WISCONSIN  EDUCATOR  STANDARDS

The following sections contain links to pages that demonstrate the ways in which I have fulfilled the Wisconsin Department of Public Instruction's Educator Standards. These standards outline characteristics of strong educators by identifying the components and defining the qualities of best professional practice. Educators are not only expected to use these standards in preparing for their profession, but also to guide their development over the course of their careers.

STANDARD  TWO  ::  LEARNER  /  LEARNING

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Indicator

• Knowledge
  • The teacher understands how learning occurs, that is, how students construct knowledge, acquire skills, and develop attitudes. To accomplish this the teacher needs to know about:
    • Current theories of learning, including behaviorism, information processing and constructivism; and understands how recent brain research relates to these theories.
    • Conditions favorable to learning in general, and certain types of learning in particular(cognitive: knowledge, comprehension, application, analysis, synthesis, & evaluation; affective; and skill learning)
  • The teacher understands that students' physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions. To accomplish this the teacher needs to know about:
    • Psychological approaches
    • Basic factors and theories in human development
    • Facts, principles and theories of physical, social, emotional, moral and cognitive development and their relationship to learning.
  • The teacher is aware of expected developmental progressions and ranges of individual variation within each domain, can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.
• Dispositions
  • The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence.
  • The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.
• Performances
  • The teacher continues to develop her/his understanding of how students learn.
  • The teacher is able to become familiar with relevant aspects of student's background knowledge and experiences.
  • The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas as well as to future lessons
  • The teacher selects teaching strategies that relate to the various types of learning and levels of learning.
  • The teacher is able to adjust instruction to the learner's developmental level.

STANDARD  THREE  ::  DIVERSITY

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

Indicator

• Knowledge
  • The teacher has developed a solid framework to enable her/him to continue to develop her/his understanding of differences that include:
    • Family, religious, cultural and socioeconomic and their effects upon readiness for learning
    • Learning styles, multiple intelligences and performance modes
    • Exceptional children, including learning disabilities, visual and perceptual difficulties and special mental and physical challenges
    • Children and youth who give evidence of high performance capability in intellectual, creative, artistic, leadership or specific academic endeavors
    • Children at risk, children with problems related to child abuse and neglect, suicide, alcohol and drug abuse, school age parents, delinquents and truants, children with developmental disabilities, study of the child welfare system, including the children's code, juvenile justice, public health and social services
    • Children whose first language is not English
    • Gender
  • The teacher needs to know about the history, culture and contributions of women and various racial, cultural, and economic groups in the United States
  • The teacher needs to know about the history, culture and tribal sovereignty of the American Indian tribes and bands located in Wisconsin (S.118.19)
  • The teacher needs to know about the psychological and social implications of the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction and assessment in the school program
• Dispositions
  • The teacher believes that all children can learn at high levels and persists in helping all children achieve success
  • The teacher appreciates and values human diversity and shows sensitivity to individual needs and differences
  • The teacher is able to create awareness among students of the contribution that each can make to the group in terms of his/her differences
• Performances
  • The teacher is able to identify the various differences, including those listed above, of the children and youth in her/his classroom
  • The teacher is able to develop meaningful learning experiences to accommodate individual differences found in learners, which include the differences listed above
  • The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs and those with particular talents
  • The teacher creates a learning community in which individual differences are respected

STANDARD  FOUR  ::  INSTRUCTION

The teacher understands and uses a variety of instructional strategies to encourage children's development of critical thinking, problem solving, and performance skills.

Indicator

• Knowledge
  • The teacher knows how to work with large groups, small groups and individual students, and knows when to use each grouping
  • The teacher has the ability to teach critical thinking, problem-solving, decision-making and value-acquisition
  • The teacher knows how to teach reading and other language arts and study skills across the curriculum
• Dispositions
  • The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities
  • The teacher values flexibility in the teaching process as necessary for adapting instruction to student responses, ideas, and needs
• Performances
  • The teacher can effectively use a variety of teaching strategies to engage student interest and participation
  • The teacher can ask thought-provoking questions and accept answers effectively
  • The teacher can effectively implement lessons; (as given on supervisor's form)
  • The teacher constantly monitors and adjusts strategies in response to learner feedback

STANDARD  FIVE  ::  MANAGEMENT

The teacher uses 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.

Indicator

• Knowledge
  • The teacher knows about various theories of motivation and the various techniques for motivating students
  • The teacher knows how to help people work productively and cooperatively in group situations
  • The teacher knows about educational research and practice related to classroom management and classroom organization and has developed skills in developing and maintaining classroom control
  • The teacher knows about preventive management techniques as well as about ways of dealing with routine misbehavior and disruptive students
  • The teacher knows about gangs and their impact; violence in schools and society
  • The teacher knows about pupil service programs and the roles and responsibilities of support staff and their relationship to other aspects of the total school program
• Dispositions
  • The teacher can relate to a variety of young people and establish a comfortable group atmosphere, while treating individuals with sensitivity and warmth
  • The teacher can provide a supportive learning environment by accepting and encouraging each student
  • The teacher has respect for students' feelings and ideas
• Performances
  • The teacher is able to establish and maintain rapport with students
  • The teacher is able to establish and maintain consistent standards of classroom behavior
  • The teacher deals with every student with respect and fairness and is able to create a climate that promotes fairness
  • The teacher uses instructional time effectively
  • The teacher is able to make the physical environment as safe and conducive to learning as possible
  • The teacher can use available and supportive services in the school
  • The teacher uses a variety of approaches from preventive discipline
  • The teacher responds appropriately to behavior problems, both non-disruptive and disruptive off-task behaviors
  • The teacher can resolve conflicts between pupils and pupils and school staff
  • The teacher can assist pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils
  • The teacher can deal with crises, including violent, disruptive, potentially violent or potentially disruptive situations, that may arise in school or at activities supervised by a school as a result of conflicts between pupils or between pupils and other persons

