ESOL_Educator_Performance_Standards


 * EAL** **Standards for Professional Practice**
 * Draft standards are listed below
 * The source is listed in parentheses


 * Performance Area A: Planning and Preparation**

EAL Standard A1: Demonstrate knowledge of current trends in EAL and professional development (Specialist Standard A1)
 * Demonstrates thorough knowledge of sheltered immersion, content-based EAL and coteaching based on research and best practice
 * Demonstrates understanding of trends in professional development for teachers of ELLs

EAL Standard A2: Demonstrate knowledge of the school’s EAL program and the core grade-level program (Specialist Standard A2)
 * Demonstrates knowledge of the grade-level core instructional program and uses it in planning the EAL program
 * Demonstrates thorough knowledge of the K12 SAS sheltered immersion program philosophy and how it is put into practice
 * Uses the EAL wiki to locate information as a reference and contribute resources (http://SAS-EAL.wikispaces.com/)

EAL Standard A3: Demonstrate knowledge of students (Teacher Standard A2)
 * Uses data about English proficiency to design appropriate support program for each student
 * Allows for flexible adjustments based on needs of a student or class
 * Chooses content and assessment that appropriately reflects students' knowledge, experience, and developmental needs where appropriate
 * Utilizes assessments to improve knowledge of students

EAL Standard A4: Plan the EAL support program (Pull out and Push in) integrated with the overall school program (Specialist Standard A5)
 * Creates his/her own schedule based on needs, student placement and master schedule, in consultation with administrators and teachers
 * Ensures schedule is coherent, taking into account the competing demands of direct teaching, in-class support and consulting with teachers
 * Demonstrates knowledge of available resources and uses technology appropriately in co-planning, co-teaching and co-assessing
 * Utilizes assessments (formative and summative) to guide instructional planning
 * Helps to inform development of the master schedule and individual scheduling of students, when possible


 * Performance Area B: Instruction and Assessment**

EAL Standard B1: Motivate and engage all students in meaningful learning and growth (Teacher standard B5)
 * Utilizes diverse instructional strategies and resources
 * Uses effective questioning and discussion techniques
 * Makes learning relevant in a variety of ways
 * Conveys enthusiasm for learning and teaching
 * Demonstrates flexibility and responsiveness to student engagement

EAL Standard B2: Differentiate instruction to meet the needs of students (Teacher Standard B6)
 * Differentiates content, process, product, and /or learning environment
 * Differentiates according to students’ interest, readiness, and learning profile
 * Differentiates according to English language proficiency
 * Differentiates to promote literacy learning

EAL Standard B3: Define learning expectations and provide timely evaluative feedback on individual student performance (Teacher Standard B2)
 * Communicates clear instructions to students
 * Communicates learning expectations considering developmental need and level of English proficiency
 * Provides timely feedback regarding student performance
 * Uses the WIDA English Language Proficiency standards to guide assessment and feedback
 * Celebrates achievement of student learning goals

EAL Standard B4: Integrate the use of technology in instruction and learning goals (Teacher Standard B7)
 * Demonstrates understanding of the National Educational Technology Standards (NETS) and benchmarks appropriate to grade level for students
 * Integrates appropriately the use of technology as an instructional tool
 * Uses technology routinely to enhance learning


 * Performance Area C: Delivery of Service**

EAL Standard C1: Use appropriate assessment techniques to measure and report student learning (Teacher Standard B4)
 * Utilizes multiple sources of information to assess students’ learning
 * Assesses students' language proficiency using WIDA English Language Proficiency standards
 * Maintains accurate documentation on current and previous students (E.G. student files, PowerSchool)
 * Creates regular reports (each quarter or trimester) using multiple sources of information
 * Utilizes a variety of methods to communicate with students and parents (conferences, email, blog, wiki)
 * Explains the different levels of EAL support and how placement decisions are made
 * Uses translation when appropriate
 * Uses translation when appropriate

