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formerly MLPPDMS
Professional Development
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Calendar - MORIC (Mohawk Regional Information Center)
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Standards:
<-- All Standards -->
# 1: Foundations of Special Education
# 2: Development and Characteristics of Learners
# 3: Individual Learning Differences
# 4: Instructional Strategies
# 5: Learning Environments & Social Interactions
# 6: Language
# 7: Instructional Planning
# 8: Assessment
# 9: Professional & Ethical Practice
#1: Content knowledge aligned with appropriate instruction
1 Students: Teachers understand student learning and development, and respect the diversity of the s
1. Continuous Professional Improvement
1. Decision Making
1. Instructional Design and Lesson Planning
1. Instructional Plan Implementation
1. Instructional Plan Implementation
1. Professional and Ethical Behaviors
1. Space Systems: Patterns & Cycles
1. Structure, Function, & Information Processing
1. Student Learning Results
1. Waves: Light & Sound
1.1
1.1 Human Resource Leadership
1.1.1 Individual Needs Assessment
1.1.2 Administrator Review
1.1.3 Individual Professional Development Plan
1.2
1.2 Instructional Leadership
1.2.1 Learning Communities
1.2.2 Content Focused
1.2.3 Learning Strategies
1.2.4 Sustained Professional Learning
1.2.5 Use of Technology
1.2.6 Time Resources
1.2.7 Coordinated Records
1.3
1.3.1 Implementation of Learning
1.3.2 Coaching and Mentoring
1.3.3 Web-based Resources and Assistance
1.4.1 Implementing the Plan
1.4.2 Changes in Educator Practice
1.4.3 Changes in Students
1.4.4 Evaluation Methods
1.4.5 Use of Results
1.ELA
1: Knowledge of Students and Student Learning
11-12L. Conventions of Academic English/Language for Learning
11-12L. Knowledge of Language
11-12L. Vocabulary Acquisition & Use
11-12R. Craft & Structure
11-12R. Integration of Knowledge & Ideas
11-12R. Key Ideas & Details
11-12SL. Comprehension & Collaboration
11-12SL. Presentation of Knowledge & Ideas
11-12W. Research to Build & Present Knowledge
11-12W. Text Types & Purposes
1a: Demonstrating Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content and Pedagogy
1A: Teachers lead in their classrooms.
1b. Demonstrating Knowledge of Students
1b: Demonstrating Knowledge of Students
1b: Demonstrating Knowledge of Students
1b: Demonstrating Knowledge of Students and/or Colleagues/Adult Learners
1B: Teachers demonstrate leadership in the school.
1c: Setting Instructional Goals/Outcomes
1c: Setting Instructional Outcomes
1c: Setting Instructional Outcomes
1C: Teachers lead the teaching profession.
1d: Demonstrating Knowledge of Resources
1d: Demonstrating Knowledge of Resources
1d: Designing Coherent Instruction with Appropriate Resources
1D:Teachers advocate for schools and students.
1e. Designing Coherent Instruction
1e: Designing Coherent Instruction
1e: Designing Coherent Instruction
1e: Designing Student Assessments and/or an Evaluation Plan
1E: Teachers demonstrate high ethical standards.
1f. Designing Student Assessments
1f: Designing Student Assessments
1f: Designing Student Assessments
1f: Designing Student Assessments
1L. Conventions of Academic English/Language for Learning
1L. Knowledge of Language
1L. Vocabulary Acquisition & Use
1R. Craft & Structure
1R. Integration of Knowledge & Ideas
1R. Key Ideas & Details
1RF. Fluency
1RF. Phonics & Word Recognition
1RF. Phonological Awareness
1RF. Print Concepts
1SL. Comprehension & Collaboration
1SL. Presentation of Knowledge & Ideas
1W. Research to Build & Present Knowledge
1W. Text Types & Purposes
2. Earth’s Systems: Processes that Shape the Earth
2. Faculty Development
2. Interdependent Relationships in Ecosystems
2. Leadership Development
2. Learning Environment
2. Professional Responsibility and Ethical Conduct
2. Structure & Properties of Matter
2. Student Learning as a Priority
2.1
2.1 Personal Behavior
2.1.1 School Needs Assessment
2.1.2 Reviewing Professional Development Plans
2.1.3 Reviewing Annual Performance Appraisal Data
2.1.4 Generating a School-wide Professional Development Plan
2.1.5 Individual Leadership Development Plan
2.2
2.2 Intentional and Collaborative School Culture
2.2.1 Learning Communities
2.2.2 Content Focused
2.2.3 Learning Strategies
2.2.4 Sustained Professional Learning
2.2.5 Use of Technology
2.2.6 Time Resources
2.2.7 Coordinated Resources
2.3
2.3 School Management
2.3.1 Implementation of Learning
2.3.2 Coaching and Mentoring
2.3.3 Web-Based Resources and Assistance
2.4
2.4.1 Implementing the Plan
2.4.2 Changes in Educator Practice
2.4.3 Changes in Students
2.4.4 Evaluation Measures
2.4.5 Use of Results
2.MST
2.MST
2a. Creating an Environment of Respect and Rapport
2a: Creating an Environment of Respect and Rapport
2a: Creating an Environment of Respect and Rapport
2a: Creating an Environment of Respect and Report
2a: Cultivating Respectful and Affirming Environments
2A: Teachers provide an environment in which each child has a positive, nurturing relationship with
2b: Establishing a Culture for Learning
2b: Establishing a Culture for Learning
2b: Establishing a Culture for Learning and/or Ongoing Instructional Improvement
2b: Fostering a Culture for Learning
2B: Teachers embrace diversity in the school community and in the world.
2c. Managing Classroom Procedures
2c: Maintaining Purposeful Environments
2c: Managing Classroom Procedures
2c: Managing Classroom Procedures
2c: Managing Classroom Procedures and Physical Space and/or Position Specific Procedures
2C: Teachers treat students as individuals.
2d. Managing Student Behavior
2d: Managing Behavior and Expectations
2d: Managing Student Behavior
2d: Managing Student Behavior
2d: Supporting Positive Student Behavior
2D: Teachers adapt their teaching for the benefit of students with special needs.
2e: Organizing Physical Space
2e: Organizing Physical Space
2e: Organizing Physical Space
2e: Organizing Spaces for Learning
2E: Teachers work collaboratively with the families and significant adults in the lives of their stu
2L. Conventions of Academic English/Language for Learning
2L. Knowledge of Language
2L. Vocabulary Acquisition & Use
2R. Craft & Structure
2R. Integration of Knowledge & Ideas
2R. Key Ideas & Details
2RF. Fluency
2RF. Phonological Awareness
2SL. Comprehension & Collaboration
2SL. Presentation of Knowledge & Ideas
2W. Research to Build & Present Knowledge
2W. Text Types & Purposes
3-5. Engineering Design
3. Forces & Interactions
3. Inheritance & Variation of Traits: Life Cycles & Traits
3. Instructional Delivery and Facilitation
3. Interdependent Relationships in Ecosystems
3. Learning Environment
3. School Management
3. Weather & Climate
3.1
3.1.1 District Needs Assessment
3.1.2 Generating a District-wide Professional Development System
3.1.3 Research/Evidence Basis
3.1.4 Content Standards for Student Outcomes
3.1.5 Integration of Initiatives
3.1.6 Leadership Development
3.1.7 Non-Instructional Staff
3.1.8 Professional Learning Facilitators
3.2
3.2.1 Learning Communities
3.2.2 Content Focused
3.2.3 Learning Strategies
3.2.4 Sustained Professional Learning
3.2.5 Use of Technology
3.2.6 Time Resources
3.2.7 Coordinated Records
3.2.8 District Support
3.2.9 Learning Organization
3.3
3.3.1 Implementation of Learning
3.3.2 Coaching and Mentoring
3.3.3 Web-based Resources and Assistance
3.4
3.4.1 Implementing the System
3.4.2 Implementation of Learning
3.4.3 Changes in Students
3.4.4 Evaluation Measures
3.4.5 Use of Results
3.4.6 Fiscal Resources
3.4.7 Student Gains
3.SS
3.SS
3a: Communicating About Purpose and Content
3a: Communicating with Stakeholders
3a: Communicating with Students
3a: Communicating with Students
3A: Teachers align their instruction with the North Carolina Standard Course of Study.
3b. Using Questioning and Discussion Techniques
3B: Teachers know the content appropriate to their teaching specialty.
3b: Using Questioning and Discussion Techniques
3b: Using Questioning and Discussion Techniques
3b: Using Questioning and Discussion Techniques
3b: Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
3c: Engaging Stakeholders in Learning
3c: Engaging Students in Learning
3c: Engaging Students in Learning
3c: Engaging Students in Learning
3C: Teachers recognize the interconnectedness of content areas/disciplines.
3d. Using Assessment in Instruction
3D: Teachers make instruction relevant to students.
3d: Using and/or Integrating Assessment in Instruction
3d: Using Assessment for Learning
3d: Using Assessment in Instruction
3d: Using Assessments In Instruction
3e: Demonstrating Flexibility and Responsiveness
3e: Demonstrating Flexibility and Responsiveness
3e: Demonstrating Flexibility and Responsiveness
3e: Responding Flexibly to Student Needs
3L. Conventions of Academic English/Language for Learning
3L. Knowledge of Language
3L. Vocabulary Acquisition & Use
3R. Craft & Structure
3R. Integration of Knowledge & Ideas
3R. Key Ideas & Details
3RF. Fluency
3RF. Phonics & Word Recognition
3SL. Comprehension & Collaboration
3SL. Presentation of Knowledge & Ideas
3W. Research to Build & Present Knowledge
3W. Text Types & Purposes
4. Assessment
4. Communication
4. Earth’s Systems: Processes that Shape the Earth
4. Energy
4. Structure, Function, & Information Processing
4. Waves: Waves & Information
4.1
4.2
4.3
4.4
4.5
4.ART
4.ART
4a: Engaging in Reflective Practice
4a: Reflecting on Teaching
4a: Reflecting on Teaching
4a: Reflecting on Teaching and/or Practice
4A: Teachers know the ways in which learning takes place, and they know the appropriate levels of in
4b. Maintaining Accurate Records
4b: Documenting Student Progress
4b: Maintaining Accurate Records
4b: Maintaining Accurate Records
4b: Maintaining Accurate Records and Documentation
4B: Teachers plan instruction appropriate for their students.
4c. Communicating with Families
4c: Communicating with Families
4c: Communicating With Families
4c: Communicating with Families and/or Staff
4c: Engaging Families and Communities
4C: Teachers use a variety of instructional methods.
4d: Contributing to School Community and Culture
4d: Participating in Professional Community
4d: Participating in the Professional Community
4d: Participation in a Professional Community
4D: Teachers integrate and utilize technology in their instruction.
