2.     Draws on results of formal and informal assessments
                as well as knowledge of human development to
                identify teaching strategies and learning activities
                appropriate to the specific discipline, age, and range of
                cognitive levels being taught.

        3.     Identifies appropriate reading materials, other
                resources, and writing activities for promoting further
                learning by the full range of students within the
                classroom.

        4.     Identifies pre-requisite skills, concepts, and vocabulary
                needed for the learning activities.

        5.     Plans lessons with clear objectives and relevant
                measurable outcomes.

        6.     Draws on resources from colleagues, families, and the
                community to enhance learning.

        7.     Incorporates appropriate technology and media in
                lesson planning.

        8.     Uses information in Individualized Education Programs
                (IEPs) to plan strategies integrating students with
                disabilities into general education classrooms.

B.    Delivers Effective Instruction
        1.     Communicates high standards and expectations when
                beginning the lesson:
                a.     Makes learning objectives clear to students.
                b.     Communicates clearly in writing and speaking.
                c.     Uses engaging ways to begin a new unit of study
                        or lesson.
                d.     Builds on student’s prior knowledge and
                        experience.

        2.     Communicates high standards and expectations when
                carrying out the lesson:
                a.     Uses a balanced approach to teaching skills and
                        concepts of elementary reading and writing.
                b.     Employs  a variety of content-based and content-
                        orientated  teaching techniques from more
                        teacher-directed strategies such as direct
                        instruction, practice, and Socratic dialogue, to
                        less teacher-directed approaches such as
                        discussion, problem solving,cooperative learning,
                        and research projects (among others).
                c.     Demonstrates an adequate knowledge of and
                        approach to the academic content of lessons.
                d.     Employs a variety of reading and writing
                        strategies for addressing learning objectives.
                e.     Uses questioning to stimulate thinking and
                        encourages all students to respond.
                f.     Uses instructional technology appropriately.

        3.     Communicates high standards and expectations when
                extending and completing the lesson:
                a.     Assigns homework or practice that furthers
                        student learning and checks it.
                b.     Provides regular and frequent feedback to
                        students on their progress.
                c.     Provides many and varied opportunities for
                        students to achieve competence.

        4.     Communicates high standards and expectations when
                evaluating student learning:
                a.     Accurately measures student achievement of,
                        and progress toward, the learning objectives with
                        a variety of formal and informal assessments, and
                        uses results to plan further instruction.
                b.     Translates evaluations of student work into
                        records that accurately convey the level of
                        student achievement to students, parents or
                        guardians, and school personnel.

C.    Manages Classroom Climate and Operation
        1.     Creates an environment that is conducive to learning.
        2.     Creates a physical environment appropriate to a range
                of learning activities.
        3.     Maintains appropriate standards of behavior, mutual
                respect, and safety.
        4.     Manages classroom routines and procedures without
                loss of significant instructional time.

D.    Promotes Equity
        1.     Encourages all students to believe that effort is a key
                to achievement.
        2.     Works to promote achievement by all students without
                exception.
        3.     Assesses the significance of student differences in
                home experiences, background knowledge, learning
                skills, learning pace, and proficiency in the English
                language for learning the curriculum at hand and uses
                professional judgment to determine if instructional
                adjustments are necessary.
        4.     Helps all students to understand American civic
                culture, its underlying ideals, founding political
                principles and political institutions, and to see     
                themselves as members of a local, state, national, and
                international civic community.

E.    Meets Professional Responsibilities
        1.     Understands his or her legal and moral responsibilities.
        2.     Conveys knowledge of and enthusiasm for his/her
                academic discipline to students.
        3.     Maintains interest in current theory, research, and
                developments in the academic discipline and exercises
                judgment in accepting implications or findings as valid
                for application in classroom practice.
        4.     Collaborates with colleagues to improve instruction,
                assessment, and student achievement.
        5.     Works actively to involve parents in their child’s
                academic activities and performance, and
                communicates clearly with them.
        6.     Reflects critically upon his or her teaching experience