Teacher Competencies
The Department of Education has developed the following five teacher competencies describing the knowledge, skills, and dispositions that each teacher candidate will have upon completion of any licensure program. Under each competency are the corresponding PRAXIS III (Pathwise) assessment criteria.
- Content knowledge - The candidate articulates accurate subject matter and applies that knowledge in planning and presenting lessons aligned with content standards.
A3. Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future
C2. Making content comprehensible to students
C4. Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning, and adjusting learning activities as the situation demands
- Learner characteristics - The candidate incorporates knowledge of how students learn and how diverse experiences affect learning when planning and presenting lessons aligned with content standards.
A1. Becoming familiar with relevant aspects of students’ background knowledge and experiences
A2. Articulating clear learning goals for the lesson that are appropriate to the students
C2. Encouraging students to extend their thinking
- Instructional strategies - The candidate applies a variety of scientifically-based, data-driven instructional strategies based on learning goals, assesses student's progress toward these goals, and differentiates instruction based on students’ needs and assessment results.
A4. Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students and that are aligned with the goals of the lesson
A5. Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson
C1. Making learning goals and instructional procedures clear to students
C5. Uses instructional time effectively
- Learning Environment - The candidate creates and manages a learning environment that encourages active, engaged learning and respect for others.
B1. Creates a climate that promotes fairness
B2. Establishes and maintains rapport with students
B3. Communicating challenging learning expectations to each student
B4. Establishing and maintaining consistent standards of classroom behavior
B5. Making the physical environment as safe and conducive to learning as possible
- Professional responsibilities - The candidate engages in reflective practice, promotes collaboration among peers, families, and communities, and takes on opportunities for professional development.
D1. Reflecting on the extent to which the learning goals were met
D2. Demonstrates a sense of efficacy
D3. Builds professional relationships with colleagues to share teaching insights and to coordinate learning activities for students
D4. Communicates with parents or guardians about student learning