4e: Growing and Developing Professionally
4e: Growing and Developing Professionally
4e: Growing and Developing Professionally
4e: Growing and Developing Professionally
4E: Teachers help students develop critical-thinking and problem-solving skills.
4f. Showing Professionalism
4f: Acting in Service of Students
4f: Showing Professionalism
4f: Showing Professionalism
4f: Showing Professionalism
4F: Teachers help students work in teams and develop leadership qualities.
4G: Teachers communicate effectively.
4H: Teachers use a variety of methods to assess what each student has learned.
4L. Conventions of Academic English/Language for Learning
4L. Knowledge of Language
4L. Vocabulary Acquisition & Use
4R. Craft & Structure
4R. Integration of Knowledge & Ideas
4R. Key Ideas & Details
4RF. Fluency
4RF. Phonics & Word Recognition
4SL. Comprehension & Collaboration
4SL. Presentation of Knowledge & Ideas
4W. Research to Build & Present Knowledge
4W. Text Types & Purposes
5. Earth’s Systems
5. Matter & Energy in Organisms & Ecosystems
5. Space Systems: Stars & the Solar System
5. Structure & Properties of Matter
5.1
5.2
5.3
5.4
5.5
5.LOTE
5.LOTE
5A: Teachers analyze student learning.
5B: Teachers link professional growth to their professional goals.
5C: Teachers function effectively in a complex, dynamic environment.
5L. Conventions of Academic English/Language for Learning
5L. Knowledge of Language
5L. Vocabulary Acquisition & Use
5R. Craft & Structure
5R. Integration of Knowledge & Ideas
5R. Key Ideas & Details
5RF. Fluency
5RF. Phonics & Word Recognition
5SL. Comprehension & Collaboration
5SL. Presentation of Knowledge & Ideas
5W. Research to Build & Present Knowledge
5W. Text Types & Purposes
6.1
6.2
6.3
6.4
6.CDOS
6.CDOS
6L. Conventions of Academic English/Language for Learning
6L. Knowledge of Language
6L. Vocabulary Acquisition & Use
6R. Craft & Structure
6R. Integration of Knowledge & Ideas
6R. Key Ideas & Details
6SL. Comprehension & Collaboration
6SL. Presentation of Knowledge & Ideas
6W. Research to Build & Present Knowledge
6W. Text Types & Purposes
7.1
7.2
7.3
7.4
7.HPE
7.HPE
7L. Conventions of Academic English/Language for Learning
7L. Knowledge of Language
7L. Vocabulary Acquisition & Use
7R. Craft & Structure
7R. Integration of Knowledge & Ideas
7R. Key Ideas & Details
7SL. Comprehension & Collaboration
7SL. Presentation of Knowledge & Ideas
7W. Research to Build & Present Knowledge
7W. Text Types & Purposes
8. Craft & Structure
8.INTEG
8.INTEG
8L. Conventions of Academic English/Language for Learning
8L. Knowledge of Language
8L. Vocabulary Acquisition & Use
8R. Integration of Knowledge & Ideas
8R. Key Ideas & Details
8SL. Comprehension & Collaboration
8SL. Presentation of Knowledge & Ideas
8W. Research to Build & Present Knowledge
8W. Text Types & Purposes
9-10L. Conventions of Academic English/Language for Learning
9-10L. Knowledge of Language
9-10L. Vocabulary Acquisition & Use
9-10R. Craft & Structure
9-10R. Integration of Knowledge & Ideas
9-10R. Key Ideas & Details
9-10SL. Comprehension & Collaboration
9-10SL. Presentation of Knowledge & Ideas
9-10W. Research to Build & Present Knowledge
9-10W. Text Types & Purposes
9. ALL
9.ALL
A Safe & Healthy Environment
A Safe & Healthy Environment
A Safe & Healthy Environment
A. The teacher demonstrates a thorough command of the discipline he/she teaches and provides appropr
A. The teacher plans instruction appropriate for his/her students.
A. The teacher provides an environment in which each child has a positive, nurturing relationship wi
A. The teacher uses a variety of methods, both formal and informal, to assess what each student has
A. The teacher works to achieve school and district goals in order to make the entire school a posit
A1. Set professional learning goals
A2. Pursue professional interests
A3. Stay current with research
Academic Feedback
Academic Feedback
Activities and Materials
Activities and Materials
Activities and Materials
Advanced Academic Programs
Advanced Studies
Agriculture, Food and Natural Resources
Aligning Resources to Standard(s)
Aligns its outcomes with educator performance and student curriculum standards
Analysis of Work Products
Analysis, Inquiry, & Design
Analyze district level data in order to identify strengths and weaknesses with graduation rates and
Applies research on change and sustains support for implementation of professional learning for long
Architecture and Construction
Artistic Process: Process Components
Arts, AV Technology and Communications
Assessment
Assessment
Assessment
Assessment
Assessment & Data Analysis
Assessment Data
Assessment for Student Learning
Assessment for/of learning
Assessment of Student Learning
Assistive Technology
Assume Responsbility for Professional Growth, Performance & Involvement
Athletics
Attend to precision.
B. The teacher embraces diversity in the classroom and school.
B. The teacher exhibits professional demeanor and behavior.
B. The teacher maintains a constant awareness of student learning and continually monitors and asses
B. The teacher plans collaboratively with colleagues and professionals who have specialized expertis
B. The teacher structures the content to promote meaningful learning.
B1. Advance and communicate shared District vision
B2. Advocate for equitable access to educational technology
B3. Model for colleagues
Be Nice
Behavior
Behavior Analyst
Building Leadership Expertise
Building Leadership Expertise
Building Leadership Expertise
Building Leadership Expertise
Building Leadership Expertise
Business Management and Administration
C. The teacher enhances student learning by using information from informal and formal assessments t
C. The teacher incorporates 21st century skills and makes content relevant to students.
C. The teacher is an effective communicator.
C. The teacher treats students as individuals and maintains high expectations, including graduation
C. The teacher utilizes the South Carolina State Standards and his/her approved pacing guide when de
C1. Create and co-create with learners
C2. Establish a learning culture
C3. Mentor learners
C4. Model and promote management
C5. Communicate to stakeholders
Capacity Building
Capital Improvements
Career Development
Career Majors
CATE
CCSS.ELA-Literacy.CCRA.R.1
CCSS.ELA-Literacy.CCRA.R.10
CCSS.ELA-Literacy.CCRA.R.2
CCSS.ELA-Literacy.CCRA.R.3
CCSS.ELA-Literacy.CCRA.R.4
CCSS.ELA-Literacy.CCRA.R.5
CCSS.ELA-Literacy.CCRA.R.6
CCSS.ELA-Literacy.CCRA.R.7
CCSS.ELA-Literacy.CCRA.R.8
CCSS.ELA-Literacy.CCRA.R.9
CCSS.Math.Practice.MP1
CCSS.Math.Practice.MP2
CCSS.Math.Practice.MP3
CCSS.Math.Practice.MP4
CCSS.Math.Practice.MP5
CCSS.Math.Practice.MP6
CCSS.Math.Practice.MP7
CCSS.Math.Practice.MP8
CES1: Functional Skills
CES2: Workplace Communication
CES3: Collaboration/Teamwork
CES4: Professionalism
Civics, Citizenship, & Government
Civil Rights and Nondiscrimination Law
Classroom Environment
Classroom Management
Coaching Cycles
Collaborate
Collaborate & Communicate w/ Students, Parents, Other Educators & Community
Communicate Effectively and Participate in the Team Process
Communicating High Expectations for Each Student to Close the Achievement Gap
Communication
Communication
Communication Arts
Community of Care and Support for Students
Community Resources
Component 1.1.1 Recruiting and Selecting
Component 1.1.2 Assignment of Teachers and Instructional Staff
Component 1.1.3 Observation and Performance Evaluation
Component 1.1.4 Professional Development and Learning
Component 1.1.5 Distributed Leadership
Component 1.2.1 Mission and Vision
Component 1.2.2 Student Achievement Focus
Component 1.2.3 Staff Collaboration
Component 1.2.4 School-wide Use of Data
Component 1.2.5 Student Learning Objectives (Teacher SLOs)
Component 2.1.1 Professionalism
Component 2.1.2 Time Management and Priority Setting
Component 2.1.3 Use of Feedback for Improvement
Component 2.1.4 Initiative and Persistence
Component 2.2.1 School Climate
Component 2.2.2 Communication
Component 2.2.3 Conflict Management and Resolution
Component 2.2.4 Consensus Building
Component 2.3.1 Learning Environment Management
Component 2.3.2 Financial Management
Component 2.3.3 Policy Management
Computational Thinking
Computer Science
Computer Science and Cybersecurity
Computer Science and Cybersecurity Standards
Connecting: Innovate
Connecting: Interrelate, Extend
Connecting: Research
Connecting: Synthesize
Construct viable arguments and critique the reasoning of others.
Consultation
Content Area: Content Knowledge
Content Knowledge
Content Knowledge - Applied Arts
Content Knowledge - English Language Arts
Continuous Professional Improvement
Continuous Professional Improvement
Continuous Professional Improvement
Core Curriculum: Language Arts
Core Curriculum: Languages
Core Curriculum: Mathematics
Core Curriculum: Science
Core Curriculum: Social Studies
Core Curriculum: The Arts
Counseling
Counselor
Counting and Cardinality
Creating: Assemble, Refine
Creating: Develop, Consider, Respect
Creating: Generate
Creating: Investigate, Plan, Make
Creating: Reflect, Refine, Continue
CTAE
CTE
CTLE Hours
Curate
Curriculum, Instruction, and Assessment
Cybersecurity
D. The teacher enhances student learning by providing appropriate instructional feedback to students
D. The teacher helps students assume responsibility for his/her own participation, collaboration and
D. The teacher is an active learner, linking his/her professional growth to his/her professional goa
D. The teacher uses varied instructional strategies to meet the needs of all learners.
D1. Dedicate time to collaborate with colleagues
D1a: Demonstrating Knowledge of Content and Pedagogy
D1b: Demonstrating Knowledge of Students
D1c: Setting Instructional Outcomes
D1d: Demonstrating Knowledge of Resources
D1e: Designing Coherent Instruction
D1f: Designing Student Assessments
D2. Collaborate and co-learn with learners
D2a: Creating an Environment of Respect and Rapport
D2b: Establishing a Culture for Learning
D2c: Managing Classroom Procedures
D2d: Managing Student Behavior
D2e: Organizing Physical Space
D3. Use collaboration tools to expand
D3a: Communicating with Students
D3b: Using Questioning and Discussion Techniques
D3c: Engaging Students in Learning
D3d: Using Assessment in Instruction
D3e: Demonstrating Flexibility and Responsiveness
D4. Demonstrate cultural competency
D4a: Reflecting on Teaching
D4b: Maintaining Accurate Records
D4c: Communicating with Families
D4d: Participating in a Professional Community
D4e: Growing and Developing Professionally
D4f: Showing Professionalism
Data
Data Analysis and Use
Decision Making
Delivery of Professional Services
Demonstrate Cultural Competency
Demonstrate Professionalism and Ethical Practices
Developing Educational Plans for Students
Differentiated Professional Learning
Differentiation
Digital Literacy
Diploma Pathways
Discipline
Diversity
DQ 1: Communicating Learning Goals and Feedback (Elements 1-3)
