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Section Two: Ohio Standards for the Teaching Profession
1
Teachers understand student learning and development and respect the diversity of the students they teach.
- Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
- Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
- Teachers expect that all students will achieve to their full potential.
- Teachers model respect for students’ diverse cultures, language skills and experiences.
- Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
2
Teachers know and understand the content area for which they have instructional responsibility.
- Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
- Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
- Teachers understand school and district curriculum priorities and the Ohio academic content standards.
- Teachers understand the relationship of knowledge within the discipline to other content areas.
- Teachers connect content to relevant life experiences and career opportunities.
3
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
- Teachers are knowledgeable about assessment types, their purposes and the data they generate.
- Teachers select, develop and use a variety
of diagnostic, formative and summative assessments.
- Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.
- Teachers collaborate and communicate student progress with students, parents and colleagues.
- Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.
4
Teachers plan and deliver effective instruction that advances the learning of each individual student.
- Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.
- Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.
- Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
- Teachers apply knowledge of how students think and learn to instructional design and delivery.
- Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
- Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
- Teachers use resources effectively, including technology, to enhance student learning.
5
Teachers create learning environments that promote high levels of learning and achievement for all students.
- Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. - Teachers create an environment that is physically and emotionally safe. - Teachers motivate students to work productively and assume responsibility for their own learning. - Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. - Teachers maintain an environment that is conducive to learning for all students.
6
Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
- Teachers communicate clearly and effectively.
- Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
- Teachers collaborate effectively with other teachers, administrators and school and district staff.
- Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
7
Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
- Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
- Teachers take responsibility for engaging in continuous, purposeful professional development.
- Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.
e
Introduction
The research is clear: what matters most is the quality of the teacher we put before every student. It is the interaction between teacher and student
that is critical to producing high-level student learning and achievement. With the adoption of the Ohio Standards for the Teaching Profession,
the Ohio Standards for Principals and the Ohio Standards for Professional Development, Ohio has continued on track toward an aligned,
standards-based education system in which all students achieve at the highest levels.
Intended Purposes of the Standards
The Ohio Standards for the Teaching Profession were developed for use as a guide for teachers as they continually reflect upon and improve their
effectiveness as educators throughout all of the stages of their careers. While there are many influences on a teacher’s development, these standards
will serve as an important tool for teachers as they consider their growth and development in the profession.
In addition, these standards will serve many other audiences and purposes. It is anticipated that these standards may:
- assist higher education programs in developing the content and requirements of preservice training
and development;
- focus the goals and objectives of districts and schools as they support educators and seek to improve
the profession;
- be used to plan and guide professional development;
- serve as a tool in developing coaching and mentoring programs.
These Standards are intended to drive conversations about the practice of teaching and are not intended to serv
as an evaluation instrument.
The Connections between the Standards
Ohio’s Standards for the Teaching Profession are interrelated and connect in teachers’ practice. They are
not intended to show isolated knowledge or skills and are not presented in order of importance.
Teachers’ knowledge and skills in each standard area will impact their ability to perform effectively in
other standard areas. For example, teachers’ understanding of assessment will impact their ability to provide
effective instruction based on students’ needs. Their understanding of student diversity will impact their ability
to create positive learning environments. Their ability to assess and reflect on their own effectiveness will
impact the quality of their instruction. Each of these standards is important in effective teaching.
Standard 1: Students
Teachers understand student learning and development and respect the diversity of the students they teach.
Narrative Summary
A thorough understanding of how students learn is essential instruction to students’ needs, interests and prior knowledge.
to quality teaching. Effective teachers must understand the They understand the abilities and talents of their students, and
processes and strategies students use to construct knowledge, use that knowledge to determine appropriate learning activities
and use this understanding to create learning activities and identify resources for students that foster rich learning
appropriate for students’ ages, abilities and learning styles. opportunities. Teachers’ sense of efficacy results in their
Effective teachers understand the impact of students’ persistence to help all students learn and achieve at high levels.
backgrounds and experiences on their learning. They connect
Elements
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
1.3 Teachers expect that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate
identification, instruction and intervention.
Ohio Standards for the Teaching Profession
Indicators Standard 1 Elements Proficient Accomplished Distinguished
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
a) Teachers demonstrate an understanding of research on human development, learning theory and the brain. b) Teachers demonstrate understanding that student development (physical, social, emotional and cognitive) influences learning and plan instruction accordingly.
c) Teachers analyze individual and group student development in order to design instruction that meets learner needs at an appropriate level of development.
d) Teachers support colleagues’ understanding of student development and help other teachers evaluate students for purposes of instructional planning and implementation.
.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
a) Teachers gather information about students’ prior learning, abilities and learning styles to plan and deliver appropriate instruction.
b) Teachers present concepts and principles at different levels of complexity to reflect varied levels of student development. c) Teachers prepare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student learning differences.
d) Teachers lead the design and implementation of strategies to assess individual student abilities, learning styles and needs.
