1. Subject Matter
The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Knowledge
|
|
Artifact(s) |
|
The teacher understands major concepts, assumptions,
debates, processes of inquiry, and ways of knowing that are central to the
discipline(s) s/he teaches. |
|
|
The teacher understands how students' conceptual
frameworks and their misconceptions for an area of knowledge can influence
their learning. |
|
|
The teacher can relate his/her disciplinary knowledge to
other subject areas. |
|
|
The teacher understands major concepts, assumptions,
debates, processes of inquiry, and ways of knowing that are central to the
discipline(s) s/he teaches. |
|
|
The teacher understands how students' conceptual
frameworks and their misconceptions for an area of knowledge can influence
their learning. |
|
Dispositions
|
|
Artifact(s) |
|
The teacher realizes that subject matter knowledge is not
a fixed body of facts but is complex and ever-evolving. S/he seeks to keep
abreast of new ideas and understandings in the field. |
|
|
The teacher appreciates multiple perspectives and conveys
to learners how knowledge is developed from the vantage point of the knower. |
|
|
The teacher has enthusiasm for the discipline(s) s/he
teaches and sees connections to everyday life. |
|
|
The teacher is committed to continuous learning and
engages in professional discourse about subject matter knowledge and
children's learning of the discipline. |
|
Performances
|
|
Artifact(s) |
|
The teacher effectively uses multiple representations and
explanations of disciplinary concepts that capture key ideas and link them to
students' prior understandings. |
|
|
The teacher can represent and use differing viewpoints,
theories, "ways of knowing" and methods of inquiry in his/her
teaching of subject matter concepts. |
|
|
The teacher can evaluate teaching resources and curriculum
materials for their comprehensiveness, accuracy, and usefulness for representing
particular ideas and concepts. |
|
|
The teacher engages students in generating knowledge and
testing hypotheses according to the methods of inquiry and standards of
evidence used in the discipline. |
|
|
The teacher develops and uses curricula that encourage
students to see, question, and interpret ideas from diverse perspectives. |
|
|
The teacher can create interdisciplinary learning
experiences that allow students to integrate knowledge, skills, and methods
of inquiry from several subject areas. |
|