ESOL specific Teachers listen and appropriately modify instruction based on the feedback provided in such a way that builds student and communicates student value. Evidence/Documentation Standard 8 Academically Challenging Environment - The teacher candidate creates a Click to enter list of evidence. N/E 1 2 3 4 student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. Maximizes instructional time. Conveys the message that mistakes should be embraced as a valuable part of learning. Encourages productivity by providing students with appropriately challenging and relevant material and assignments Provides transitions that minimize loss of instructional time. Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals. Encourages students to explore new ideas and take academic risks. Evidence/Documentation Standard 9: Professionalism - The teacher candidate exhibits a commitment to Click to enter list of evidence. N/E 1 2 3 4 professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. Carries out duties in accordance with federal and state laws, Code of Ethics, and established state and local school board policies, regulations, and practices. Maintains professional demeanor and behavior. Respects and maintains confidentiality. Evaluates and identifies of personal strengths and weaknesses related to professional skills and their impact on student learning and sets goals for improvement. Participates in ongoing professional growth activities based on identified areas for improvement Demonstrates flexibility in adapting to school change. Engages in activities outside the classroom intended for school and student enhancement Maintains appropriate interactions with students, parents, faculty, and staff. Engages in self-reflection about the success of the lesson after teaching; seeks feedback from mentor teacher about teaching and impact on student learning. ESOL specific Teacher serves as a positive academic language model.
ESOL specific Teachers listen and appropriately modify instruction based on the feedback provided in such a way that builds student and communicates student value. Standard 8 Academically Challenging Environment - The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. N/E 1 2 3 4 Evidence/Documentation Click to enter list of evidence. Maximizes instructional time. Conveys the message that mistakes should be embraced as a valuable part of learning. Encourages productivity by providing students with appropriately challenging and relevant material and assignments Provides transitions that minimize loss of instructional time. Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals. Encourages students to explore new ideas and take academic risks. Standard 9: Professionalism - The teacher candidate exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. N/E 1 2 3 4 Evidence/Documentation Click to enter list of evidence. Carries out duties in accordance with federal and state laws, Code of Ethics, and established state and local school board policies, regulations, and practices. Maintains professional demeanor and behavior. Respects and maintains confidentiality. Evaluates and identifies of personal strengths and weaknesses related to professional skills and their impact on student learning and sets goals for improvement. Participates in ongoing professional growth activities based on identified areas for improvement Demonstrates flexibility in adapting to school change. Engages in activities outside the classroom intended for school and student enhancement Maintains appropriate interactions with students, parents, faculty, and staff. Engages in self-reflection about the success of the lesson after teaching; seeks feedback from mentor teacher about teaching and impact on student learning. ESOL specific Teacher serves as a positive academic language model.