E. The teacher adapts his/her teaching for the benefit of students with special needs.
E. The teacher functions effectively in a complex, dynamic environment.
E. The teacher integrates and utilizes technology in his/her instruction.
E1. Create an environment of customized learning
E2. Design relevant, authentic, problem-based experiences
E3. Explore and apply instructional design principles
Early Childhood
Early Learning Standards
Economics
Education and Training
ELA: Language
ELA: Listening & Speaking
ELA: Writing
ELA: Reading
Element 1
Element 1.1
Element 1.2
Element 1.3
Element 1.4
Element 1.5
Element 1.6
Element 2.1
Element 2.2
Element 2.3
Element 2.4
Element 3.1
Element 3.2
Element 3.3
Element 4.1
Element 4.2
Element 4.2
Element 4.3
Element 5.1
Element 5.2
Element 5.3
Element 5.4
Element 5.5
Element 6.1
Element 6.2
Element 6.3
Element 6.4
Element 6.5
ELEMENT A
ELEMENT A
ELEMENT A
ELEMENT A
ELEMENT A
ELEMENT A
ELEMENT A
ELEMENT B
ELEMENT B
ELEMENT B
ELEMENT B
ELEMENT B
ELEMENT B
ELEMENT B
ELEMENT C
ELEMENT C
ELEMENT C
ELEMENT C
ELEMENT C
ELEMENT C
ELEMENT C
ELEMENT D
ELEMENT D
ELEMENT D
ELEMENT D
ELEMENT D
ELEMENT E
ELEMENT E
ELEMENT E
ELEMENT F
Employee and Fiscal Management
Engage
English and Language Arts
English Language Arts
English Language Arts, K-12
Ensure that all staff receive frequent, timely, specific feedback to improve performance that positi
Environment
Environment
Environment
Environment
Equity and Cultural Responsiveness
ESOL
Establishing and Acknowledging Adherence to Rules and Procedures
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Ethics and Professional Norms
Evaluation
Evaluation of Services and/or Program
Expectations
Expectations
Expectations
Explore
Expressions and Equations
F1. Foster a growth mindset culture
F2. Facilitates learning strategies in digital platforms
F3. Create and co-create learning opportunities
F4. Model and nurture 4C's
Facilities
Faculty Development
Faculty Development
Family Involvement
FEAP: Assessment
FEAP: Continuous Professional Improvement
FEAP: Instructional Delivery and Facilitation
FEAP: Instructional Design and Lesson Planning
FEAP: Professional Responsibility and Ethical Conduct
FEAP: The Learning Environment
Finance
Finance
Fine Arts
Fine Arts
Fine Arts
Fine Arts
First Step
Focus for Learning
Foundational Skills
Functions
G1. Provide a variety of ways for learners
G2. Design and implement varied evidences of learning
G3. Use varied evidences of learning to guide learners
GB - Stanrdard
General Professional Learning
Geography
Geometry
Grants and Awards
Grouping Students
Health Education
Health Education
Health Science
Health/PE
Health/PE
Health/Physical Education
Helping Students Engage in Cognitively Complex Tasks
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Practice Skills, Strategies, and Processes
Helping Students Process New Content
Helping Students Revise Knowledge
Higher order thinking skills
History of the United States & New York
History/Social Studies
Hospitality and Tourism
HQPL
HS. Chemical Reactions
HS. Earth's Systems
HS. Energy
HS. Engineering Design
HS. Forces & Interactions
HS. History of the Earth
HS. Human Sustainability
HS. Inheritance & Variation of Traits
HS. Interdependent Relationships in Ecosystems
HS. Matter & Energy in Organisms & Ecosystems
HS. Natural Selection & Evolution
HS. Space Systems
HS. Structure & Function
HS. Structure & Properties of Matter
HS. Waves & Electromagnetic Radiation
HS. Weather & Climate
Human Services
Identify and implement a tiered system of support for both academic and social/behavioral needs of a
Identifying Critical Content from the Standards
Impacts of Computing
Implementation
Implementation
Include
Increase student engagement in school by utilizing data to develop social skills, life skills, and a
Increases the knowledge and skills of school and district leaders who guide continuous professional
Induction, Support, Retention, and Growth
Information Systems
Information Technology
Information Technology
Informational Text
Inquire
Instructional Delivery
Instructional Delivery & Facilitation
Instructional Delivery and Facilitation
Instructional Delivery and Facilitation
Instructional Desgn & Lesson Planning
Instructional Design and Lesson Planning
Instructional Design and Lesson Planning
Instructional Plan Implementation
Instructional Planning
Instructional Plans
Instructional Practice
Instructional Technology
Integrated Curriculum: Health, Safety and Physical Education
Integrated Curriculum: Information Literacy
Integrated Curriculum: Instructional Technology
Integrated Curriculum: Technology Education
Integrated Learning
Integrates theories, research, and models of human learning to achieve its intended outcomes.
Interconnectedness - Common Themes
Interdisciplinary Problem Solving
Interventions
JROTC
K-2 ELA
K-2. Engineering Design
K. Forces & Interactions: Pushes & Pulls
K. Interdependent Relationships in Ecosystems: Animals, Plants, & Their Environment
K. Matter & Its Interactions
K. Weather & Climate
Key Idea and Details - Standard 1
Key Idea and Details - Standard 2
KL. Conventions of Academic English/Language for Learning
KL. Knowledge of Language
KL. Vocabulary Acquisition & Use
Knowledge and skills
Knowledge of Content and Instructional Planning
Knowledge of Students
Knowledge of Students
KR. Craft & Structure
KR. Integration of Knowledge & Ideas
KR. Key Ideas & Details
KRF. Fluency
KRF. Phonics & Word Recognition
KRF. Phonological Awareness
KRF. Print Concepts
KSL. Comprehension & Collaboration
KSL. Presentation of Knowledge & Ideas
KW. Research to Present Knowledge
KW. Text Types & Purposes
Language
Law, Public Safety, Corrections and Security
Leaders
Leadership
Leadership
Leadership Development
LEARN/ENHANCE: Knowledge of effective, developmentally-appropriate teaching
LEARN/ENHANCE: Knowledge of students and content areas taught and field(s)
LEARN/USE: Procedures for collecting and interpreting data and information
Learning Communities
Learning Communities
Learning Designs
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environments Promoting High Levels of Learning & Achievment
Learning Partnerships
Lesson Delivery
Lesson Delivery
Lesson Structure and Pacing
Lesson Structure and Pacing
Leveraging Educator Strengths
Literacy
Literature
Literature
LMS/LIS Content Knowledge
LMS/LIS Knowledge of Students
Look for and express regularity in repeated reasoning.
Look for and make use of structure.
Make sense of problems and persevere in solving them.
Managing Student Behavior
Managing Student Behavior
Managing Student Behavior
Manufacturing
MAP Alternative
Marketing
Math
Math
Math
Math
Mathematics
Mathematics
Mathematics
Meaningful Engagement of Families and Community
Meaningful Parent, Family & Community Engagement
Meaningful Parent, Family & Community Engagement
Meaningful Parent, Family and Community Engagement
Meaningful Parent, Family and Community Engagement
Meaningful Parent, Family and Community Engagement
Measurement and Data
Media Center Collaboration
Media Center Management
Media Center Resources
Mission, Vision, and Core Values
Model with mathematics.
Modeling
Monitoring Student Understanding
Motivating Students
Motivating Students
Motivating Students
MS. Chemical Reactions
MS. Earth's System
MS. Energy
MS. Engineering Design
MS. Forces & Interactions
MS. Growth, Development, & Reproduction of Organisms
MS. History of Earth
MS. Human Impacts
MS. Interdependent Relationships in Ecosystems
MS. Matter & Energy in Organisms & Ecosystems
MS. Natural Selection & Adaptations
MS. Space Systems
MS. Structure & Properties of Matter
MS. Structure, Function & Information Processing
MS. Waves & Electromagnetic Radiation
MS. Weather & Climate
Music
My standard here
Networks & System Design
New Teacher
Next Generation Sunshine State Standards
NGSS
Not Applicable
Number and Operations - Fractions
Number and Operations in Base Ten
Nurse
NYS PD Standards
Occupational Therapist
Operational Planning
Operations and Algebraic Thinking
Operations and Management
Organization of Services
Organizing Students to Interact with Content
Orientation and Mobility Specialist
Outcomes
Ownership
P. Earth & Space Sciences
P. Life Sciences
P. Physical Sciences
Parent Involvement
Pedagogical Knowledge and Content Knowledge for CTE Teacher Candidates
Pedagogy/Teaching, Learning and/or Assessment
Performance Standard 1: Professional Knowledge
Performance Standard 2: Communication and Collaboration
Performance Standard 3: Assessment
Performance Standard 4: Program Planning and Management
Performance Standard 5: Program Delivery
Performance Standard 6: Professionalism
Personal Health & Fitness
Personal Health & Fitness
Personal Health & Fitness
Physical Education
Physical Education
Physical Therapist
PKL. Conventions of Academic English/Language for Learning
PKL. Knowledge of Language
PKL. Vocabulary Acquisition & Use
PKR. Craft & Structure
PKR. Integration of Knowledge & Ideas
PKR. Key Ideas & Details
PKRF. Fluency
PKRF. Phonics & Word Recognition
PKRF. Phonological Awareness
PKRF. Print Concepts
PKSL. Comprehension & Collaboration
PKSL. Presentation of Knowledge & Ideas
PKW. Research to Build & Present Knowledge
PKW. Text Types & Purposes
Plan & Deliver Effective Instruction
Planning Standards-Based Lessons/Units
Planning to Close the Achievement Gap Using Data
Please Fill In the Text Box Below with further information
Presenting Instructional Content
Presenting Instructional Content
Presenting: Curate
Presenting: Select, Preserve
Presenting: Share, Relate
Previewing New Content
Prior Content Knowledge/Sequences/Connections
Problem-Solving
Problem-Solving
Problem-Solving
Producing: Adapt, Present
Producing: Share, Curate
Producing: Synthesize
Profesional & Ethical Norms
Professional & Ethical Norms
Professional and Ethical Behaviors
Professional and Ethical Norms
Professional and Ethical Norms
Professional Capacity of School Personnel
Professional Community for Teachers and Staff
Professional Content Knowledge
Professional Growth
Professional Growth
Professional Growth and Learning
Professional Knowledge
Professional Learning
Professional learning that increases educator effectiveness and results for all students aligns its
Professional learning that increases educator effectiveness and results for all students applies res
Professional learning that increases educator effectiveness and results for all students integrates
Professional learning that increases educator effectiveness and results for all students requires pr
Professional learning that increases educator effectiveness and results for all students requires sk
Professional learning that increases educator effectiveness and results for all students uses a vari
Professional Responsibilities
Professional Responsibilities and Collaboration
Professional Responsibility & Ethical Conduct
Professional Responsibility and Ethical Conduct
Professional Responsibility and Ethical Conduct
Professionalism
Progress Monitoring
Provide continuous, systematic (individual, grade level, department, building and district level), a
Providing Feedback and Celebrating Progress
PS 2-Knowledge of Learners
PS 3-Instructional Planning
PS 4-Instructional Delivery and Engagement
PS 5-Assessment
PS 6-Communication
PS 7-Professionalism
PS 8-Learning Environment
Psychological Services
Psychologist
Quality Indicator 2: Student goals
Questioning
Questioning
Rations and Proportional Relationships
Reason abstractly and quantitatively.
