DescriptorsofEffectiveTeaching-ClarkPublicSchoolDistrict.docVIP

Mission The Clark School District defines its expectations for professional practice Essential Questions What is effective teaching? What do effective teachers do and value? How do school districts support effective teachers? Goals of the Effective Teaching Committee Encourage dialogue among all stakeholders regarding effective teaching Create document outlining the high expectations for all Clark teachers Begin alignment of observation/evaluation process and documents Members of the Effective Teaching Committee Colleen Gialanella Amanda Cloutier Joe Rodriguez Franklin Stebbins Robert Cahill Vicki Phelan Laurie Marquez Joanne Guarraci Jackie Headrick Mary Jo Baker Andrea McNamara Laura Pinto Karen Lignana Stephanie Aurilia-Miller Kelly Cahill Ed Grande Sue Spencer Luke Truempy Maria Falzone Joe Beltramba Joy Thompson Nicole Viola Shirley Bergin Vincent Caputo Descriptors of Effective Teaching What are they? Roadmap for novice teachers Guidance for experienced professionals Structure for focusing improvement efforts Communication tool The four domains of teaching responsibility: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Planning and Preparation 1A. A teacher who demonstrates knowledge of content and pedagogy: Has knowledge of the central concepts of the discipline and can create learning experiences that make the subject matter meaningful for students Assesses and builds connections to prior learning. Organizes and plans instruction based upon an expansive knowledge of subject matter, student learning styles, district, school and department initiatives, and the New Jersey Core Curriculum Content Standards. 1B. A teacher who demonstrates knowledge of students: Is aware how students differ in their approaches to learning and the challenges that may impede learning. Shows respect for students’ interest, cultural backgrounds, and develo