Effective Fall Semester 2010 – Adapted from the WV Professional Teaching Standards

Standard 1:  Curriculum and Planning
Function 1A.  Core contentThe teacher candidate has a deep knowledge of the content and its intra-relatedness within and across the disciplines and can move beyond basic content competency to assure student mastery of skills necessary for success in life and work in this century.
Indicator 1:  Demonstrates knowledge of content
Indicator 2:  Integrates 21st century interdisciplinary themes (global awareness; economic, business and entrepreneurial literacy; civic literacy and health literacy)
Indicator 3:  Integrates 21st century skills (information and communication, thinking, reasoning and innovation; personal and workplace productivity)
Function 1B:  Pedagogy -- The teacher has a deep knowledge of the art and science of teaching in his/her specific content and can facilitate experiences that advance creativity, innovation, and problem-solving.
Indicator 1:  Demonstrates subject matter pedagogy
Indicator 2:  Integrates specialized knowledge of 21st century interdisciplinary themes
Indicator 3:  Integrates specialized knowledge of 21st century skills
Function 1C:  Setting Goals and Objectives for Learning -- The teacher uses a standards-based approach to instruction aligned with the state and local curriculum and sets instructional goals and objectives that describe what students will learn.
Indicator 1:  Aligns lessons and units to WV CSOs
Indicator 2:  States clear and focused goals
Indicator 3:  Integrates content among disciplines
Function 1D:  Designing Instruction-- The teacher designs instruction that engages students in meaningful instructional activities that support the WV Content Standards and Objectives and that result in intentional student learning.
Indicator 1:  Designs relevant and engaging learning activities
Indicator 2:  Creates clear lessons and units
Function 1E:  Student Assessments -- The teacher uses a balanced approach to assure both assessment of learning and assessment for learning to provide both teacher and students information to guide future learning.
Indicator 1:  Defines assessment criteria
Indicator 2:  Uses both summative and formative assessments

Standard 2:  The Lerner and the Learning Environment
Function 2A:   Understanding Intellectual/Cognitive, Social, and Emotional Development --The teacher’s understanding of the unique characteristics of the learner is evidenced in the design of learning activities which are developmentally appropriate and differentiated to engage all students in the learning process.
Indicator 1:  Utilizes developmentally appropriate tasks
Indicator 2:  Supports the learning process
Indicator 3:  Differentiates instruction
Function 2B:   Creating an Environment of Respect and Rapport --The teacher shows respect for students by having high expectations, providing management frameworks that clearly define roles and procedures, using respectful language, communicating interest in students as individuals and encouraging student collaboration.
Indicator 1:  Models respect for self, students and others
Indicator 2:  Demonstrates care and concern for others through student interactions
Indicator 3:  Teaches student collaborative processes
Function 2C:   Establishing a Culture for Learning -- The teacher establishes a culture in the learning environment that is focused on learning and that reflects the importance of the work undertaken by both students and the teacher.
Indicator 1:  Fashions tasks that support learning
Indicator 2:  Supports student pride in work
Function 2D:   Implementing Classroom Procedures -- The teacher assures that rules and procedures are in place for a smoothly functioning learning environment evidenced by the efficient use of time and resources.
Indicator 1:  Establishes transitions and routines
Indicator 2:  Provides materials and supplies
Function 2E:   Managing Student Behaviors -- The teacher collaborates with students to establish norms of behavior for the learning environment that assures a focus on learning.
Indicator 1:  Sets expectations for student behavior
Indicator 2:  Monitors student behavior
Indicator 3:  Responds to misbehavior
Function 2F:   Organizing the Learning Environment -- The teacher assures that the physical or virtual learning environment is safe, and that there is maximum flexibility in the use of physical space in a physical learning environment.
Indicator 1:  Creates a safe learning environment
Indicator 2:  Arranges furniture and physical space

