1.0 Content Knowledge

1.1 Liberal Arts. Teachers have broad knowledge of the liberal arts.

1.1.1 Have background in basic subject areas: the arts, humanities, mathematics, and sciences, and have a broad understanding of the major cultures, religions, geography, political systems, philosophies, and economic systems by which people organize their lives.
1.1.2 Know and appreciate the great creative works of world cultures.

1.2 Subject-area Content. Teachers know the content appropriate to their teaching specialty and the relevant applications of this content.

1.2.1 Know their subjects considerably beyond the content they are expected to teach, and know how professionals in their field think and analyze the world.
1.2.2 Have a strong background in the subjects related to their specialty area.
1.2.3 Understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline they teach.
1.2.4 Know how to apply information from their discipline to real-world situations.

1.3 Curriculum Theory. Teachers understand the ways in which their teaching area connects to the broad curriculum.

1.3.1 Know the links between the grade or subject they teach and what comes before and after their course or grade.
1.3.2 Can relate disciplinary knowledge to other subject areas.

1.4 Developmental Theory. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.

1.4.1 Understand how learning occurs-how students construct knowledge, acquire skills, and develop habits of mind.
1.4.2 Understand that students' physical, social, emotional, moral and cognitive development influence learning.
1.4.3 Are aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understand how development in any one domain may affect performance in others.
1.4.4 Understand how social groups function and influence people, and how people influence groups.
1.4.5 Recognize factors and situations that are likely to promote or diminish intrinsic motivation.

1.5 Diverse Cultural Environments. Teachers recognize the impact of cultural, economic, political, and social environments upon their discipline.

1.5.1 Know the history of their discipline.
1.5.2 Know the contributions that diverse cultural groups have made to their discipline.

1.6 Subject-Specific Technology. Teachers know the specific uses of technology in their discipline.

1.6.1 Understand how technological advances affect their discipline.
1.6.2 Know where to find technological resources specific to their discipline.

2.0 Pedagogical Skills

2.1 Effective Classroom Management. Teachers practice effective classroom management.

2.1.1 Exercise leadership by taking personal responsibility for the progress of all students.
2.1.2 Organize and motivate students to act in ways that meet the needs of both the individual student and the class as a whole.
2.1.3 Maximize efficiency, maintain discipline and morale, promote teamwork, plan, communicate, focus on results, evaluate progress, and make constant adjustments.
2.1.4 Work to minimize disruptions in student learning and take advantage of unexpected events to teach students.
2.1.5 Are skilled at facilitating consensus and mediating conflict.
2.1.6 Use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
2.1.7 Engage students in individual and cooperative learning activities that help them develop the motivation to achieve.
2.1.8 Organize, allocate, and manage the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks.
2.1.9 Help the group to develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.

2.2 Effective Teaching Practices. Teachers use a variety of methods to teach students, including cooperative learning techniques, to promote content knowledge, critical thinking, and problem-solving skills.

2.2.1 Teach students how to live and work together productively and in a positive manner.
2.2.2 Effectively use multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.
2.2.3 Represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in the teaching of subject matter concepts.
2.2.4 Integrate interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.
2.2.5 Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.
2.2.6 Constantly monitor and adjust strategies in response to learner feedback.
2.2.7 Engage students in individual and cooperative learning activities that help them develop the motivation to achieve.2.2.8 Model effective communication strategies in conveying ideas and information and in asking questions.

2.3 Effective Assessment. Teachers use a variety of methods to assess what students have learned.

2.3.1 Use formal tests, responses to quizzes, evaluation of class assignments, student performances and projects, and standardized achievement tests to understand what students know.
2.3.2 Evaluate informal measures of student understanding, such as the questions asked in class and the level of student enthusiasm.
2.3.3 Use assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
2.3.4 Modify teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
2.3.5 Maintain useful records of student work and performance and communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.

2.4 Curriculum Alignment. Teachers align their instruction with the required curriculum.

2.4.1 Develop and apply strategies to make the North Carolina Standard Course of Study, local curriculum framework, and content standards developed by professional organizations in their specialty area significant to the students they teach.
2.4.2 Meet the requirements of the entire curriculum, while recognizing and focusing on those concepts in the curriculum which are fundamental to student understanding.