Recognition and Celebration
Recruitment & Professional Learning
Recruitment & Professional Learning
Recruitment and Professional Learning
Recruitment and Professional Learning
Recruitment and Professional Learning
Reflective Practice, Self-Awareness, and Anti-Bias
Repertoires of Practice for Teaching Effectiveness for Culturally Diverse Populations
Resource Management
Resource Management
Resource Management
Resources
Resources
Respectful Culture
Respectful Culture
Respectful Culture
Responding: Evaluate
Responding: Evaluate
Responding: Interpret
Responding: Interpret
Responding: Perceive, Analyze
Responding: Perceive, Relate, Analyze
Reviewing Content
RIDE Professional Standards For Educational Leaders
RTI/Intervention Services
Safety & Security
Sandbox Component 4.1
Sandbox Standard 1: Component 1a
Sandbox Standard 1: Component 1b
Sandbox Standard 2: Component 2a
Sandbox Standard 2: Component 2b
Sandbox Standard 3: Component 3a
School and Community Involvement
School Improvement
School Management
School Nutrition
School Operation, Management, and Safety
School Operations, Management & Safety
School Operations, Management & Safety
School Operations, Management & Security
School Operations, Management and Safety
School Safety
Science
Science
Science
Science
Science
Science
Science
Science and Technical Subjects
Science Next Generation Sunshine State Standards (2008)
Science Next Generation Sunshine State Standards (2008)
Science, Technology, Engineering, and Mathematics
Scope of Work
SEC
Second level
Seeking to impact school improvement and student achievement
Self-Awareness
Self-Efficacy
Self-Management
Self-Practice
Service Structure and Pacing
Social Awareness
Social Engagement
Social Management
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Social Work
Speaking and Listening
Special Education
Speech Language Pathologist or Audiologist
Standard #1: Learning communities
Standard #2: Leadership
Standard #3: Resources
Standard #4: Data
Standard #5: Learning Designs
Standard #6: Implementation
Standard #7: Outcomes
Standard 1
Standard 1: Leadership for Student Learning
Standard 1: Professional Knowledge
Standard 1: Professional Knowledge
Standard 2
Standard 2: Communication and Collaboration
Standard 2: Instructional Planning
Standard 2: School Climate
Standard 3: Assessment
Standard 3: Human Resources Leadership
Standard 3: Instructional Delivery
Standard 4: Assessment For and Of Learning
Standard 4: Organizational Management
Standard 4: Program Planning and Management
Standard 5: Communication and Community Relations
Standard 5: Learning Environment
Standard 5: Program Delivery
Standard 6: Professionalism
Standard 6: Professionalism
Standard 6: Professionalism
Standard I: Instructional Leadership
Standard I: Professional Knowledge
Standard I: Professional Knowledge
Standard II: Instructional Planning
Standard II: Program Planning and Management
Standard II: School Climate
Standard III: Human Resources Mangagement
Standard III: Instructional Delivery
Standard III: Program Delivery
Standard IV: Assessment
Standard IV: Assessment of/for Learning
Standard IV: Organizational Mangagement
Standard V: Communication and Collaboration
Standard V: Communication and Community Relations
Standard V: Learning Environment
Standard VI: Professionalism
Standard VI: Professionalism
Standard VII: Learner/Program Progress
Standard VII: Student Progress
Standard VII: Student Progress
Standards and Objectives
Standards and Objectives
Standards and Objectives
Standards Exempt (i.e.: Coaching/Club)
Statistics and Probability
STEM and STEAM
Student Health Services
Student Learning & Continuous School Improvement
Student Learning & Continuous School Improvement
Student Learning and Continuous Improvement
Student Learning and Continuous School Improvement
Student Learning as a Priority
Student Learning Results
Student Work
Subject Content
Support a Positive and Safe Learning Environment
Support Educational Outcomes
Taking responsibility for engaging in professional development
Teacher Content Knowledge
Teacher Knowledge of Students
Teacher Leaders
Teachers are committed to students and their learning
Teachers are members of learning communities
Teachers are responsible for managing and monitoring student learning
Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of
Teachers know the subjects they teach and how to teach those subjects to students
Teachers think systematically about their practice and learn from experience
Teachers use multiple measures to assess and document student growth,evaluate instructional effectiv
Teaching Diverse Students
Teaching Methods
Technology
Technology
TES1: Professional Knowledge
TES2: Instructional Planning
TES3: Instructional Delivery
TES4: Assessment of and for Student Learning
TES5: Learning Environment
TES6: Culturally Responsive Teaching and Equitable Practices
TES7: Professionalism
Test of system
Testing District Defined Standard
testing standards
The Learning Environment
The Learning Environment
The Number System
Theatre
Thinking
Thinking
Title I
Transportation
Transportation, Distribution and Logistics
Understand & Use Varied Assessments
Understanding/following ethics, policies and legal codes of conduct
Understands functions of behavior
Universal Foundation Skills
Use appropriate tools strategically.
Use of Data
Uses a variety of sources and types of student, educator, and system data to plan, assess, and
Using Engagement Strategies
Using Formative Assessment to Track Progress
Using Questions to Help Students Elaborate on Content
Utilize student achievement data in order to identify, create, and monitor staff growth goals
Vision & Mission
Vision & Mission
Vision and Mission
Vision and Mission
Vision and Mission
Visual and Performing Arts
Visual Arts
World History
World Languages
World Languages
World Languages
Writing
xxx
01: Learner Development
01: Learner Development
1 - Demonstrate Leadership
1. Demonstrates the Ability to enhance academic performance and support for implementation of the sc
1. Mission, Vision, and Core Values
1.1 - Learner Development
1.1 Displaying knowledge of how students learn
1.1 Knowledge: Support Education Outcomes
1.1 Provides clear learning goals and scales DQ1
1.1 The goals of a professional learning system articulate a coherent rationale that connects learni
1.2 Understanding what students know/are able to do
1.3 Expecting all student to achieve to their full potential
1.4 Modeling respect for all cultures, language skills, experiences
1.5 Recognizing characteristics of gifted, disabled, at-risk students
1: Demonstrate Leadership
1: Knowledge of Literacy
1: Learner Development
1: Professional Knowledge
1:Designs & Plans Instruction
1:Designs & Plans Instruction
1A
1a Demonstrating Knowledge of Content and Pedagogy
1a. Demonstrating Knowledge of Content and Pedagogy
1a: Applying Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content & Pedagogy
1a: Demonstrating Knowledge of Content & Pedagogy
1a: DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY
1a: Demonstrating Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content and Pedagogy
1a: Demonstrating Knowledge of Content, Pedagogy and Pennsylvania Discipline-Specific and Literacy S
1a: Demonstrating Knowledge of Content, Pedagogy and Pennsylvania Discipline-Specific and Literacy S
1a: Designing Coherent Programs or Services Aligned with State and National Standards
1b: Knowing and Valuing Students
1b: Demonstrating knowledge of Student Development
1b: Demonstrating Knowledge of Best Practice and/or Models of Delivery
1b: Demonstrating Knowledge of Students
1c: Demonstrating Knowledge of Students and/or Clients
1c: Setting instructional outcomes that reflect PA Common Core Standards and high expectations for
1c: Setting Instructional Outcomes
1c: Setting Instructional Outcomes
1d: Demonstrating knowledge of resources
1d: Demonstrating Knowledge of Resources
1d: Demonstrating Knowledge of Resources
1d: Using Resources Effectively
1e: Demonstrating Knowledge of How to Design or Use Student Assessments
1e: Designing coherent instruction aligned with instructional goals and differentiated student need
1e: Designing Coherent Instruction
1e: Designing Coherent Instruction
1e: Planning Coherent Instruction
1f: Designing ongoing formative assessments aligned with instructional goals and differentiated st
1f: Designing and Analyzing Assessments
1f: Designing Student Assessments
2. Demonstrates competence in content knowledge appropriate to the teaching position
2.1 Multiple sources of qualitative and quantitative student and educator data and information infor
2.3 Communication
2: Knowledge of Mathematics
2a: Creating an Environment of Respect and Rapport
2a: Creating an Environment of Respect and Rapport
2a: Creating an Environment of Respect and Rapport
2a: Creating an Environment to Support Student or Client Needs
2b: Demonstrating Flexibility and Responsiveness
2b: Establishing a Culture for Learning
2b: Establishing a Culture for Learning
2c: Communicating Clearly and Accurately
2c: Managing Classroom Procedures
2d: Delivery of Services to Students or Clients
2d: Managing Student Behavior
2e: Organizing Physical Space
3. Demonstrates competence in planning and preparation for instruction.
3.1 Strategic planning process supports the identification of local resources (i.e. time/scheduling,
3.1 Strategic planning process supports the identification of local resources (i.e. time/scheduling,
3a: Collaborating with Others
3a: Communicating with Students
3a: Communicating with Students
3a: Communicating with Students
3b: Serving as a Consultant to the School Community
3b: Using Questioning & Discussion Techniques
3c: Engaging Students in Learning
3c: Providing Resources and Access
3d: Maintaining Professional Standards
3d: Using Assessment in Instruction
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility & Responsiveness
3e: Using Assessment Data in Planning and Delivery of Services
4. Uses strategies to deliver instruction that meets the multiple learning needs of students
4.1 Formative evaluations measure progress toward identified goals and objectives.
4a: Communicating with Families / Clients
4a: Reflecting on Teaching
4a: Reflecting on Teaching
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4b: Maintaining Accurate Records
4b: Recording Data in a Student Record System
4c: Communicating with Families
4c: Communicating with Families
4c: Growing and Developing Professionally
4d: Participating in a Professional Community
4d: Participating in a Professional Community
4d: Reflecting on Professional Practice
4e: Growing and Developing Professionally
5. Uses a variety of methods to monitor student learning.
5.1 Responsibility for the design, implementation, and outcomes of professional learning is shared.
6. Demonstrates competence in classroom management.
6.1 Professional learning is relevant to participants’ professional context (i.e. grade level, con
7. Engages in Professional Growth
7.1 Professional learning incorporates strategies to connect new learning with learners’ prior kno
8. Fulfills professional responsibilities established by the school district
8.1 The facilitation of professional learning demonstrates the relevant expertise, skills, and/or de
Active engagement of educators over time
Address student learning outcomes
Advocate for effective professional learning
AES1: Instructional Leadership
All learning objectives and state content standards are communicated.
