· Possesses sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

· Possesses knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.

· Ability to design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

· Ability to design well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

· Ability to design and administer a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.

· Ability to design and analyze results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

· Individually and with colleagues, draw appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.

· Regularly share with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning.

· Based on assessment results, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.

· Consistently define high expectations for the quality of student work and the perseverance and effort required to produce it; often provide exemplars, rubrics, and guided practice.

· Ability to consistently use instructional practices that are likely to motivate and engage most students during the lesson.

· Use appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

· Use rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

· Develop students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.

· Consistently create learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.

· Consistently use strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.

· Anticipate and respond appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.

· Clearly communicate and consistently enforce specific standards for student work, effort, and behavior.

· Effectively model and reinforce ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

· Consistently adapt instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.

· Regularly update parents on curriculum throughout the year and suggest strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.

· Consistently provide parents with clear, user-friendly expectations for student learning and behavior.

· Regularly use two-way communication with families about student performance and learning and responds promptly and carefully to communications from families.

· Always communicate respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.

· Regularly reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

· Propose challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.