Competency #2: Pedagogical Expert
Teaching
Develops and documents instructional plans that are appropriately aligned with the Alabama Courses of Study.
MY INTERPRETATION
The teacher candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. The teacher candidate should also understand various formal and informal assessment strategies and uses them to support the continuous development of all students. The student candidate has 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. The teacher candidate understands the importance of the students' right to confidentiality.
First Placement
Small Group Instruction
Co-Teaching
Fluency Unit Assessment Data
Second Placement
Small Group Instruction
Math Unit Assessment Data
Classroom Management
Teaching
Develops and documents instructional plans that are appropriately aligned with the Alabama Courses of Study.
- Develops and implements detailed lesson plans.
- Implements developmentally appropriate curricular materials and activities.
- Collaborates with appropriate school personnel when planning lessons (e.g., cooperating teacher, ELL teacher, collaborative teacher, paraprofessionals).
- Uses various grouping strategies (e.g., whole group instruction, group work, think-pair-share, cooperative learning, small group instruction, co-teaching).
- Uses a variety of instructional models to promote higher-order thinking (e.g. problem-based learning, group investigation, concept attainment, inductive model, integrative model).
- Uses technology to increase student engagement (ELMO, overhead projector, digital projector, multimedia, Smart Board).
- Differentiates instruction to facilitate the attainment of learning objectives.
- Uses wait time and scaffolding to support thoughtful student responses.
- Develops and/or uses a variety of assessments (including formal, informal, formative, and summative).
- Uses assessment data to plan (pre-assessment data should be evidenced in lesson plan or unit plan).
- Uses individual and group responses to pace learning, proceed with new work, or re-teach.
- Identifies students’ learning styles and plans accordingly. Do we need this here if it is in the Diversity competency?
- Communicates assessment criteria, performance standards, and assessment results to students, parents, and colleagues.
- Uses assessment data to document impact on whole class and individual student learning, including progress on IEP goals and objectives where applicable. Pre-test and post-test date should be shared with cooperating teacher, university supervisor, and students (insuring that students’ rights to confidentiality are maintained).
MY INTERPRETATION
The teacher candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. The teacher candidate should also understand various formal and informal assessment strategies and uses them to support the continuous development of all students. The student candidate has 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. The teacher candidate understands the importance of the students' right to confidentiality.
First Placement
Small Group Instruction
Co-Teaching
Fluency Unit Assessment Data
Second Placement
Small Group Instruction
Math Unit Assessment Data
Classroom Management