Standard 3:  Teaching
Function 3A:   Importance of Content -- The teacher utilizes content knowledge to focus learning targets that create meaningful learning experiences for students.
Indicator 1:  Engages students with content
Indicator 2:  Varies instructional methods
Indicator 3:  Delivers content in a 21st century context using technology
Function 3B:   Communicating with Students -- The teacher creates and maintains a positive, supportive classroom climate and communicates with students in a variety of ways.
Indicator 1:  Supports high expectations for learning and student self-direction
Indicator 2:  Provides clear and accurate directions and procedures
Indicator 3:  Promotes effective use of oral and written language
Function 3C:   Questioning and Discussion Techniques -- The teacher practices quality questioning techniques and engages students in discussion.
Indicator 1:  Uses quality questioning techniques
Indicator 2:  Facilitates inclusive discussion
Function 3D:   Student Engagement -- The teacher delivers instruction to motivate and engage students in a deep understanding of the content.
Indicator 1:  Utilizes relevant activities and assignments
Indicator 2:  Varies instructional groupings
Indicator 3:  Modifies lesson pacing
Function 3E:   Use of Assessments in Instruction -- The teacher uses both classroom summative and formative assessment as a balanced approach to instructional decision making.
Indicator 1:  Uses valid, reliable and unbiased assessments
Indicator 2:  Analyzes data to monitor student learning
Indicator 3:  Provides descriptive feedback
Indicator 4:  Provides structures for student self-assessment
Function 3F:   Flexibility and Responsiveness -- The teacher adjusts instruction based on the needs of the students and in response to “teachable moments.”
Indicator 1:  Adjusts the lesson
Indicator 2:  Responds to student interest
Indicator 3:  Persists with students who require extra help

Standard 4:  Professional Responsibilities for Self-Renewal
Function 4A:   Professional Learning  -- The teacher engages in professional learning to critically examine his/her professional practice and to engage in a continuous cycle of self-improvement focused on how to learn, teach and work in a global and digital society.
Indicator 1:  Enhances content knowledge and pedagogical skill
Function 4B:   Professional Collaborative Practice -- The teacher is actively engaged in learning with colleagues in a way that models collaboration and collegiality to improve his/her practice, addressing questions and issues related to the school and student achievement.          
Indicator 1:  Engages in a professional learning community
Function 4C:   Reflection on Practice -- The teacher engages in continuous, critical examination of his/her teaching practice and makes adjustments based on data.
Indicator 1:  Adjusts instruction
Function 4D:   Professional Contribution -- The teacher contributes to the effectiveness, vitality and self-renewal of the teaching profession through investigation of new ideas that improve teaching practices and learning for students.
Indicator 1:  Contributes to the teaching profession

Standard 5:  Professional Responsibilities for School and Community
Function 5A:  School Mission -- The teacher works collaboratively with the principal and colleagues to develop and support the school mission. 
Indicator 1:  Engages in development of a learner-centered mission
Indicator 2:  Supports the mission within the classroom and community
Function 5B:  School-wide Activities -- The teacher participates in the development and implementation of school-wide initiatives in curriculum, instruction, and assessment. 
Indicator 1:  Participates in the development of school-wide initiatives
Indicator 2:  Implements school-wide strategic plan initiatives
Function 5C:  Learner-Centered Culture -- The teacher participates in activities and models behaviors that build and sustain a learner-centered culture.
Indicator 1:  Collaborates with colleagues to shape a cohesive school culture
Function 5D:  Student Support Systems -- The teacher works collaboratively with the principal and colleagues to develop and sustain student support systems that enable learning.
Indicator 1:  Develops student support interventions
Indicator 2:  Develops student advocacy strategies
Function 5E:   Student Management Systems -- The teacher works collaboratively with the school principal, colleagues and students to develop and sustain management systems that support and extend learning.
Indicator 1:  Supports efficient management of school facilities
Indicator 2:  Supports efficient management of school resources

Function 5F:   School, Family and Community Connections -- The teacher works collaboratively with the principal, colleagues, parents, students and the community to develop and sustain school activities that make meaningful connections between the school and families and the community.
Indicator 1:  Connects with and involves family
Indicator 2:  Connects with and involves school community
Function 5G:   Strategic Planning/Continuous Improvement --The teacher participates in the development and implementation of the school’s strategic planning and continuous improvement process.
Indicator 1:  Contributes to the school strategic planning process
Function 5H:Teacher Leadership -- The teacher demonstrates leadership by implementing classroom and school initiatives that improve education, as well as by making positive changes in policy and practice that affect student learning.
Indicator 1:  Demonstrates informal leadership for school improvement
Function 5I:   Ethical Standards -- The teacher models the ethical standards expected for the profession in the learning environment and in the community.
Indicator 1:  Exhibits integrity and ethical conduct