EAL Standard C2: Collaborate with teachers in the design of instructional units, lessons and assessments (Specialist Standard C1)
 * Initiates collaboration with classroom teachers in the design of instructional lessons and units
 * Locates resources for instructional improvement for teachers when asked to do so
 * Creates or locates resources which provide scaffolding for ELLs and shares these with grade-level teachers
 * Ensures procedures are clear to help teachers gain access to EAL support

EAL Standard C3: Engage colleagues in reciprocal professional learning (Specialist Standard C2)
 * Promotes a culture of reciprocal professional inquiry in which teachers collaborate to improve instructional skills.
 * Facilitates the acquisition of new instructional skills and professional knowledge about teaching ELLs
 * Uses a variety of approaches (email, workshops, lesson study, professional articles, co-teaching)
 * Observes colleagues teaching and shares successful strategies
 * Models teaching approaches and scaffolds professional learning


 * Performance Area D: Professional Responsibilities**

EAL Standard D1: Coordinate work with counselor and other instructional specialists (Specialist Standard D3)
 * Works with the administration, Counseling, Academic Support teams to share information
 * Identifies student needs and designs individualized learning plans as necessary

EAL Standard D2: Participate in a professional learning community (Specialist Standard D4)
 * Participates actively in school events, committees, task forces, or projects
 * Maintains professional, positive, and productive relationships with colleagues
 * Contributes to school-wide improvement efforts

EAL Standard D3: Engage in personal professional development (Specialist Standard D5)
 * Sets goals and seeks opportunities for professional development based on an individual assessment of need
 * Shares professional learning experiences through the use of CFG protocols
 * Read and share professional journal articles and online resources with colleagues


 * COMPLETE TEACHER STANDARDS**

Benchmarks: Benchmarks: 1. Allows for flexible adjustments based on students’/class needs 3. Utilizes assessments to improve knowledge of students
 * //__Performance Area A: Effective Planning and Preparation__//**
 * Teacher Standard A1 - SAS teachers will demonstrate knowledge of content and pedagogy**
 * 1) Displays relevant content knowledge
 * 2) Connects curriculum and real world in a variety of ways
 * 3) Demonstrates pedagogy that reflects current research on best practices
 * Teacher Standard A2 - SAS teachers will demonstrate knowledge of students**
 * 1) Chooses content and assessment that appropriately reflects students' knowledge, experience, and developmental needs where appropriate

Benchmarks:
 * Teacher Standard A3 - SAS teachers will demonstrate effective planning and organization**
 * 1) Designs instruction based on SAS Teacher Standards and benchmarks
 * 2) Designs coherent instruction
 * 3) Demonstrates knowledge of resources
 * 4) Utilizes assessments to guide instructional planning
 * 5) Participates in collaborative planning

**//__Performance Area B: Instruction and Assessment__//** Benchmarks: Benchmarks: Benchmarks:
 * Teacher Standard B1: Communicates accurately and effectively with students**
 * 1) Communicates clear instructions to students
 * 2) Utilizes a variety of methods to communicate with students
 * 3) Attempts to engage all students in discussion
 * 4) Uses effective questioning and discussion techniques
 * Teacher Standard B2: Defines learning expectations and provides timely evaluative feedback on student performance**
 * 1) Communicates learning expectations considering developmental needs
 * 2) Provides timely feedback regarding student performance
 * Teacher Standard B3: Uses appropriate assessment techniques to guide instruction**
 * 1) Communicates clearly assessment criteria to students
 * 2) Monitors individual student and class progress
 * 3) Uses the results of assessments to guide instruction
 * 4) Guides all students in self- assessment
 * Teacher Standard B4: Uses appropriate assessment techniques to measure and report student learning**