STANDARD  SIX  ::  COMMUNICATION

The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Indicator

• Knowledge
  • The teacher knows about and can use effective verbal and nonverbal communication techniques
  • The teacher can use clear and precise oral and written directives
  • The teacher understands how cultural and gender differences can affect communication in the classroom
  • The teacher knows about school instructional media programs and has experience in preparing, evaluating and using instructional materials and equipment including computers and has had experiences in creating graphic and individual visual materials
  • The teacher knows about educational research methodology and the use of the library and other instructional resources
  • The teacher can assess a curriculum and make modification, if necessary, to assure multicultural and non-sexist content
• Dispositions
  • The teacher demonstrates energy, vitality and enthusiasm
  • The teacher is a thoughtful and responsive listener
  • The teacher demonstrates a professional manner
• Performances
  • The teacher models effective communication skills in conveying ideas and information
  • The teacher know how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learning understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question
  • The teacher communicates in ways that demonstrate sensitivity to cultural and gender differences
  • The teacher can choose, produce, use, organize, evaluate and preserve appropriate instructional teaching and learning materials
  • The teacher can use a variety of media communication tools, including audio visual aids and computers, to enrich learning opportunities

STANDARD  SEVEN  ::  PLANNING

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.

Indicator

• Knowledge
  • The teacher uses knowledge of learning theory, subject matter, curriculum development, and student development in planning instruction to meet curriculum goals
  • The teacher knows about research and practices related to curriculum development, implementation and evaluation as related to particular subject areas
  • The teacher knows about education for employment through her study of programs, curriculum, and instructional approaches which contribute to the preparation of pupils for work including career exploration and planning; practical application of the basic skills; employability skills and attitudes; knowledge of economics and American economic institutions including business operation, agriculture, and labor; entrepreneurship; and the development of specific occupational skills
  • The teacher knows about theories and models of instruction for multi-cultural classrooms and for classrooms with a global perspective
• Dispositions
  • The teacher values both long and short term planning
  • The teacher believes plans must be open to adjustment and review based on student needs and changing circumstances
  • The teacher values planning as a collegial activity
• Performances
  • The teacher is able to develop a course plan, unit plan, and daily lesson plans which demonstrate s/he can:
    • Choose appropriate and worthwhile objectives showing knowledge of content, students, community and curriculum goals
    • Include objectives for higher level thinking skills; problem-solving application, analysis, critical thinking, and creative thinking
    • Determine readiness of students for the objectives
    • Can select teaching methods, learning activities and instructional materials or other resources appropriate for the students and aligned with the goals of the lesson
  • The teacher is able to consider preparation of students for work when preparing lessons

STANDARD  EIGHT  ::  ASSESSMENT

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Indicator

• Knowledge
  • The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development
  • The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes
  • The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns
• Dispositions
  • The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
• Performances
  • The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies
  • The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly based on appropriate indicators, to students, parents, and other colleagues

STANDARD  NINE  ::  REFLECTIVE  PRACTITIONER

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on pupils, parents, other professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

Indicator

• Knowledge
  • The teacher understands methods of inquiry and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them
  • The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, and professional development activities)
  • The teacher understands the factors underlying the development and purpose of education and current trends, issues, and various approaches in the professional education programs in the United States and in Wisconsin
  • The teacher understands the legal, political and economic aspects and the governance of education and the organization, operation, policy making and administration of schools and educational programs in the United States and in Wisconsin
  • The teacher knows about the history, purposes, organization and programs of the level of schools for which s/he will be certified
• Dispositions
  • The teacher values critical thinking and self-directed learning as habits of mind
  • The teacher is committed to reflection, assessment, and learning as an ongoing process
• Performances
  • The teacher demonstrates commitment to total professional requirements
  • The teacher responds to constructive criticism and strives for improvement
  • The teacher shows skills of self-evaluation
  • The teacher is willing to learn and listen carefully
  • The teacher invites feedback on ideas and behavior
  • The teacher demonstrates critical thinking skills
  • The teacher demonstrates problem-solving skills
  • The teacher shows commitment to ongoing professional growth
  • The teacher is able to articulate a philosophy of education connected with the teacher as visionary decision maker
  • The teacher demonstrates an awareness of the Wisconsin Model Academic Standards in the areas in which they are to be licensed

STANDARD  TEN  ::  RELATIONSHIPS

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness, and in an ethical manner.

Indicator

• Knowledge
  • The teacher knows about the profession including the roles and responsibilities of the school board, the school superintendent, principals, and teachers, professional ethics, and professional associations, organizations and learned societies
  • The teacher is able to work with other school personnel (guidance, exceptional education, and social workers) and to promote family and community involvement in schools
  • The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for students with handicapping conditions, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse)
  • The teacher knows about employment considerations
• Dispositions
  • The teacher is willing to consult with other adults regarding the education and well-being of his/her students
  • The teacher is willing to work with other professionals to improve the overall learning environment for students
  • The teacher respects the privacy of students and confidentiality of information
• Performances
  • The teacher knows about and acts in accordance with school policies
  • The teacher participates in collegial activities designed to make the entire school a productive learning environment
  • The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well-being
  • The teacher uses professional information relative to students, teachers, administrators and support staff prudently
  • The teacher demonstrates professional ethics
  • The teacher can identify and use community resources to foster student learning
  • The teacher is able to build professional relationships with colleagues to share teaching insights and to coordinate learning activities for students

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