Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, pedagogiacal knowledge, and the needs of students by providing relevant learning experiences.
Sample Performance Indicators
1.1 Addresses appropriate curriculum standards and integrates key content elements.
1.2 Facilitates students’ use of higher-level thinking skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research.
1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
1.2 Facilitates students’ use of higher-level thinking skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research.
1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
GA DOE TKES Performance Rubric
ExemplaryIn addition to meeting the requirements for Proficient...
The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seeks ways to serve as role models or teacher leaders.) |
ProficientProficient is the expected level of performance.
The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. |
Needs DevelopmentThe teacher inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice.
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IneffectiveThe teacher inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice.
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PLCs in Action: Innovative Teaching for Struggling 3-5 Readers
Reading teachers from across a school district formed a professional learning community to create lessons for their struggling readers. The PLC was as valuable to them as professionals as it was to student growth. Read the attached article to learn more about the PLCs plan of action.
plcs_in_action_-_innovative_teaching_for_struggling_readers.pdf | |
File Size: | 199 kb |
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Reading Level Correlation Chart
Click on the below file to find a chart providing: Reading A to Z levels, Common Core Lexile Ranges, and Lexile “Stretch” Bands; this piece is for the text exemplars for each grade level, which are meant for close reading
reading_level_correlation_chart.png | |
File Size: | 55 kb |
File Type: | png |
ISTE and ASCD have released a new guide for educators and administrators looking
to "flip" their classrooms. The flipped classroom is a relatively new teaching
model, where lectures become homework and traditional homework becomes
classwork.
to "flip" their classrooms. The flipped classroom is a relatively new teaching
model, where lectures become homework and traditional homework becomes
classwork.
Flipped learning helps teachers move away from direct instruction as their primary teaching tool toward a more student-centered approach.
Ted Talk - Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home and do "homework" in the classroom with the teacher available to help.
Questions to Consider when watching the above video link:
How does the observation process support Mr. Mulvaney to improve his practice?
What are the benefits of peer evaluation?
How does the rubric improve the coaching process?
What can't the rubric capture?
How does the observation process support Mr. Mulvaney to improve his practice?
What are the benefits of peer evaluation?
How does the rubric improve the coaching process?
What can't the rubric capture?
Five questions to help you navigate all of Common Core resources with more confidence.
Click above for a recent Washington Post article where Alfie Kohn writes about what a new homework study really says — and what it doesn’t say.
Continuous Achievement Guidelines
The Barnwell Continuous Achievement Committee has provided the following guidelines to assist in determining achievement levels:
guidelines-advanced_only_barnwell_elementary_school_continuous_achievement_guidelines.pdf | |
File Size: | 92 kb |
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