Analyze district level data in order to identify gaps in instruction, curriculum, and resources
Analyze student, educator, and system data
Analyze student, educator, and system data
Applies research on change
Applies research on change
Apply learning theories, research, and models
Apply learning theories, research, and models
Arts & Humanities
Arts & Humanities
Assessment
Building A
Builds educators' understanding and application of research on change management.
Builds educators' understanding of students' historical, cultural, and societal contexts.
Career and Technical Education
CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences
CCR Anchor 1: Read closely to determine what the text says.
CCSS: English/Language Arts
CLE 1: Classroom Community
CLE 1: Classroom Community
Committed to continuous improvement, collective responsibility, and goal alignment.
Content Area and Pedagogical Knowledge
Content Area Standards
Content Knowledge
Content Knowledge - Mathematics
Content knowledge and academic language
Coordinating resources
Counting and Cardinality
Course work to improve content knowledge and/or instructional practice
Create a respectful/safe/inclusive environment
Create alignment and accountability
Cultural Competence
Culturally responsive instructional planning
Curriculum and Planning
D1a: Demonstrating Knowledge of Content and Pedagogy
D1a: Demonstrating Knowledge of Content and Pedagogy
D1a: Demonstrating Knowledge of Content and Pedagogy
D1a: Demonstrating Knowledge of Content and Pedagogy
D2a: Creating an Environment of Respect and Rapport
D2a: Creating an Environment of Respect and Rapport
D2a: Creating an Environment of Respect and Rapport
D2a: Creating an Environment of Respect and Rapport
D3a: Communicating with Students
D3a: Communicating with Students
D3a: Communicating with Students
D3a: Communicating with Students
D4a: Reflecting on Teaching
D4a: Reflecting on Teaching
D4a: Reflecting on Teaching
D4a: Reflecting on Teaching
Data
Demonstrate child development knowledge
Demonstrate content knowledge
Demonstrates Professional Leadership
Designing Professional Development
Develop and implement an instructional framework (high leverage instructional practices) for all con
Develop capacity for learning and leading
Differentiation for diverse learners (strengths-based and interest-driven approaches)
Dimension 1.1 Standards and Alignment
Dimension 2.1 Achieving Expectations
Dimension 3.1 Classroom Environment, Routines and Procedures
Dimension 4.1 Professional Demeanor and Ethics
Domain 1: Planning and Preparation
DQ 1: Communicating Learning Goals and Feedback (Elements 1-3)
Effective integration of technology to support learning and information literacy
Effectively addresses appropriate curriculum standards.
ELA - English/Language Arts
ELA CCLS
Element 1: Providing Rigorous Learning Goals and Performance Scales (Rubrics)
ELEMENT A
Encourages educators to allocate resources for professional learning.
Encourages educators to prioritize equity in professional learning practices.
Encourages educators to prioritize high-quality curriculum and instructional materials.
Engage in continuous improvement
English Language Arts Curriculum Framework
English Language Proficiency
Equity Drivers
Equity Foundations
Equity Practices
Florida Language Arts Standards (FLAS)
Florida State Standards: ELA
Foundation-0.1:Leadership
FPLS #1: Student Learning Results
FPLS #1: Student Learning Results
GENERAL DATA ALIGNMENT
GENERAL IMPLEMENTATION ALIGNMENT
GENERAL LEADERSHIP ALIGNMENT
GENERAL LEARNING COMMUNITIES ALIGNMENT
GENERAL LEARNING DESIGNS ALIGNMENT
GENERAL OUTCOMES ALIGNMENT
GENERAL RESOURCES ALIGNMENT
IC Standard 1: Analyze & Assess
IC Standard 1: Analyze & Assess
Implementation of Achievement Goals
Improves the learning of students.
Increases the knowledge and skills of school and district leaders who guide continuous professional
Indicator 1-CTAE Course Offerings
Indicator 1-CTAE Course Offerings
Indicator 1.1 Structures for Learning
Indicator 1.1 Structures for Learning
Indicator 1.2 Positive Classroom Climate
Indicator 1.3 Equitable Access
Indicator 2.1 Objectives for Learning
Indicator 2.1 Objectives for Learning
Indicator 2.2 Learning Experiences
Indicator 2.3 Checks for Understanding and Feedback
Indicator 3.1 Rigorous Assignments
Indicator 3.2 Questioning and Discussion
Indicator 3.3 Academic Language and Vocabulary
Instructional Design and Lesson Planning
Instructional Plan Implementation
Instructional Planning Documentation
ISLLC Standard 1
K.ATO.1
K.ATO.1
K.ATO.2
K.ATO.3
K.ATO.4
K.ATO.5
K.ATO.6
K.I.1.1
K.NS.1
K.NS.2
K.NS.3
K.NS.4
K.NS.5
K.NS.6
K.NS.7
K.NS.8
K.NS.9
K.NSBT.1
Knoweldge of Students & Student Learning
Knowledge related standards and classroom instruction:CTE
Language Arts
Leadership
Learning Communities
Learning Communities
Learning Communities
Learning Forward: Learning Communities
LIS Standard 1: Instruction-Inquire, Think Critically & Gain Knowledge
LIS Standard 1: Instruction-Inquire, Think Critically & Gain Knowledge
Meet performance standards
New Jersey Student Learning Standards
NMTEACH 1A: Demonstrating Knowledge of Content
NMTEACH 2A: Creating an Environment of Respect and Rapport
NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level
NMTEACH 4A: Communicating with Families
NYS PD Standards
Partnering with families and caregivers to support student success
Performance Standard 1: Professional Knowledge
Planning and Preparation
Prepares educators to create expectations and build capacity for use of evidence.
Prioritizing human, fiscal, material, technological, and time needs
Professional & Ethical Norms
Professional and Ethical Norms
Professional Ethics within a Global and Multicultural Society
Professional Knowledge
Professional learning that increases educator effectiveness and results for all students occurs with
Professional Role Standards: Teachers and CTE Teachers
Proficiency Area 1: Student Learning Results
Proficiency Area 1: Student Learning Results
PS 1 - Learner Progress
PS 2 - Knowledge of Learners
PSC Standard 1: Planning and Evaluation of a Data-Driven Counseling Program
PSC Standard 1: Planning and Evaluation of a Data-Driven Counseling Program
Quality Indicator 1: Cognitive, social, emotional and physical development
Reflect on practice to improve effectiveness
Reflective Practitioner (I)
Sandbox Standard 2: Component 2c
SCTS 4.0 Planning: Instructional Plans
SSS Standard 1: Assessment & Interpretation
SSS Standard 1: Assessment & Interpretation
Standard #1: Content knowledge aligned with appropriate instruction.
STANDARD 1. MISSION, VISION, AND CORE VALUES
Standard 1.1 - Learner Development
Standard 1: Learner Development
Standard 1: Learner Development
Standard 1: Learner Development.
Standard 1: Knowledge of Content
Standard 1: Leadership
Standard 1: Learner Development
Standard 1: Learner development
Standard 1: Mission, Vision, and Goals
Standard 1: Professional Knowledge
Standard 1: Professional Knowledge
STANDARD 2. ETHICS AND PROFESSIONAL NORMS
Standard 2: Learning Differences
STANDARD 3. EQUITY AND CULTURAL RESPONSIVENESS
Standard 3: Learning Environments
STANDARD 4. CURRICULUM, INSTRUCTION, AND ASSESSMENT
STANDARD 5. COMMUNITY OF CARE AND SUPPORT FOR STUDENTS
STANDARD 6. PROFESSIONAL CAPACITY OF SCHOOL PERSONNEL
STANDARD 7. PROFESSIONAL COMMUNITY FOR TEACHERS AND STAFF
STANDARD 8. MEANINGFUL ENGAGEMENT OF FAMILIES AND COMMUNITY
STANDARD 9. OPERATIONS AND MANAGEMENT
Standard I: Professional Knowledge
Standards
Strategies for supporting multilingual learners and language acquisition
Structured Literacy
Students
Students & Learning
Students and Learning
Subject Matter Knowledge
Supports educators to apply relevant standards and research.
Supports educators to engage in continuous improvement.
Supports educators to establish a compelling and inclusive vision for professional learning.
Supports educators to establish expectations for equity.
Supports educators to set relevant and contextualized learning goals.
SWD
Systems and Structures
T1 Professional Knowledge/Knowledge of the Learning Community
TEACH 1: Objective-Driven Lessons
TEACH 1: Objective-Driven Lessons
Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Teaching and Learning is designed to address structural racism, bias, and oppression.
Teaching Diverse Students
Teaching Standard 1
Teaching: Assessment
Teaching: Communication
Teaching: Content Knowledge
Teaching: Diverse Learners
Teaching: Educational Technology
Teaching: Human Development/Learning
Teaching: Instructional Strategies
Teaching: Learning Environment
Teaching: Planning for Instruction
Teaching: Professional Conduct
Teaching: Professional Growth
Teaching: Professional Relationships
TEAM: Instructional Leadership for Continuous Improvement
Test
test
Testing Standards
TESTTEST
TKES 1: Professional Knowledge
TPE 1: Engaging and Supporting All Students in Learning
Trauma-informed and resilience-building classroom strategies
Understand Student Learning & Development & Respect Student Diversity
Understanding developmental stages and their instructional implications
Understanding Self and Others
Uphold professional standards
Use a range of assessment tools
Use researched-based practices/evidence of learning
Uses student learning data to guide planning.
