Performance Standard 1: Professional Knowledge

The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

Sample Performance Indicators
Examples may include, but are not limited to:

The teacher:

1.1 Addresses appropriate curriculum standards and integrates key content elements.

1.2 Implements students’ use of higher-level thinking skills in instruction.

1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.

1.4 Demonstrates accurate, deep, and current knowledge of subject matter.

1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practices based on current research.

1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.

1.7 Displays an understanding of the intellectual, social, emotional, and physical development of the age group.

Contemporary effective teacher research has found that an effective teacher:

• Facilitates planning units in advance to make intra- and interdisciplinary connections.²
• Plans for the context of the lesson to help students relate, organize, and retain knowledge as a part of their long-term memory.³
• Identifies instructional objectives and activities⁴ to promote students’ cognitive and developmental growth.⁵

 

Exemplary In addition to meeting the requirements for Proficient…	Proficient Proficient is the expected level of performance.	Needs Development	Ineffective
The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.	The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.	The teacher inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice.	The teacher inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice.