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Applied knowledge of content within and Applied knowledge of content within and Applied knowledge of content within and

across curriculum teaching areas. across curriculum teaching areas. across curriculum teaching areas.

Applied knowledge of content within Applied knowledge of content within Applied knowledge of content within
and across curriculum teaching areas. and across curriculum teaching areas. and across curriculum teaching areas.

Applied a range of teaching strategies to Applied a range of teaching strategies to Applied a range of teaching strategies to
develop critical and creative thinking, as develop critical and creative thinking, as develop critical and creative thinking, as
well as other higher-order thinking skills. well as other higher-order thinking skills. well as other higher-order thinking skills.

Managed classroom structure to engage learners, Managed classroom structure to engage learners, Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration, individually or in groups, in meaningful exploration, individually or in groups, in meaningful exploration,
discovery and hands- on activities within a range of discovery and hands- on activities within a range of discovery and hands- on activities within a range of
physical learning environments. physical learning environments. physical learning environments.

Managed learner behavior constructively by applying Managed learner behavior constructively by applying Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning- positive and non-violent discipline to ensure learning- positive and non-violent discipline to ensure learning-
focused environments. focused environments. focused environments.

Used differentiated, developmentally appropriate Used differentiated, developmentally appropriate Used differentiated, developmentally appropriate
learning experiences to address learners’ gender, learning experiences to address learners’ gender, learning experiences to address learners’ gender,
needs, strengths, interests and experiences. needs, strengths, interests and experiences. needs, strengths, interests and experiences.

Planned, managed and implemented developmentally Planned, managed and implemented developmentally Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet sequenced teaching and learning processes to meet sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts. curriculum requirements and varied teaching contexts. curriculum requirements and varied teaching contexts.

Participated in collegial discussions that use Participated in collegial discussions that use Participated in collegial discussions that use
teacher and learner feedback to enrich teacher and learner feedback to enrich teacher and learner feedback to enrich
teaching practice. teaching practice. teaching practice.

Managed classroom structure to engage learners, Managed classroom structure to engage learners, Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration, individually or in groups, in meaningful exploration, individually or in groups, in meaningful exploration,
discovery and hands- on activities within a range of discovery and hands- on activities within a range of discovery and hands- on activities within a range of
physical learning environments. physical learning environments. physical learning environments.

Designed, selected, organized and used diagnostic, Designed, selected, organized and used diagnostic, Designed, selected, organized and used diagnostic,
formative and summative assessment strategies formative and summative assessment strategies formative and summative assessment strategies
consistent with curriculum requirements. consistent with curriculum requirements. consistent with curriculum requirements.

Monitored and evaluated learner progress Monitored and evaluated learner progress Monitored and evaluated learner progress
and achievement using learner attainment and achievement using learner attainment and achievement using learner attainment
data. data. data.

Communicated promptly and clearly the Communicated promptly and clearly the Communicated promptly and clearly the
learners’ needs, progress and achievement to learners’ needs, progress and achievement to learners’ needs, progress and achievement to
key stakeholders, including parents/guardians. key stakeholders, including parents/guardians. key stakeholders, including parents/guardians.

Performed various related works/ activities Performed various related works/ activities Performed various related works/ activities
that contribute to the teaching-learning that contribute to the teaching-learning that contribute to the teaching-learning
process. process. process.