.3 Teachers expect that all students will achieve to their full potential.
a) Teachers establish and clearly communicate high expectations for all students through such actions as focusing on students’ positive traits and conveying a belief in their abilities. b) Teachers model a belief that all students can learn and persist in efforts to help all students achieve.
c) Teachers set specific and challenging expectations for each individual student and each learning activity. d) Teachers develop a sense of their ability to influence student progress and persist in seeking approaches for students who have difficulty learning.
e) Teachers create challenging expectations for their students and assist other educators in their school and district in setting high expectations for all students.
Ohio Standards for the Teaching Profession
Indicators Standard 1 Elements Proficient Accomplished Distinguished
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
a) Teachers assist in identifying gifted students, students with disabilities and at-risk students based on established practices. b) Teachers follow laws and policies regarding gifted students, students with disabilities and at-risk students and implement Individual Education Plans (IEPs) and Written Education Plans (WEPs). c) Teachers refer students for screening and assessment when appropriate. d) Teachers seek and use support from specialists and other sources of expertise to enhance student learning.
e) Teachers collaboratively develop and implement learning plans for gifted students, students with disabilities and at-risk students. f) Teachers adapt the pace and depth of curriculum and instruction to meet the needs of those students whose performance is advanced or below level.
g) Teachers advocate within the school, district and the broader community to ensure that gifted students, students with disabilities and at-risk students have access to all appropriate learning opportunities and resources.
Standard 2: Content
Teachers know and understand the content area for which they have instructional responsibility.
Narrative Summary
A deep understanding of content is essential for teachers to content and skills of their disciplines to the Ohio academic
have the power to positively impact student learning and content standards and are committed to staying abreast of
achievement. Teachers must understand the structures and the current research and development within their disciplines.
history of the content they teach and recognize that the content These teachers make content meaningful, relevant and
is not static, but complex and evolving. Effective teachers applicable to students by making connections between the
demonstrate a deep and reflective understanding of content- content that they teach and other content areas, real life
specific practices, processes and vocabulary. They connect the experiences and career opportunities.
Elements 2.1 Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction. 2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. 2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards. 2.4 Teachers understand the relationship of knowledge within the discipline to other content areas. 2.5 Teachers connect content to relevant life experiences and career opportunities.
Indicators Standard 2 Elements Proficient Accomplished Distinguished
2.3 Teachers understand school and a) Teachers articulate the important b) Teachers extend and enrich c) Teachers who serve in district curriculum priorities content, concepts and processes curriculum by integrating school leadership roles study and and the Ohio academic content in school and district curriculum and district curriculum priorities evaluate advances in content and standards. priorities and in the Ohio with Ohio’s academic content recommend changes to revise academic content standards. standards and national content school and district curriculum. standards.
2.4 Teachers understand the a) Teachers make relevant content b) Teachers prepare opportunities d) Teachers design projects that relationship of knowledge connections between disciplines. for students to apply learning require students to integrate within the content area to other from different content areas to knowledge and skills across content areas. solve problems. several content areas (Cotton, c) Teachers collaboratively construct 1999). interdisciplinary learning e) Teachers lead collaborative strategies that make connections efforts to share knowledge between content areas. and model interdisciplinary instruction.
2.5 Teachers connect content to a) Teachers facilitate learning b) Teachers use a variety of c) Teachers design innovative relevant life experiences and experiences that connect to resources to enable students to learning activities that replicate career opportunities. real-life situations and careers. experience, connect and practice real life and workplace real-life and career applications, activities. through activities such as d) Teachers model for other service learning. educators the integration of content-area classroom experiences with real-life and workplace experiences.
Ohio Standards for the Teaching Profession
Standard 3: Assessment
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Narrative Summary
The professional imperative of teachers is to maximize student for all students. Teachers use formal and informal assessment
learning and eliminate gaps between students’ potential and data to determine the incremental development of students
their performance. Toward that end, the relationship between based on the Ohio academic content standards. Teachers
instruction and assessment is purposeful, interdependent and encourage students to critically examine their own work and
recursive. Effective teachers are assessment-literate. They use foster their students’ ability to become knowledgeable of
multiple assessments to learn about their students, to plan and how they learn. Teachers provide students and parents with
adjust instruction and to evaluate student learning. Teachers formative assessment results and provide them with strategies
have sufficient knowledge and skills in probability and to improve student learning.
statistics to use a variety of assessment data to plan effectively
Elements
3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate.
3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.
3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.
3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.
3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.
Ohio Standards for the Teaching Profession
Indicators Standard 3 Elements Proficient Accomplished Distinguished
3.3 Teachers analyze data to monitor a) Teachers utilize assessment d) Teachers read and interpret g) Teachers promote the use student progress and learning data to identify students’ data and use this analysis to of student data to inform and to plan, differentiate and strengths and needs, and modify differentiate learning for and curriculum design. modify instruction. instruction. b) Teachers monitor student progress toward achievement of school and district curriculum priorities and the Ohio academic content standards. c) Teachers maintain accurate and complete assessment records as needed for data-based decision making.
tailor instructional goals to individual students. e) Teachers examine classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate potential learning obstacles. f) Teachers use student assessment results to reflect on their own teaching and to monitor teaching strategies and behaviors in relation to student success.
h) Teachers promote the use of student data to implement targeted strategies for instruction.
