Candidates demonstrate a positive and reflective disposition towards intentional planning and teaching practices that are appropriate for diverse learners
Candidates demonstrate the ability to identify discipline-specific content knowledge and skills, develop and implement evidence-based, inclusive instructional practices that engage all students and improve student achievement
Candidates develop effective classroom environments that nurture collaborative learning and self-efficacy
Candidates identify and utilize educational technology and other digital resources to enhance the learning experience of all students and to transform their own instructional practices
Candidates develop and integrate learning experiences that require students’ use of critical thinking skills, problem solving, and diverse forms of communication
Candidates use and/or adapt/design qualitative and quantitative assessments that directly align with the learning goals of content in the discipline
Candidates organize, analyze, interpret and graphically display data on student growth
Candidates triangulate data from multiple sources to determine student learning and guide planning and teaching
Candidates use both classroom-wide, and individual student data to understand learning and development and to inform and adjust instruction
Candidates analyze student data — including pre- and post-instruction assessments — to determine the impact of their own teaching
Candidates demonstrate reflective and interpersonal abilities to become an active member of a data team
Candidates demonstrate a positive disposition toward data collection and articulate its importance in teaching and learning
Candidates demonstrate deep caring, commitment, and empathy for children and families of diverse cultural and socioeconomic backgrounds
Candidates articulate the positive influences of culture on students’ learning and development
Candidates demonstrate culturally responsive teaching, by incorporating the strengths, interests, histories, and needs of families of diverse cultures in their planning, teaching and assessment
Candidates adapt teaching and learning experiences to the linguistic, social, and learning styles and needs of children of diverse backgrounds
Candidates honor all family languages and understand the importance of preserving language as a fundamental part of culture
Candidates proactively promote positive cross-cultural peer relationships and openly and directly address instances of bias as they arise in the classroom
Candidates apply their knowledge of culture in their communication with and involvement of families in school
Candidates monitor and address their own cultural biases and recognize and articulate the influences of their own families and cultures on their beliefs and professional practices
Candidates demonstrate an ongoing commitment to their professional growth by engaging in continuous meaningful learning
Candidates continually examine their ability to design and deliver effective instruction by using feedback and evidence from students, peers and mentors to revise instructional practices and to improve effectiveness
Candidates collaborate with their peers, school personnel, families and community members to contribute to effective school changes
Candidates seek leadership roles to advocate for the well-being of all learners and to advance the profession