#2: Student learning, growth and development
02: Learning Differences
02: Learning Differences
1.2 - Learning Differences
1.2 Celebrates student success DQ1
1.2 Skills: Support Edcation Outcomes
1.2 The learning objectives of professional learning activities specify changes in educators’ know
1: Mission, Vision, and Core Values
1b Demonstrating Knowledge of Students
1b. DEMONSTRATING KNOWLEDGE OF STUDENTS
1b. Demonstrating Knowledge of Students
1b: Demonstrating Knowledge of Students
1b: Demonstrating Knowledge of Students
1b: Demonstrating Knowledge of Students
2 - Establish a Respectful Environment
2 Content: Teachers know and understand the content area for which they have instructional responsib
2. Faculty Development
2.1 Knowing the content and using overall content knowledge to plan instruction
2.2 Structured data analysis leads to a collective understanding of the targeted areas for improveme
2.2 Understanding/using content-specific instructional strategies
2.3 Understanding school/district goals, priorities, Ohio and/or National Learning Standards
2.4 Relating content knowledge to content of other disciplines
2.5 Connecting content to relevant life experience and careers
2: Ethics and Professional Norms
2: Ethics and Professional Norms
2: Instructional Planning
2: Learning Differences
2:Creates & Maintains a Learning Cimate
2:Creates & Maintains a Learning Cimate
2a: Creating a learning environment of respect and rapport
2a: Demonstrating Knowledge of Students
2a: Demonstrating Knowledge of Students
2b: Establishing a culture for learning
2b: Establishing a Culture for Learning
2c: Managing classroom procedures
2d: Managing student behavior
2e: Organizing physical space
3.2 Resource allocation provides sustained support over time for implementation of learning.
3.2 Resource allocation provides sustained support over time for implementation of learning.
3b: Using Questioning and Discussion Techniques
3b: Using Questioning and Discussion Techniques
4.2 Summative evaluations measure the attainment of identified goals and objectives.
4b: Maintaining Accurate Records
5.2 Protocols, processes, and strategies facilitate collaboration throughout professional learning t
6.2 Ongoing professional learning includes opportunities (e.g. coaching) for educators to practice,
7.2 Professional learning incorporates strategies for active engagement of learners.
8.2 Educators are supported to become facilitators of professional learning by growing their knowled
Address learning outcomes
Address student learning outcomes
Advocate for effective professional learning
AES2: School Climate
Anotehr Test
Assess progress
Assess progress
Assess progress
Assessment
B.E.S.T. Standards in English Language Arts
Build coherence through alignment
C.1: Equity Practices
Career Education and Work
Career Education and Work
CCR Anchor 2: Determine central ideas or themes of a text and analyze their development
CCR Anchor 2: Determine central ideas or themes of a text and analyze their development.
CCSS ELA
CCSS: Mathematics
Classroom Management
CLE 2: Classroom Procedures
CLE 2: Classroom Procedures
Clearly/accurately communicate with students
Connect concepts and engage learners
Content
Content
Content & Instructional Planning
Content and Instructional Planning
Content Area and Pedagogical Knowledge
Content Knowledge
Content Knowledge - Science
Content Knowledge and Quality Teaching
Create alignment and accountability
Create an intellectually challenging environment
Create support systems and structures
Create support systems and structures
Culture of Collaborative Inquiry
Curriculum
Curriculum mapping
Curriculum, Assessment, and Instruction
D1b: Demonstrating Knowledge of Students
D1b: Demonstrating Knowledge of Students
D1b: Demonstrating Knowledge of Students
D1b: Demonstrating Knowledge of Students
D2b: Establishing a Culture for Learning
D2b: Establishing a Culture for Learning
D2b: Establishing a Culture for Learning
D2b: Establishing a Culture for Learning
D3b: Using Questioning and Discussion Techniques
D3b: Using Questioning and Discussion Techniques
D3b: Using Questioning and Discussion Techniques
D3b: Using Questioning and Discussion Techniques
D4b: Maintaining Accurate Records
D4b: Maintaining Accurate Records
D4b: Maintaining Accurate Records
D4b: Maintaining Accurate Records
Demonstrate language acquisition knowledge
Demonstrates Knowledge of Content
Develop and implement a system to proactively analyze, monitor, and respond to student data
Develop collective responsibility
Develop collective responsibility
Dimension 1.2 Data and Assessment
Dimension 2.2 Content Knowledge and Expertise
Dimension 3.2 Managing Student Behavior
Dimension 4.2 Goal Setting
Directly linked to improved student learning & performance within the school's curriculum
Dispositions of Learners
Domain 2: Classroom Environment
Element 2: Tracking Student Progress
ELEMENT B
Encourages educators to create structures to ensure equitable access to learning.
Encourages educators to ground their work in research and theories about learning.
Encourages educators to leverage evidence, data, and research from multiple sources to plan educator learning.
Encourages educators to prioritize equity in their resource decisions.
Encourages educators to sustain coherent support to build educator capacity.
Engage in ongoing professional development
Engage with community to support high expectations
Engaging students in subject matter
English Language Arts
English Language Arts, K-12
Evidence
Example 2
Faculty Development
Feedback Cycle
Fine Arts
FPLS #2: Student Learning as a Priority
FPLS #2: Student Learning as a Priority
Help others
Human Development and Learning
Human Growth and Development
IC Standard 2: Prioritize
IC Standard 2: Prioritize
Implementation
Improves the learning of students.
Indicator 1.2 Positive Classroom Climate
Indicator 2-State Approved Career Cluster Program of Study
Indicator 2-State Approved Career Cluster Program of Study
Instructional Design and Lesson Planning
Instructional Planning
Integrates key content elements and facilitates students' use of higher lev
Interdisciplinary unit development
ISLLC Standard 2
K.ATO.2
K.ATO.2
K3.C1.1: Basic tenets of skilled reading
Know & Understand Content Area
Knowledge of Content and Instructional Planning
Knowledge related standards and classroom instruction:English, Reading, Writing, Communications, LA
Leadership
Leadership
Leadership
Learning Climate
Learning Communities
Learning Communities (My Team & I)
Learning Environment
Learning Environment
Learning Environment
Learning Forward: Data
LIS Standard 2: Instruction-Draw Conclusions, Make Informed Decisions, Apply Knowledge
LIS Standard 2: Instruction-Draw Conclusions, Make Informed Decisions, Apply Knowledge
Math CCLS
Mathematics
Mathematics Curriculum Framework
Mathematics Florida Standards (MAFS)
Monitor resources
Monitoring how resources are used
Monitoring how resources are used
New curriculum resource implementation
NMTEACH 1B: Designing Coherent Instruction
NMTEACH 2B: Organizing Physical Space
NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse
NMTEACH 4B: Participating in a Professional Community
Operations and Algebraic Thinking
Organizes adults into learning communities whose goals are aligned with those of the school and dist
Pedagogical Knowledge
Pedagogy
Performance Standard 2: Instructional Planning
Planning for Differentiated Instruction
Planning-1.1:Professional Learning Needs
Plans for differentiated instruction.
Prepares educators to assess student learning to advance progress.
Professional Educator Standards
Professional Learning Needs
Professional Role Standards: Principals, Program Administrators, Superintendents (PSEL)
Proficiency Area 2: Student Learning as a Priority
Proficiency Area 2: Student Learning as a Priority
Promote active engagement & deep learning that inspires action
Provides constructive feedback
PS 3 - Instructional Planning
PSC Standard 2: Delivery of Services for Guidance Curriculum, Ind. Planning & Responsive Counseling
PSC Standard 2: Delivery of Services for Guidance Curriculum, Ind. Planning & Responsive Counseling
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student goals
Quality Indicator 2: Student goals
RDG
Real-world connections in lesson design
Resources
Resources
School Counseling: Academic Development
School Counseling: Career Development
School Counseling: Personal/Social Development
Science Next Generation Sunshine State Standards (2008)
SCTS 4.0 Planning: Student Work
Select learning designs
Select learning designs
Skillful leaders who develop capacity, advocate, and create support systems for professional
SSS Standard 2: Planning & Analysis
SSS Standard 2: Planning & Analysis
Standard 1.2 - Learning Differences
Standard 1: Professional Learning Needs
Standard 2: Learning Differences
Standard 2: Learning Differences
Standard 2: Learning Differences.
Standard 2: Instructional Planning
Standard 2: Knowledge of Students
Standard 2: Learning Differences
Standard 2: Planning and Analysis
Standard 2: Professional Learning Resources
Standard 2: Program Planning and Management
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard II: Instructional Planning
Standards Alignment
Strengthens educators' discipline-specific expertise.
Student, Family, and Community Engagement
Sub-objectives are logically sequenced to the lesson's major objective
Supports educators to build collaboration skills and capacity.
Supports educators to embrace student assets through instruction.
Supports educators to engage in feedback processes.
Supports educators to identify and address their own biases and beliefs.
Sustain implementation
Sustains support for implementation
T2 Instructional Planning/Program Planning and Management
TEACH 2: Explain Content
TEACH 2: Explain Content
Teachers know how children grow.
Teaching and Learning is informed by the ways that racism, bias, and other forms of oppression negat
TEAM: Culture for Teaching and Learning
TKES 2: Instructional Planning
TPE 2: Creating and Maintaining Effective Environments for Student Learning
Training to improve instructional practice and application
Unit planning using standards
Use assessment data to monitor progress/differentiate
Vertical alignment across grades
Vision and Mission
#3: Curriculum implementation
03: Learning Environments
03: Learning Environments
1.3 - Learning Environment
1.3 Educator input shapes professional learning that aligns with applicable professional standards,
1.3 Understanding students' interests and backgrounds (positive relationships) DQ8
1a: Demonstrating Knowledge of Content & Pedagogy
1c Setting Instructional Outcomes
1c. SETTING INSTRUCTIONAL OUTCOMES
1c. Setting Instructional Outcomes
1c: Setting Instructional Outcomes
1c: Setting Instructional Outcomes
2.1 Knowledge: Demonstrate professionalism and ethical practices
2c: Managing Classroom Procedures
3 - Know the Content
3 Assessment: Teachers understand and use varied assessments to inform instruction, evaluate and ens
3. Equity and Cultural Responsiveness
3.1 Acquiring and maintaining knowledge about assessment types
3.2 Selecting, developing and using a variety of assessments
3.3 Analyzing data to monitor, plan, differeniate and modify assessments
3.3 Resource allocation supports varied forms of professional learning that are planned in a logical
3.3 Resource allocation supports varied forms of professional learning that are planned in a logical
3.4 Collaborating/communicating with students, parents and colleagues
3.5 Involving learners in self-assessment and goal setting
3: Equity and Cultural Responsiveness
3: Instructional Delivery
3: Knowledge of Standards and Assessment
3: Learning Environments
3: Learning Environments
3:Implements & Manages Instruction
3:Implements & Manages Instruction
3a: Communicating with students
3b: Using questioning and discussion techniques
3c: Engaging students in learning
3c: Engaging Students in Learning
3c: Engaging Students in Learning
3d Using Assessment to inform instruction to meet goals and monitor student learning
3e: Demonstrating flexibility and responsiveness in meeting the learning needs of students
4. Curriculum, Instruction, and Assessment
4.3 Data and evidence inform continuous efforts to improve the quality and outcomes of professional
4c: Communicating with Families
5. Community of Care and Support for Students
5.3 Professional learning is grounded in a culture of trust, collaboration, and continuous improveme
6. Professional Capacity of School Personnel
6.3 Professional learning focused on content is rooted in the curriculum educators use to teach that
7. Professional Community for Teachers and Staff
7.3 Professional learning includes models of the practices needed to attain goals and learning objec
8. Meaningful Engagement of Families and Community
9. Operations and Management
Action research and sharing of findings
Advocate for professional learning
AES3: Human Resources
Analysis
Analyzing data collected on resource utilization and impact on desired outcomes to make decisions re
Assessment
B.E.S.T. Standards in Mathematics
Build coherence
Build coherence through alignment
Builds educators' ability to implement evidence-based learning designs.