2.5 Diversified Instruction. Teachers plan instruction that is appropriate for a diverse student population, including students with special needs.

2.5.1 Develop short- and long-range plans for instruction, which reflect understanding of how students learn, and allow for students who learn at a faster or slower pace than others to be successful and engaged in learning.
2.5.2 Understand that plans are general guidelines and must be constantly monitored and modified to enhance the learning that is occurring in the classroom.
2.5.3 Make inclusion of special needs students in the regular classroom a positive experience for each student in the class and collaborate with the range of support specialists to help them meet the needs of all students.
2.5.4 Identify and design instruction appropriate to students' stages of development, learning styles, strengths, and needs.2.5.5 Bring multiple perspectives to the discussion of subject matter, including attention to students' personal, family, and community experiences and cultural norms.
2.5.6 Know how to take contextual considerations (instructional materials, individual student interests, needs and aptitudes, and community resources) into curriculum goals and students' experiences.
2.5.7 Know when and how to adjust plans based on student responses and other contingencies.

2.6 Technology Skills. Teachers have strong and current technology skills.

2.6.1 Know when and how to use current educational technology.
2.6.2 Understand the most appropriate type and level of technology to use to maximize student learning.

3.0 Professional Dispositions

3.1 Belief That All Students Can Learn. Teachers believe that all students can learn.

3.1.1 Instill a love of learning and self-confidence based on achievement.
3.1.2 Treat students as individuals.
3.1.3 Enjoy spending time in the company of children and young adults learn all they can about each of their students; maintain the dignity of each student; express pride in their students' accomplishments.
3.1.4 Believe that all children can learn at high levels and persist in helping all children achieve success.

3.2 Respect for Diversity. Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child's development and personality.

3.2.1 Demonstrate the belief that diversity in the classroom, in the school, and in society is a strength and show this commitment by daily conduct.
3.2.2 Do not allow subtle or overt intolerance to bigotry in classrooms or schools, and actively select materials and develop lessons that counteract stereotypes.
3.2.3 Strive to understand how an individual child's culture and background influence his or her school performance.
3.2.4 In schools and communities where population diversity is limited, find ways to acquaint children with a wide variety of people who make up our society and world.

3.3 Professional Development and Ethics. Teachers meet high ethical standards of practice and engage in professional development activities, including development in the area of technology.

3.3.1 Keep the needs of students at the center of professional thoughts and actions.
3.3.2 Live up to universal ethical principles of honesty, truthfulness, integrity, fair treatment, and respect for others.
3.3.3 Maintain a clear distinction between personal values and professional ethics.
3.3.4 Advocate for teacher professionalism, for school conditions that encourage teaching and learning, and for decision-making structures that take advantage of the expertise of teachers.
3.3.5 Recognize that life-long learning is an integral part of the profession.
3.3.6 Recognize the professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

3.4 Reflective Practice. Teachers are reflective about their practice.

3.4.1 Think systematically about what happens in the classroom and school, why it happens, and what can be done to improve student achievement.
3.4.2 Study educational literature and interpret research and apply it to classroom and school.
3.4.3 Value critical thinking and self-directed learning as habits of mind.

3.5 Community & School Collaboration. Teachers work collaboratively with colleagues, families, and the community to support the learning environment.

3.5.1 Reach out beyond the school to promote trust and understanding, to build partnerships with all segments of the school community, and to overcome obstacles that stand in the way of effective family and community involvement in the education of children.
3.5.2 Are informed about policy issues and initiate or assist in implementing initiatives to improve the education of children.
3.5.3 Are respected members of the community who play key roles in helping improve communication and collaboration between the members of the community and educators in the school and school system.
3.5.4 Realize that everything that happens in the community, between individual students, with families, or with colleagues has an impact in the classroom, and work to minimize disruptions in student learning and take advantage of unexpected events to teach students.
3.5.5 Value and learn from the expertise of other educators.