, keeping related materials together, using
organizational tools).
5. Recognizes how (social and emotional characteristics of
middle-level students) various characteristics of students
in grades 8 through 12 (e.g., [interacting with peers, searching
for identity, questioning principles and expectations] interacting
with the larger community, building relationships, establishing
an identity, questioning values, exploring long-term career
and life goals, the importance of peers) impact teaching and
learning.
6. Analyzes ways in which teacher behaviors (e.g., teacher
expectations, student grouping practices, teacher-student
interactions) impact student learning, and plans instruction
and assessment that minimize the effects of negative factors
and enhance all students' learning.
7. Analyzes ways in which factors in the home and community
(e.g., parent expectations, availability of community resources,
community problems) impact student learning, and plans instruction
and assessment with awareness of social and cultural factors
to enhance all students' learning.
8. Understands the importance of self-directed learning and
plans instruction and assessment that promote students' motivation
and their sense of ownership of and responsibility for their
own leaning.
9. Analyzes ways in which various teacher roles (e.g., facilitator,
lecturer and student roles (e.g., active learner, observer,
group participant) impact student learning.
10. Incorporates students' different approaches to learning
(e.g., auditory, visual, tactile, kinesthetic) into instructional
practices.
11. Understands that the middle-level years are a transitional
stage in which students may exhibit characteristics of both
older and younger children, and that these are critical years
for developing important skills and attitudes (e.g., working
and getting along with others, appreciating diversity, making
a commitment to continued schooling.)
12. Stimulates reflection, critical thinking, and inquiry
among middle-level students (e.g., engages students in structured,
hands-on problem-solving activities that are challenging;
encourages exploration and risk-taking; creates a learning
community that promotes positive contributions, effective
communication, and the respectful exchange of ideas).
13. Teaches, models, and monitors age-appropriate study skills
(e.g., using graphic organizers, outlining, note-taking, summarizing,
test-taking) and structures research projects appropriately
(e.g., teaches students the steps in research, establishes
checkpoints during research projects, helps students use time-management
tools).
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Goal and Objective #5
Competency 005 - The teacher
knows how to establish a classroom climate that fosters learning,
equity, and excellence and uses this knowledge to create a
physical and emotional environment that is safe and productive.
The beginning teacher:
1. Uses knowledge of the unique characteristics and needs
of (middle-level) students in grades 8 through 12 to establish
a positive, productive classroom environment (e.g., encourages
respect for the community and the people in it, promotes the
use of appropriate language and behavior in daily interactions,
provides opportunities to collaborate with peers, promotes
student awareness of how their actions and attitudes affect
others, includes kinesthetic experiences and active learning
within a planned, structured environment).
2. Establishes a classroom climate that emphasizes collaboration
and supportive interactions, respect for diversity and individual
differences, and active engagement in learning by all students.
3. Analyzes ways in which teacher-student interactions and
interactions among students impact classroom climate and student
learning and development.
4. Presents instruction in ways that communicate the teacher's
enthusiasm for learning.
5. Uses a variety of means to convey high expectations for
all students.
6. Knows characteristics of physical spaces that are safe
and productive for learning, recognizes the benefits and limitations
of various arrangement of furniture in the classroom, and
applies strategies for organizing the physical environment
to ensure physical accessibility and facilitate learning in
various instructional contexts.
7. Creates a safe, nurturing, and inclusive classroom environment
that addresses students' emotional needs and respects students'
rights and dignity.
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Goal and Objective #6
Competency 006 - The teacher
understands strategies for creating an organized and productive
learning environment and for managing student behavior.
The beginning teacher:
1. Analyzes the effects of classroom routines and procedures
on student learning, and knows how to establish and implement
routines and procedures (e.g., by teaching, modeling, and
monitoring students' organizational and time-management skills)
to promote an organized and productive learning environment.
2. Organizes and manages individual and group activities that
promote students' ability to assume responsible roles and
develop collaborative skills and individual accountability
applicable in real-world settings. (Applies procedures for
organizing and managing groups to ensure that students work
together cooperatively and productively in various settings
such as problem-solving teams, group projects, research groups,
skits, student-created multimedia presentations.)
3. Schedules activities and manages time in ways that maximize
student learning, including using effective procedures to
manage transitions; to manage materials, supplies, and technology;
and to coordinate the performance of noninstructional duties
(e.g., taking attendance) with instructional activities.
4. Uses technological tools to perform administrative tasks
such as taking attendance, maintaining grade books, and facilitating
communication.
5. Works with volunteers and paraprofessionals to enhance
and enrich instruction and applies procedures for monitoring
the performance of volunteers and paraprofessionals in the
classroom.
6. Applies theories and techniques related to managing and
monitoring student behavior.
7. Demonstrates awareness of appropriate behavior standards
and expectations for students at various developmental levels.
8. Applies effective producers for managing student behavior
and for promoting appropriate behavior and ethical work habits
(e.g., academic integrity) in the classroom (e.g., communicating
high and realistic behavior expectations, involving student
sin developing rules and procedures, establishing clear consequences
for inappropriate behavior, enforcing behavior standards consistently,
encouraging students to monitor their own behavior and to
use conflict resolution skills, responding appropriately to
various types of behavior).
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Goal and Objective #7
Competency 007 - The teacher
understands and applies principles and strategies for communicating
effectively in varied teaching and learning contexts.
The beginning teacher:
1. Demonstrates clear, accurate communication in the teaching
and learning process and uses language that is appropriate
to students' ages, interests, and backgrounds.
2. Engages in skilled questioning and leads effective student
discussions, including using questioning and discussion to
engage all student in exploring content; extends students'
knowledge; and fosters active student inquiry, higher-order
thinking, problem solving, and productive, supportive interactions,
including appropriate wait time.
3. Communicates directions, explanations, and procedures effectively
and uses strategies for adjusting communication to enhance
student understanding (e.g., by providing examples, simplifying
complex ideas, using appropriate communication tools).
4. Practices effective communication techniques and interpersonal
skills (including both verbal and nonverbal skills and electronic
communication) for meeting specified goals in various contexts.
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Goal and Objective #8
Competency 008 - The teacher
provides appropriate instruction that actively engages students
in the learning process.
The beginning teacher:
1. Employs various instructional techniques (e.g., discussion,
inquiry, problem solving, in-depth study and research) and
varies teacher and student roles in the instructional process,
and provides instruction that promotes intellectual involvement
and active student engagement and learning.
2. Applies various strategies to promote student engagement
and learning (e.g., by structuring lessons effectively, using
flexible instructional groupings, pacing lessons flexibly
in response to student needs, including wait time).
3. Presents content to students in ways that are relevant
and meaningful and that link with students' prior knowledge
and experience.
4. Applies criteria for evaluating the appropriateness of
instructional activities, materials, resources, and technologies
for students with varied characteristics and needs.
5. Engages in continuous monitoring of instructional effectiveness.
6. Applies knowledge of different types of motivation (i.e.,
internal, external) and factors affecting student motivation.
7. Employs effective motivational strategies and encourages
students' self-motivation.
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Goal and Objective #9
Competency 009 - The teacher
incorporates the effective use of technology to plan, organize,
deliver, and evaluate instruction for all students.
The beginning teacher:
1. Demonstrates knowledge of basic terms and concepts of current
technology (e.g., hardware, software applications and functions,
input/output devices, networks).
2. Understands issues related to the appropriate use of technology
in society and follows guidelines for the legal and ethical
use of technology and digital information (e.g., privacy guidelines,
copyright laws, acceptable use policies).
3. Applies procedures for acquiring analyzing, and evaluating
electronic information (e.g., locating information on networks,
accessing and manipulating information from secondary storage
and remote devices, using on-line help and other documentation,
evaluating electronic information for accuracy and validity).
4. Knows how to use task-appropriate tools and procedures
to synthesize knowledge, create and modify solutions, and
evaluate results to support the work of individuals and groups
in problem-solving situations and project-based learning activities
(e.g., planing, creating, and editing work processing documents,
spreadsheet documents, and databases; using graphic tools;
participating in electronic communities as learner, initiator,
and contributor; sharing information through on-line communication).
5. Knows how to use productivity tools to communicate information
in various formats (e.g., slide show, multimedia presentation,
newsletter) and applies procedures for publishing information
in various ways (e.g., printed copy, monitor display, Internet
document, video).
6. Knows how to incorporate the effective use of current technology;
use technology applications in problem-solving and decision-making
situation; implement activities that emphasize collaboration
and teamwork; and use developmentally appropriate instructional
practices, activities, and materials to integrate the Technology
Applications TEKS into the curriculum.