Benchmarks: Benchmarks: Benchmarks: Benchmarks:
 * 1) Utilizes multiple sources of information to assess students’ learning
 * 2) Assesses students using SAS Teacher Standards and benchmarks
 * 3) Uses appropriate assessment tools
 * 4) Uses appropriate assessment strategies for EAL and AS students
 * 5) Creates reports using multiple sources of information
 * 6) Celebrates achievement of student learning goals
 * 7) Maintains accurate documentation
 * Teacher Standard B5: Motivates and engages all students in meaningful learning and growth**
 * 1) Utilizes diverse instructional strategies and resources
 * 2) Provides opportunities for higher level thinking skills
 * 3) Provides opportunities for active engagement
 * 4) Makes learning relevant in a variety of ways
 * 5) Conveys enthusiasm for learning and teaching
 * 6) Demonstrates flexibility and responsiveness to student engagement
 * Teacher Standard B6: Differentiates instruction to meet the needs of their students**
 * 1) Differentiates content, process, product, and /or learning environment
 * 2) Differentiates according to students’ interest, readiness, and learning profile
 * 3) Differentiates according to English language proficiency
 * 4) Differentiates to promote literacy learning
 * Teacher Standard B7: Integrates the use of technology in instruction and learning goals**
 * 1) Demonstrates understanding of the National Educational Technology Teacher Standards (NETS) and benchmarks appropriate to grade level for students
 * 2) Integrates appropriately the use of technology as an instructional tool
 * 3) Uses technology routinely to enhance learning
 * //__Performance Area C: Professional Responsibilities__//**


 * Teacher Standard C1: Adheres to professional ethical Teacher Standards**

Benchmarks:
 * 1) Honors human dignity
 * 2) Models and encourages respect for intellectual and cultural values
 * 3) Models and encourages integrity, responsibility and moral action
 * 4) Models and encourages emotional wellness, care, compassion and commitment to the learning community
 * 5) Develops relationships with students, colleagues and parents that are based on trust, empathy, fairness and honesty
 * 6) Practices professional trust, confidentiality and reliability
 * Teacher Standard C2: Fosters effective communication**

Benchmarks:
 * 1) Communicates in a timely manner with students, colleagues, and parents.
 * 2) Communicates in a clear, respectful and appropriate manner.
 * Teacher Standard C3: Fosters positive relationships within the learning community**

Benchmarks:
 * 1) Cultivates a professional working relationship with colleagues
 * 2) Establishes and maintains relationships with parents and students to support student growth and development
 * 3) Demonstrates dedication in their care and commitment to students
 * 4) Supports SAS vision, mission, core values and EAGLES
 * 5) Participates in, and supports, team decision making and team-building
 * Teacher Standard C4: Demonstrates service to the learning community**

Benchmarks:
 * 1) Participates in community events, student activities and /or school improvement initiatives
 * 2) Demonstrates involvement in student life and co-curricular activities.
 * Teacher Standard C5: Commits to ongoing professional learning**

Benchmarks:
 * 1) Engages in self evaluation
 * 2) Seeks opportunities for professional growth to support SAS school improvement initiatives
 * 3) Commits to on-going self-directed learning that is informed by experience, research, collaboration and knowledge
 * 4) Promotes and participates in collaborative, safe, and supportive learning communities

**//__Performance Area D: Learning Environment__//**

Benchmarks: Benchmarks: Benchmarks:
 * Teacher Standard D1: Mutual respect is evident through interactions between students and teacher**
 * 1) Models and encourages appropriate language
 * 2) Encourages and supports the strengths of all students
 * 3) Models and promotes fairness, equity and respect
 * 4) Establishes a classroom environment that empowers students to take intellectual risks
 * 5) Embraces the cultural diversity and individuality of students
 * Teacher Standard D2: Teacher and students demonstrate a positive disposition toward learning**
 * 1) Models and encourages supportive and positive language
 * 2) Fosters student enthusiasm for, and curiosity about, the discipline
 * 3) Establishes a collaborative environment
 * Teacher Standard D3: Teacher demonstrates effective management**
 * 1) Intervenes and addresses behavioral issues effectively
 * 2) Develops and implements effective classroom procedures and routines
 * 3) Maintains clear expectations and Teacher Standards of behavior
 * 4) Empowers students to solve problems and resolve conflicts
 * Teacher Standard D4: Teacher establishes an effective physical environment**

Benchmarks:
 * 1) Creates a learning environment that is safe, functional, and inviting
 * 2) Ensures materials are accessible
 * 3) Creates an environment that promotes student learning and active student engagement
 * 4) Adapts the physical space to accommodate individual and group learning needs