3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.
a) Teachers define assessment criteria and standards and relate these to students. b) Teachers provide substantive, specific and timely feedback of student progress to students, parents and other school personnel while maintaining confidentiality.
c) Teachers use a variety of means to communicate student learning and achievement. d) Teachers design and share resources with parents to facilitate their understanding of their child’s learning and progress.
e) Teachers lead collaborative efforts to create common assessments among grade-level and/or content-area teachers and share assessment results with colleagues to collaboratively plan instruction that will best meet individual student needs.
Indicators Standard 3 Elements Proficient Accomplished Distinguished
3.5 Teachers involve learners a) Teachers model the use of c) Teachers prepare student self- e) Teachers create a learning in self-assessment and goal self-assessment and goal-setting. assessment tools and strategies, environment in which students setting to address gaps between b) Teachers provide students with regularly monitor their use and develop their own performance and potential. opportunities to assess and encourage student goal-setting. self-improvement plans and articulate the knowledge and d) Teachers organize opportunities measure their own progress. skills they have gained. for students to articulate how f) Teachers improve colleagues’ they learn and what learning abilities to facilitate student strategies are most effective self-assessment and goal-setting. for them.
Standard 4 Elements Proficient
Indicators Accomplished Distinguished
4.1 Teachers align their instructional a) Teachers follow district c) Teachers select, prioritize, d) Teachers actively participate goals and activities with school curriculum priorities. sequence and group concepts in the development and and district priorities and Ohio’s b) Teachers select learning and processes to provide implementation of district academic content standards. experiences with clearly defined goals that align with school and district curriculum priorities and state academic content standards.
a continuous, articulated curriculum aligned with school and district priorities and state academic content standards.
initiatives focused on improving student performance and closing the achievement gap. e) Teachers assume leadership roles to define and revise district, region and state curriculum priorities.
4.2 Teachers use information a) Teachers use pre-assessment d) Teachers monitor the f) Teachers reflect critically about students’ learning and data and information they performance gaps of students on their own and others’ performance to plan and deliver have gathered about students’ within their classrooms and instructional practices to make instruction that will close the learning needs and performance develop interventions that close appropriate curriculum and achievement gap. to develop appropriate learning activities. b) Teachers adjust instruction based on student learning. c) Teachers identify how individual experience, talents and prior learning as well as language, culture and family influence student learning and plan instruction accordingly.
those gaps. e) Teachers make curriculum and instructional decisions that respond to the immediate teaching context and student needs.
instructional decisions based on the teaching context and student needs.
Ohio Standards for the Teaching Profession
Indicators Standard 4 Elements Proficient Accomplished Distinguished
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
a) Teachers clearly communicate learning goals to students. b) Teachers communicate to students the link between learning activities and goals.
c) Teachers establish and communicate challenging individual learning goals based on the needs of each student. d) Teachers create instructional environments where students actively and independently set, articulate and internalize learning goals.
e) Teachers empower students to independently define short- and long-term learning goals and monitor their personal progress.
4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
a) Teachers understand the cognitive processes associated with learning, and demonstrate through instruction that they know how to stimulate these processes. b) Teachers use research-based instructional strategies. c) Teachers implement instructional activities that are sequenced to help students acquire concepts and skills of the discipline.
d) Teachers articulate a logical and appropriate rationale for the sequence of learning activities. e) Teachers link the content of each learning activity to the content of previous and future learning experiences. f) Teachers prepare learning activities with clear structures that allow for content review, student reflection and different pathways, depending on student needs.
g) Teachers evaluate instructional processes in order to ensure a systematic, purposeful, research- supported process for teaching new knowledge or skills.
Ohio Standards for the Teaching Profession
Indicators Standard 4 Elements Proficient Accomplished Distinguished
4.7 Teachers use resources a) Teachers use materials and d) Teachers select and use f) Teachers help their colleagues effectively, including resources that support their teaching resources and understand and integrate technology, to enhance student instructional goals and meet curriculum materials for their technology into instruction. learning. students’ needs. comprehensiveness, accuracy g) Teachers create and select b) Teachers effectively use and usefulness in representing instructional materials from technology that is appropriate to particular ideas and concepts varied sources to engage their disciplines. and for meeting individual students and meet their c) Teachers effectively support student’s needs. learning needs. students in their use of e) Teachers develop students’ technology. abilities to access, evaluate and use technology.
Standard 5: Learning Environment
Teachers create learning environments that promote high levels of learning and achievement for all students.
Narrative Summary
Teachers create a learning environment that promotes high Teachers recognize that students learn in a variety of formal
levels of achievement for all students and in which all and informal settings. They motivate students by demonstrating
students feel a responsibility for their own learning. Teachers enthusiasm for the subject(s) they teach. Teachers create a
orchestrate the learning environment to maximize each learning environment where all students feel safe, valued and
student’s opportunities to learn. They create a content-rich and enjoy a sense of belonging.
reflective learning environment for students.
Elements 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 5.2 Teachers create an environment that is physically and emotionally safe. 5.3 Teachers motivate students to work productively and assume responsibility for their own learning. 5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. 5.5 Teachers maintain an environment that is conducive to learning for all students.
