Standard 2

The teacher delivers instruction appropriate to the cognitive development level of almost all students almost all of the time.

• Almost all students must stretch cognitively, and are successful with some scaffolding
• Teacher uses learning activities within the zone of proximal development for almost all students
• Teacher seamlessly provides individualized instructional practices to advance almost all individual student's learning
• In the early childhood classroom, the teacher provides developmentally appropriate activities; Almost all activities are tailored to each learner's ability; Consistently varies instructional approach based on learners' needs; Integrates developmentally delayed learners seamlessly

A student might say this teacher:

• gives me work that is just right - not too easy and not too hard
• teaches to my level - not too far above or below me
• helps all the students learn, not just some students

The teacher has clear goals and encourages student goal-setting. The teacher has a systematic approach to student goal setting and reflection. Almost all students have clearly articulated goals for understanding. Student learning is self-directed.

In the classroom, this might look like:

• All students use the learning target and performance of understanding to re-adjust or set clear goals
• Teacher places a strong emphasis on students’ self-direction and ownership of learning
• Goals set by students are evident in materials or in the room (e.g., posted on the wall)
• Student goals refer to understanding rather than just grades or scores
• Teachers and students set goals that are both short- and long-term (e.g., unit, quarter, semester)
• Students engage in self-reflection regarding goal attainment
• Teacher may instruct students on successful goals setting (e.g., goals should be specific, challenging, but reasonable and further defined by sub-goals)

A student might say this teacher:

• tells us the goals for each lesson
• expects us to set learning goals for ourselves in this class
• knows when we have each reached our own learning goals

In the unit of instruction, there is a strong, clear process in which the teacher leads students in effective self-reflection about their personal goals regarding the unit objectives and evidence is provided.

The teacher almost always effectively applies research-based theories of learning or with almost all of the students. Strategies may include proving strong, clear feedback, spacing practice, summarizing, reciprocal teaching, modeling, concept mapping, frequent assessment, establishing goals and sub-goals, vocabulary building, reinforcing effort, using cognitively complex tasks, using graphic and advanced organizers, academic play or games, note-taking, voting and computer assisted instruction.

In the classroom, this might look like:

• Teacher uses multiple research-based strategies highly effectively with almost all students consistently throughout the lesson
• Teacher clearly teaches study habits, and memory and comprehension monitoring strategies to students

A student might say this teacher:

• shows us or gives examples of what we are supposed to learn or do
• helps us become better learners
• clearly tells us how we did, and how to improve
• expects us to know or do things weeks or months after we learned them
• has us summarize our learning
• has us practice things again weeks after we have learned them

In the unit of instruction, teacher includes research-based instructional strategies that are strongly justified with appropriate evidence.

The teacher frequently applies research-based strategies to promote students' emotional well-being and displays sensitivity to students' emotions. An upbeat mood is displayed by the teacher almost all of the time, and by students almost all of the time or almost all of the students. The strategies used by the teacher may include modeling good regulation of emotion, coaching effective coping strategies, talking about emotions as they naturally occur, validating negative emotions (without accepting misbehavior), helping students reinterpret negative situations in a more positive light, and using appropriate humor.

In the classroom, this might look like:

• Teacher and students appear emotionally positive almost all of the time
• Teacher uses several research-based strategies and seizes every opportunity to promote emotional competence in students
• Emotional explosions are almost always dealt with constructively

A student might say this teacher:

• talks about how to deal with emotions
• talks about understanding others' feelings
• would be helpful if students were dealing with anger or sadness
• helps students feel happy in this class

The teacher communicates an awareness of students' prior knowledge and almost always begins learning activities by activating prior knowledge (or considers the prior knowledge of almost all the students). The teacher clearly builds on prior knowledge to create a strong web of knowledge with many connections.

In the classroom, this might look like:

• Teacher activates prior knowledge of almost all students
• Teacher makes many connections to knowledge web
• Teacher refers strongly and repeatedly to content from other lessons or units
• Teacher builds on the experiences of each student and adapts lessons as needed
• In the early childhood classroom, the teacher consistently builds on learners’ prior knowledge and experience

A student might say this teacher:

• connects what we are learning with things we already know
• reminds us of things we learned earlier
• begins lessons by asking what we already know about a subject

The teacher employs high-quality multicultural strategies, conveying sensitivity to almost all students.

In the classroom, this might look like:

• Teacher draws explicit connections during learning activities that are related to almost all students’ cultures
• Teacher’s routines and procedures clearly indicate a trusting multicultural environment
• Classroom environment includes many samples from diverse cultures
• Teacher consistently teaches and models multicultural respect, including socioeconomic status, for all students
• Teacher treats all students impartially
• Student convey respect for others of different cultures

A student might say this teacher:

• helps us treat people who are different with respect
• treats all students equally
• knows about and respects each student's family background
• knows and respects differences in students' language and culture