Standard 1: Learner Development
The teacher understands how their students
learn and develop. The teacher is able to
recognize the patterns of learning and
development that vary with each student.
Cognitive, linguistic, social, emotional, and
physical learning styles are considered. The
teacher effectively designs and implements
developmentally appropriate and engaging
learning experiences.
 Standard 2:  Learning Differences
The teacher utilizes the differentiation of
methods to ensure the learning needs of all
students are being met. Differentiation of
content, assessments, and methods are
considered.
 Standard 3:  Learning Environments
The teacher works to create an environment
in the classroom that supports individual
and collaborative learning. The teacher will
promote and encourage positive social
interaction, active engagement in the
learning experience, and self-motivation.
 Standard 4:  Content Knowledge
The teacher works to ensure content is
accessible and meaningful for learners to
ensure mastery of the content. The teacher
challenges the student to go beyond mere
memorization of facts but to truly
understand the content being taught.
 Standard 5:  Application of Content
The teacher understands how to connect
content to real-life application. This is
applied through the content that is chosen
and the assessments used to evaluate
understanding.
 Standard 6:  Assessment
The teacher utilizes different methods of
assessment to engage learners in their own
growth, to monitor learning progress, and
to guide the teacher's and learner's decision
making.
During my student teaching, I worked with a
variety of students that had different learning
needs. I started from the beginning of my
experience to try and learn all that I could about
each student’s interest, learning styles, and
abilities. This proved effective as I was able to
implement learning strategies that were targeted to
each student.
I used a variety of means to differentiate in my
classroom. There were different reading levels
available to students for reading passages.
Different forms of assessments could be chosen
by the student.
I implemented a variety of individual as well as
collaborative learning strategies. Each class, there
would be at least some individual work as well as
group work.
During my experience, I challenged students to go
beyond just memorization of content but to
actually learn to apply the content and to think
critically.
I worked hard to make sure application of content
was central to each lesson I taught. I applied the
content to current events, emphasized how history
was the study of individual choices, etc.
During my student teaching, I used a variety of
formal and informal assessments. These were
critical in ensuring that my students were meeting
their learning goals.
 Standard 7:  Planning for Instruction For planning, I used backwards design to ensure
The teacher plans instruction that engages that the end goals and learning objectives were
every student in meeting rigorous learning what drove my planning decisions.
goals. The curriculum, cross-disciplinary
skills, and pedagogy are considered in the
planning process.

 Standard 8:  Instructional Strategies I used a variety of instructional strategies going

The teacher understands and uses a variety beyond mere lecture which are commonplace in
of instructional strategies to encourage social studies. Students learned content by reading
learners to develop an understanding of or discovering about the information.
content. Various resources are used to
make the content applicable to the student’s
learning experience.

 Standard 9:  Professional Learning and During my student teaching, I worked with other
Ethical Practice educators. This provided me with insight from
The teacher engages in ongoing trained and seasoned professionals.
professional development and uses
evidence to continually evaluate their
practice. This may include observations and
feedback from superiors, continuing ed
classes, etc.
 Standard 10:  Leadership and During my student teaching, I led different small
Collaboration groups, etc. of my students.
The teacher seeks appropriate leadership
roles and opportunities to take
responsibility to collaborate with learners,
families, colleagues, other school
professionals, and community members.
This promotes a lifestyle of learning and
leadership for the teacher as well as their
community.