Builds educators' capacity to sustain a culture of support for all staff.
Builds educators' understanding of curriculum and how to implement through instruction.
Builds educators' understanding of the importance of sustaining coherence and alignment.
C.2: Curriculum, Assessment, and Instruction
CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the cours
CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact.
CCSS Mathematics
CCSS: Literacy Social Studies/History
Civics and Government
Civics and Government
CLE 3: Classroom Space and Resources
CLE 3: Classroom Space and Resources
Communicate assessment system
Communicate effectively to improve practice
Communicate/collaborate with families
Content Knowledge
Content Knowledge - Social Science
Coordinate resources
Coordinating resources
Create alignment and accountability
Create support systems and structures
Create support systems and structures
D1c: Setting Instructional Outcomes
D1c: Setting Instructional Outcomes
D1c: Setting Instructional Outcomes
D1c: Setting Instructional Outcomes
D2c: Managing Classroom Procedures
D2c: Managing Classroom Procedures
D2c: Managing Classroom Procedures
D2c: Managing Classroom Procedures
D3c: Engaging Students in Learning
D3c: Engaging Students in Learning
D3c: Engaging Students in Learning
D3c: Engaging Students in Learning
D4c: Communicating with Families
D4c: Communicating with Families
D4c: Communicating with Families
D4c: Communicating with Families
Decision Making
Deepens educator’s content knowledge.
Demonstrates an accurate knowledge of the subject matter.
Designs/Plans Instruction
Determining appropriate curricular resources to support professional learning needs
Develop capacity for learning and leading
Differentiation and scaffolding
Dimension 1.3 Knowledge of Students
Dimension 2.3 Communication
Dimension 3.3 Classroom Culture
Dimension 4.3 Professional Development
Directly linked to priorities identified in the individual, school and district improvement plans
Disciplinary research and inquiry methodologies
Diverse Learners
Diversity
Domain 3: Instruction
Element 3: Celebrating Success
ELEMENT C
Encourages educators to implement and sustain professional learning.
Encourages educators to measure and report the impact of professional learning.
Encourages educators to share responsibility for improving learning for all students.
Engage in continuous improvement
Engage in continuous improvement
Engagement strategies
English Language Learners
Evaluate impact of professional learning
Evaluate impact of professional learning
Evaluate professional learning
Facilitates educators in collaborating with diverse colleagues.
Fine Arts
Florida Next Generation Sunshine State Standards in Dance, Music, Theater, or Visual Art
Formative assessment practices
Fosters educators' relationships with students, families, and communities.
FPLS #3: Instructional Plan Implementation
FPLS #3: Instructional Plan Implementation
Health
IC Standard 3: Develop
IC Standard 3: Develop
Indicator 1.3 Equitable Access
Indicator 3-Teacher Licensure
Indicator 3-Teacher Licensure
Instructional Delivery
Instructional Delivery & Facilitation
Instructional Delivery & Facilitation
Instructional Planning and Delivery
Instructional Practice
Instructional Practice
Instructional Practice
Integrating multiple sources of funding in order to fully support identified professional learning n
Integrating technology into instruction
ISLLC Standard 3
K.G.1
K.G.2
K.G.3
K.G.4
K.G.5
K3.C1.2: Understand and recognize the differences between good and poor readers
Knowledge related standards and classroom instruction: Mathematics, Sciences
Leadership
Leadership
Leadership
Learning Content
Learning Designs
Learning Designs
Learning Environment
Learning Forward: Learning Designs
Learning Intentions
Learning System Practitioner
Lesson Planning
LIS Standard 3: Environment-Space, Resources & Routines
LIS Standard 3: Environment-Space, Resources & Routines
Manage learning environment
Meaningful Parent, Family & Community Engagement
Meet performance standards
Members of the learning community apply anti-racism and anti-bias principles to their work.
NMTEACH 1C: Setting Instructional Outcomes
NMTEACH 2C: Establishing a Culture for Learning
NMTEACH 3C: Engaging Students in Learning
NMTEACH 4C: Reflecting on Teaching
Number and Operations in Base Ten
Obj's connected to prev knowledge, life experiences and other disciplines
Organizes adults into learning communities whose goals are aligned with those of the school and dist
Performance Standard 3: Instructional Delivery
Planning for Differentiated Instruction
Planning-1.2:Professional Learning Resources
Practices and Procedures
Prioritizing and aligning fiscal, human, material, technology, and time resources for investment in
Prioritizing human, fiscal, material, technological, and time needs
Professional Expertise
Professional Leader Standards
Professional Learning Resources
Proficiency Area 3: Instructional Plan Implementation
Proficiency Area 3: Instructional Plan Implementation
Project-based and collaborative learning
Promote active engagement
Promote active engagement & deep learning that inspires action.
Provide constructive feedback
Provides constructive feedback
PS 4 - Instructional Delivery and Engagement
PSC Standard 3: Established Positive & Purposeful Student & Family Relationships
PSC Standard 3: Established Positive & Purposeful Student & Family Relationships
Quality Indicator 2: Student engagement in subject matter
Questioning strategies
Recording and Reporting
Requires prioritizing, monitoring, and coordinating resources for educator learning.
Research-Based Professional Learning
Resources
Resources
Respond to diverse learning needs
School Operations, Management, and Security
Science
Science Curriculum Framework
SCTS 4.0 Planning: Assessment
Select learning designs
Set high expectations/challenging learning
SSS Standard 3: Collaboration
SSS Standard 3: Collaboration
Standard 3: Learning Environment.
Standard 3: Learning Environments
Standard 3: Learning Environments
Standard 3: Human Resources/Instructional Leadership
Standard 3: Instructional Delivery
Standard 3: Instructional Goal Setting
Standard 3: Learning Environments
Standard 6: Assessment
Standard 7: Planning for Instruction
Standard 8: Instructional Strategies
Standard III: Instructional Delivery
Standard: Professional Role Standards: ESAs
Success Critera
Supports educators to advocate for professional learning by sharing the importance and evidence of impact of professional learning.
Supports educators to monitor the use and impact of resource investments.
Sustains support for implementation
T3 Instructional Delivery/Program Services
TEACH 3: Appropriately Challenging Work
TEACH 3: Appropriately Challenging Work
Teachers understand that children learn differently.
TEAM: Professional Learning and Growth
Technical Areas CCLS
Technology
Test Again
TKES 3: Instructional Strategies
TPE 3: Understanding and Organizing Subject Matter for Student Learning
Use diverse instructional strategies
#4: Critical thinking
04: Content Knowledge
04: Content Knowledge
1.4 Demonstrates value and respect for all, including typically underserved students DQ9
10. School Improvement
1d Demonstrating Knowledge of Resources
1d. DEMONSTRATING KNOWLEDGE OF RESOURCES
1d. Demonstrating Knowledge of Resources
1d: Demonstrating Knowledge of Resources
1d: Demonstrating Knowledge of Resources
2.1 - Knowledge of Content
2.2 Skills: Demonstrate professionalism and ethical practices
2d: Managing Student Behavior
3d: Using Assessment in Instruction
3d: Using Assessment in Instruction
4 - Facilitate Learning
4 Instruction: Teachers plan and deliver effective instruction that advances the learning of each in
4. Curriculum, Instruction, and Assessment
4.1 Aligning instructional goals and activities with State/National standards
4.2 Using information about students' growth to plan/deliver instruction to close achievements gaps
4.3 Communicating learning goals and linking activities to those goals
4.4 Applying knowledge of thinking and learning to instruction
4.5 Differentiating instruction to support the learning needs of all students.
4.6 Creating and selecting activities to foster independent learning and complex problem solving
4.7 Using resources and technology to effectively enhance student learning
4: Assessment of/for Student Learning
4: Content Knowledge
4: Knowledge of Content
4:Assesses Learning & Communicates Results
4:Assesses Learning & Communicates Results
4a: Reflecting on teaching and student learning
4b: Maintaining systems for managing students’ data
4c: Communicating with families
4d: Participating in a professional learning community
4d: Participating in a Professional Community
4e: Growing and developing professionally
4f. Demonstrating Professional Behavior
4f: Showing professionalism
7.4 The structure and delivery of professional learning meets the unique learning needs of educators
Acquire knowledge of students to enhance learning
AES4: Organizational Management
Analyze student, educator, and system data
Apply change research
Apply learning theories, research, and models
Assessment
Assessment
Assessment Of and For Student Learning
C.3: Professional Expertise
CCR Anchor 4: Interpret words and phrases as they are used in a text,
CCR Anchor 4: Interpret words and phrases as they are used in a text.
CCSS: Literacy Science/Technology
Classroom routines and management
CLE 4: Manage Student Behavior
CLE 4: Manage Student Behavior
Collaboration
Consistent with and supportive of priorities in the individual, building and district PD plans
Content Knowledge - Physical Development & Health
Creates/Maintains Learning Climate
D1d: Demonstrating Knowledge of Resources
D1d: Demonstrating Knowledge of Resources
D1d: Demonstrating Knowledge of Resources
D1d: Demonstrating Knowledge of Resources
D2d: Managing Student Behavior
D2d: Managing Student Behavior
D2d: Managing Student Behavior
D2d: Managing Student Behavior
D3d: Using Assessment in Instruction
D3d: Using Assessment in Instruction
D3d: Using Assessment in Instruction
D3d: Using Assessment in Instruction
D4d: Participating in a Professional Community
D4d: Participating in a Professional Community
D4d: Participating in a Professional Community
D4d: Participating in a Professional Community
Data
Data
Data
Deepens educator's content knowledge.
Develop capacity for learning and leading
Develop collective responsibility
Dimension 1.4 Activities
Dimension 2.4 Differentiation
Dimension 4.4 School Community Involvement
Domain 4: Professional Responsibilities
Economics
Element 4: Establishing Classroom Routines
ELEMENT D
Engage in continuous improvement
Equity and inclusion practices
Establish aligned goals/multiple pathways
Evaluate assessments and modify instruction
Expectations for student performance are clear, demanding, and high
Florida Next Generation Sunshine State Standards in Science
Foreign Language
FPLS #4: Faculty Development
FPLS #4: Faculty Development
Geometry
IC Standard 4: Communicate
IC Standard 4: Communicate
Implementation
Indicator 4-State Approved Curriculum Standards
Indicator 4-State Approved Curriculum Standards
Instruction
Instruction
Instructional Delivery
Instructional Planning and Strategies
Instructional Strategies
Interdisciplinary instruction
ISLLC Standard 4
K.MDA.1
K.MDA.2
K.MDA.3
K.MDA.4
K3.C1.3: Understand the components of early reading development.