7. Knows how to evaluate students' technologically produced
products and projects using established criteria related to
design, content delivery, audience, and relevance to assignment.
8. Identifies and addresses equity issues related to the use
of technology.
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Goal and Objective #10
Competency 010 - 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:
1. Demonstrates knowledge of the characteristics, uses, advantages,
and limitations of various assessment methods and strategies,
including technological methods and methods that reflect real-world
applications.
2. Creates assessments that are congruent with instructional
goals and objectives and communicates assessment criteria
and standards to students based on high expectations for learning.
3. Uses appropriate language and formats to provide students
with timely, effective feedback that is accurate, constructive,
substantive, and specific.
4. Knows how to promote students' ability to use feedback
and self-assessment to guide and enhance their own learning.
5. Responds flexibly to various situations (e.g., lack of
student engagement in an activity, the occurrence of an unanticipated
learning opportunity) and adjusts instructional approaches
based on ongoing assessment of student performance.
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Goal and Objective #11
Competency 011 - The teacher
understands the importance of family involvement in children's
education and knows how to interact and communicate effectively
with families.
The beginning teacher:
1. Applies knowledge of appropriate ways (including electronic
communication ) to work and communicate effectively with families
in various situations.
2. Engages families, parents, guardians, and other legal caregivers
in various aspects of the educational program.
3. Interacts appropriately with all families, including those
that have diverse characteristics, backgrounds, and needs.
4. Communicates effectively with families on a regular basis
(e.g., to share information about students progress and responds
to their concerns.
5. Conducts effective conferences with parents, guardians,
and other legal caregivers.
6. Effectively uses family support resources (e.g., community,
interagency) to enhance family involvement in student learning.
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Goal and Objective #12
Competency 012 - The teacher
enhances professional knowledge and skills by effectively
interacting with other members of the educational community
and participating in various types of professional activities.
The beginning teacher:
1. Interacts appropriately with other professionals in the
school community (e.g., vertical teaming, horizontal teaming,
team teaching, mentoring).
2. Maintains supportive, cooperative relationships with professional
colleagues and collaborates to support students' learning
and to achieve campus and district goals.
3. Knows the roles and responsibilities of specialists and
other professionals at the building and district levels (e.g.,
department chairperson, principal, board of trustees, curriculum
coordinator, technology coordinator, special education professional).
4. Understands the value of participating in school activities
and contributes to school and district (e.g., by participating
in decision making and problem solving, sharing ideas and
expertise, serving on committees, volunteering to participate
in events and projects).
5. Uses resources and support systems effectively (e.g., mentors,
service centers, state initiatives, universities) to address
professional development needs.
6. Recognizes characteristics, goals, and procedures associated
with teacher appraisal and uses appraisal results to improve
teaching skills.
7. Works productively with supervisors, mentors, and other
colleagues to address issues and to enhance professional knowledge
and skills.
8. Understands and uses professional development resources
(e.g., mentors and other support systems, conferences, on-line
resources, workshops, journals, professional associations,
coursework) to enhance knowledge, pedagogical skills, and
technological expertise.
9. Engages in reflection and self-assessment to identify strengths,
challenges, and potential problems; improve teaching performance;
and achieve professional goals.
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Goal and Objective #13
Competency 013 - The teacher
understands and adheres to legal and ethical requirements
for educators and is knowledgeable of the structure of education
in Texas.
The beginning teacher:
1. Knows legal requirements for educators (e.g., those related
to special education, students' and families' rights, student
discipline, equity, child abuse) and adheres to legal guidelines
in education-related situations.
2. Knows and adheres to legal and ethical requirements regarding
the use of educational resources and technologies (e.g., copyright,
Fair Use, date security, privacy, acceptable use policies).
3. Applies knowledge of ethical guidelines for educators in
Texas (e.g., those related to confidentiality, interactions
with students and other in the school community), including
policies and procedures described in the Code of Ethics and
Standard Practices for Texas Educators.
4. Follows procedures and requirements for maintaining accurate
student records.
5. Understands the importance of and adheres to required procedures
for administering state- and district-mandated assessments.
6. Uses knowledge of the structure of the state education
system, including relationships among campus, local, and state
components, to seek information and assistance.
7. Advocated for students and for the profession in various
situations.
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