The Teacher And Principal Evaluation Program Is Providing Clear And Intentional Focus On Subject Matter Content And Curriculum Essay

The framework is composed of 4 domains and 22 components. Each component has a level of performance; unsatisfactory, basic, proficient and distinguished. The lowest score is unsatisfactory and the highest level is distinguished. The framework makes it easy for teachers to be evaluated and understand their score because it describes the performance for each component and provides possible examples for the levels of performance in all of the components. The examples show how a particular skill of teaching might look like in the classroom.

Today’s education system is challenged with creating and incorporating the most effective and meaningful methodological and conceptual curriculum designs to date. One of the key challenges is to design curriculums that facilitate understanding, retention, and generalization (Bulgren, Deshler, & Lenz, 2007, p. 121-122). However, there is no single way to overcome these challenges due to the variances and complexities within each content area. These, along with the demands of meeting high stakes testing, and the endless revolving door of performance standards, places teachers in a constant state of turmoil as they seek to create coexistence between student achievement and rigorous and challenging standards. One strategy being implemented

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

Curriculum, as stated by Glickman (2014) “is the what of instruction”. Additionally, Ornstein and Hunkins, (as cited by Glickman, Gordon and Ross-Gordon, 2014) have listed the elements of the curriculum and they “are sequence and continuity, scope and balance”. The mastery with which a teacher can incorporate the elements of the curriculum in instruction is categorized by levels. The levels of teacher involvement in curriculum implementation are described and exemplfied

This artifact consisted in developing an essay addressing the three key areas in the role of the teacher: effective communication with a variety of constituents; consistent application of the Code of Ethics and Principles of Professional Conduct in professional and personal conduct; and clear comprehension of the grounds and procedures for disciplinary actions that can be imposed by the Education Practices Commission (EPC).

Domain C consists of different components such as making content accessible (TPE 4), Student Engagement (TPE 5), Developmentally Appropriate Teaching Practices (TPE 6), and Teaching English Learners (TPE 7). These TPEs have the different components. First, teacher connects students’ prior knowledge, life experiences, and interests with learning goals. For this purpose, the student understands the lesson way better if teacher relates the student’s background information to the topic. Second, teacher promotes self-directed, reflective learning for all students, by engaging students in problem-solving, critical thinking and other activities that make subject matter meaningful. For instance, the teacher who makes hands-on activities toward the students is

In the past, classrooms across the nation have focused on teaching students skills, not content, expected to learn in a subject in order to master standards. Today, strict Common Core Standards emphasize content, and has forced teachers to choose between spending more time teaching a variety of content or skills. With the trend increasingly growing toward content than skills, one can’t help but wonder about the role content will play in the curriculum of the modern day elementary school.

The Australian Professional Standards were designed to aid teachers in their understanding of what they should know and should achieve as professionals. The following response inspects how the seven Standards evaluate teaching practices and provides a platform to reflect on the professional duties of all teachers at different career stages (AITSL, 2015). In Australian schools there are a range of learning challenges presented by students and their diverse cultural, linguistic, religious and socioeconomic backgrounds. Stated in Standard 1.1 to 1.6, teachers must gain knowledge of their students, understand their circumstances and deliver an engaging teaching environment by addressing all areas of inclusion (AITSL, 2015).

Curriculum and inadequate instruction both have their pros and cons when it comes to the decision-making process of what works best to achieve higher level learning among students. Curriculum mainly focuses on the knowledge and skills that are important to learn where as instruction is what learning will be achieved to meet the needs of students, standardized testing, and outcomes. Teachers in the 21st century have to employ instructional strategies that are innovative, research-proven techniques/strategies, technologies, and real world resources-contexts in order to differentiate among the many

Standard 4: Middle grades teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields and create meaningful learning experiences that develop young adolescents' competence in subject matter and skills.

The study also found that the students work correctness improved over time. Preservice teachers found that repetition of the same lesson allowed adjustments in time management during the lesson. Throughout the lesson delivery the preservice teachers’ time management had improved. The preservice teachers had to make decisions based on the group of fourth graders on what to eliminate out of the lesson plan so the preservice teachers did not go over the allotted time that was given to them. During the study “the PSTs demonstrated increased knowledge and skills included both general pedagogical knowledge (GPK) and pedagogical content knowledge (PCK)” (Shulman, 1986, 1987). The preservice teachers were able to adjust the lesson in different ways that were more constant with the NCSS

I composed numerous plans for each competency addressed in order to achieve mastery of that particular competency. In regards to the first competency addressed, Standard 3: Instructional Delivery, I planned to make sure I differentiated in all my classes in a variety of ways. One way I planned to differentiate is by ability. Teachers do not have any control over the students that walk thru our door on the first day of school. No matter where they fall academically, we have to build them up to greater heights of achievement. By differentiating in a variety of ways and settings, I am able to help students improve to greater heights of ability, and meet every student’s needs (Jennings, 2012). When approaching the second content competency, Standard 5: Learning environment, my plan was to allow my students to help establish the rules of the class, and to make sure I hold them accountable for those rules. the policies, procedures, and rules of the class are usually determined at the beginning of the school year, and many teachers refer to these tasks as setting the tone for the course of the year. Setting the tone, establishing

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Horizontal and vertical alignment are the main ways by which the change can be effected. However, the change in curriculum and instruction is often such a controversial task. School leaders have often found it to be challenging, especially with regards to creating a balance of the needs, appropriate assessment, desires, and the instruction. In this era where reforms in the education sector are standard-based, educators are required to set content standards that will ensure an improvement in the students’

In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. “To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school" (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination.