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Utah Effective Teaching Standards

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Peggy Childs

on 3 August 2014

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Transcript of Utah Effective Teaching Standards

Introduction

The Standards were adopted by the Utah State Board of Education in State Board Rule R277-520 in August 2011.
Utah Effective Teaching Standards
UETS
Carousel Activity
The
Utah Effective Teaching Standards
articulate
what effective teaching and learning look like in the Utah public education system.

The Standards are based upon the concepts in the Interstate Teacher Assessment and Support Consortium (
InTASC
) standards, as well as the needs of Utah school teachers, administrators, parents, and university representatives.

The Standards align with the teaching skills needed to successfully teach the
Utah Core Standards
.
The Standards provide a resource for educators to:

Analyze and prioritize expectations for high quality instruction
Self-assess their own performance
Identify areas that need improvement
Within learning communities, assess the quality of instruction and plan collaborative improvements

They may also be used as the basis for meaningful and relevant professional development.
The Benefits to Teachers
Clear standards articulate a common description of effective teaching.

These standards aren't something NEW -- These standards validate the best practices educators are already using.

These standards show the community at-large that teachers are skilled practitioners with rigorous professional standards, high levels of content knowledge, and effective pedagogical skills.
The Standards:
Separated into 3 Main Domains
The Learner & Learning
Instructional Practice
Professional Responsibility
The Learner and Learning
Standard 1: Learner Development
The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.
Standard 2: Learning Differences
The teacher understands individual learner differences and cultural linguistic diversity.
Standard 3: Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning, positive social interactions, active engagement in learning, and self-motivation.
Instructional Practice
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
Standard 5: Assessment
The teachers uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
Standard 6: Instructional Planning
The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.
Standard 7: Instructional Strategies
The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways.
Professional Responsibility
Standard 8: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
Standard 9: Leadership and Collaboration
The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.
Standard 10: Professional and Ethical Behavior
The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.
Rubric for the Continuum of Practice
The categories indicated on the rubrics describe phases of the development of teaching skills from the most basic to the highest levels of attainment to form a continuum of practice.
The level of a teacher's practice will increase through experience and study.
In some situations, the level of practice may decrease when the teacher takes on a new assignment or attempts a new skill.
The continuum is intended for use as a formative tool--for self-reflection, self-assessment, mentoring, coaching, intervention, professional development, and remediation.
Schools.utah.gov > Educator Effectiveness > Professional Standards
Where can you go to find out more information?



Each poster represents a teaching standard.

1's go to the Standard 1 poster, 2's go to Standard 2, etc.

On the T-chart, write your group's ideas
Left side: what you already know and do
Right side: questions we have about this standard

Go as a group to the other posters and add your ideas.

When you return to your first poster, report out.
UETS - Essential Dispositions
Standard 1: Learner Development
The teacher:
1. Respects learners' differing strengths and needs and
is committed to using this information to further each
learner's development.
2. Is committed to using learners' strengths as a basis
for growth, and their misconceptions as opportunities
for learning.
3. Values the input and contributions of families,
colleagues, and other professionals in understanding
and supporting each learner's development.
UETS Cross Cutting Themes
uen.org/k12educator/uets
Full transcript