Language Arts
Leading for Educational Equity
Learning Communities
Learning Dispositions
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Forward: Implementation
Learning Outcomes
Learning-2.1:Learning Outcomes
Lesson Facilitation
LIS Standard 4: Professionalism & Programmatic Growth
LIS Standard 4: Professionalism & Programmatic Growth
Meet performance standards
Next Gen Science Standards
NMTEACH 1D: Demonstrating Knowledge of Resources
NMTEACH 2D: Managing Classroom Procedures
NMTEACH 3D: Assessment in Instruction
NMTEACH 4D: Demonstrating Professionalism
Outcomes
Peer observation and feedback
Perform non-instructional duties
Performance Standard 4: Assessment of/for Learning
Planning for Instruction
Prioritize human, fiscal, material, technology, and time resources
Professional Learning
Professional Role Standards: Paraeducators
Proficiency Area 4: Faculty Development
Proficiency Area 4: Faculty Development
Provides educators with research-based instructional strategies to assist students in meeting rigoro
PS 5 - Assessment
PSC Standard 4: Leadership & Communication
PSC Standard 4: Leadership & Communication
Quality Indicator 3: Disciplinary research and inquiry methodologies
Remain current in content knowledge/pedagogy
Resources
Resources
Safety protocols
SCTS 4.0 Instruction: Standards & Objectives
Social Studies
Social Studies Curriculum Framework
Social-emotional learning
SSS Standard 4: Scope of Service
SSS Standard 4: Scope of Service
Standard 09: Professional Learning
Standard 1: Learning Outcomes
Standard 10: Leadership and Collaboration
Standard 11: Ethical Practice
Standard 2: Learning Designs
Standard 4: Content Knowledge
Standard 4: Content Knowledge
Standard 4: Assessment of and for Learning
Standard 4: Content Knowledge
Standard 4: Content Knowledge.
Standard 4: Designing Coherent Instruction
Standard 4: Organizational Management
Standard IV: Assessment of/for Learning
Student Learning and Continuous Improvement
Student Learning and Continuous School Improvement
T4 Assessment of and for Student Learning/Assessment
TEACH 4: Content Engagement
TEACH 4: Content Engagement
Teachers know how to teach.
TEAM: Resource Management
TKES 4: Differentiated Instruction
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Trauma-informed classrooms
Use a variety of approaches to meet student needs
Use resources to create safe/productive environment
#5: Positive classroom environment
05: Application of Content
05: Application of Content
1.NSBT.1
1.NSBT.2
1.NSBT.3
1.NSBT.4
1.NSBT.5
1.NSBT.6
1: Learner Development
1e Designing Coherent Instruction
1e. DESIGNING COHERENT INSTRUCTION
1e. Designing Coherent Instruction
1e: Designing Coherent Instruction
1e: Designing Coherent Instruction
2.1 Helps students effectively interact with new knowledge DQ2
2.2 - Content Application
2: Learning Differences
2e: Organizing Physical Space
3.1 Knowledge: Support a positive and safe learning environment
3e: Demonstrating Flexibility and Responsiveness
3e: Demonstrating Flexibility and Responsiveness
3e: Demonstrating Flexibility and Responsiveness
4e: Growing and Developing Professionally
5 Learning Environment: Teachers create learning environments that promote high levels of learning
5 - Reflect on Practice
5. Community of Care and Support for Students
5.1 Treating students fairly and establishing a respectful environment
5.2 Creating a physically and emotional safe environment
5.3 Motivating students to work and assume responsibility for learning
5.4 Fostering independent, collaborative, and/or whole class learning
5.5 Maintaining an environment that is conductive to learning for all students.
5: Application of Content
5: Application of Content
5: Knowledge of Classroom and Instructional Management
5: Learning Environment
5:Collaborates with Colleagues, Parents & Others
5:Collaborates with Colleagues, Parents & Others
AES5: Communications and Community Relations
Assessment
Assessment for Student Learning
Assessment for Student Learning
Assessment for Student Learning
Assessment of Learning
CCDEI (Cultural Competency, Diversity, Equity, Inclusion)
CCR Anchor 5: Analyze the structure of texts
CCR Anchor 5: Analyze the structure of texts
Common formative assessments
Comply with relevant laws and policies
Content Knowledge - Fine Arts
Continuous Professional Improvement
Continuous Professional Improvement
Curriculum Framework for the Arts
D1e: Designing Coherent Instruction
D1e: Designing Coherent Instruction
D1e: Designing Coherent Instruction
D1e: Designing Coherent Instruction
D2e: Organizing Physical Space
D2e: Organizing Physical Space
D2e: Organizing Physical Space
D2e: Organizing Physical Space
D3e: Demonstrating Flexibility and Responsiveness
D3e: Demonstrating Flexibility and Responsiveness
D3e: Demonstrating Flexibility and Responsiveness
D3e: Demonstrating Flexibility and Responsiveness
D4e: Growing and Developing Professionally
D4e: Growing and Developing Professionally
D4e: Growing and Developing Professionally
D4e: Growing and Developing Professionally
Data
Data-driven instruction
Design learning to connect prior knowledge
Digital assessment tools
Dimension 2.5 Monitor and Adjust
Diverse Learning
Diverse social and cultural perspectives
Element 5: Organizing the Physical Layout of the Classroom
Engage students to develop multi-disciplinary skills
Environment and Ecology
Florida Next Generation Sunshine State Standards in Social Studies
FPLS #5: Learning Environment
FPLS #5: Learning Environment
IC Standard 5: Delivery of Services
IC Standard 5: Delivery of Services
Implements/Manages Instruction
Indicator 5-Early Post Secondary Opportunities
Indicator 5-Early Post Secondary Opportunities
Instructional Delivery
ISLLC Standard 5
K3.C1.4: Data-based decision making and data literacy
Knowledge related standards and classroom instruction: World Languages
Leadership
Learning Design
Learning Designs
Learning Designs
Learning Designs
Learning Designs
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Environment
Learning Forward: Outcomes
Learning-2.2: Learning Designs
Library Media
Library Media
Math
Measurement and Data
NMTEACH 1E: Demonstrating Knowledge of Students
NMTEACH 2E: Managing Student Behavior
NMTEACH 3E: Demonstrating Flexibility and Responsiveness
NMTEACH 4E: Growing and Developing Professionally
NYS Social Studies Framework
Peer coaching and mentoring
Performance Standard 5: Learning Environment
Performance tasks and portfolios
Performance-based assessments
Prepare students for assessments
Prepares educators to appropriately use various types of classroom assessments.
Professional Learning for Non-Instructional Staff
Professionalism
Proficiency Area 5: Learning Environment
Proficiency Area 5: Learning Environment
Provides educators with research-based instructional strategies to assist students in meeting rigoro
Provision of sufficient time and other resources for learning, practice and follow up
PS 6 - Communication
PSC Standard 5: Student Progress Monitoring
PSC Standard 5: Student Progress Monitoring
Quality Indicator 4: Interdisciplinary instruction
Reading, Writing, and Oral Communication
Respond to factors influencing learning
Rubric design and standards-based grading
SCTS 4.0 Instruction: Motivating Students
SS: Science
Standard 5: Application of Content
Standard 5: Application of Content
Standard 5: Application of Content.
Standard 5: :Learning Environment
Standard 5: Application of Content
Standard 5: Communication and Community Relationships
Standard 5: Designing Student Assessment
Standard V: Learning Environment
State standards are displayed and referenced throughout the lesson
Student Engagement
Student self-assessment
T5 Learning Environment/Communication and Collaboration
TEACH 5: Higher-Level Thinking Skills
TEACH 5: Higher-Level Thinking Skills
Teachers know how to manage a classroom.
TKES 5: Assessment Strategies
TPE 5: Assessing Student Learning
#6: Effective communication
Element 6: Identifying Critical Content
06. Assessment
06: Assessment
1.ATO.1
1.ATO.2
1.ATO.3
1.ATO.4
1.ATO.5
1.ATO.6
1.ATO.7
1.ATO.8
1.ATO.9
1f Designing Student Assessments
1f. DESIGNING STUDENT ASSESSMENTS
1f. Designing Student Assessments
1f: Designing Student Assessments
1f: Designing Student Assessments
2.2 Helps students to practice and deepen knowledge DQ3
3.1 - Planning
3.2 Skills: Support a positive and safe learning environment
4.1 Knowledge: Communicate effectively and participate in the team process
4f: Showing Professionalism
4f: Showing Professionalism
6 - Contribute to the Academic Success
6 Collaboration and Communication: Teachers collaborate and communicate with students, parents, othe
6. Professional Capacity of School Personnel
6.1 Communicating clearly and effectively
6.2 Supporting learning, emotional/phys. development, mental health
6.3 Collaborating effectively with other staff
6.4 Collaborating effectively with the local community and community agencies
6: Assessment
6: Culturally Responsive Teaching and Equitable Practices
6: Knowledge of Individualization of Instruction
6:Engages in Professional Development
6:Engages in Professional Development
Academic Progress Documentation
Active participation in study groups
AES6: Professionalism
Assesses and Communicates Learning Results
Assessment
Career Development Curriculum Framework
CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.
CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.
Classroom Management
Cognitive, social, emotional and physical development
Collaboration and Communication
Collaborative practices within teams
Common Core Standards
Content is personally meaningful and relevant to students
Content Knowledge - Foreign Languages
Cultural Proficiency
D1f: Designing Student Assessments
D1f: Designing Student Assessments
D1f: Designing Student Assessments
D1f: Designing Student Assessments
D4f: Showing Professionalism
D4f: Showing Professionalism
D4f: Showing Professionalism
D4f: Showing Professionalism
Data
Demonstrate technology literacy knowledge
Family and Consumer Sciences
Family engagement strategies
Florida Next Generation Sunshine State Standards in Physical Education and/or Health
FPLS #6: Decision Making
FPLS #6: Decision Making
Implementation
Implementation
Implementation
Implementation of Learning
Implementing-3.1:Implementation of Learning
Indicator 6-Programs Supported by Current Labor Market Data
Indicator 6-Programs Supported by Current Labor Market Data
Instructional Delivery
Instructional Growth
ISLLC Standard 6
K3.C1.5: Collaborative problem-solving approaches
Knowledge related standards and classroom instruction:Civics, Govt., Economics, History, Geography
Learning Designs
Learning Environment
Learning Forward: Leadership
Math
Monitor student progress and adapt instruction
NMTEACH 1F: Designing Student Assessment
NMTEACH 4F: Maintaining Accurate Records
Number and Operations
Other
Outcomes
Parent communication strategies
Performance Standard 6: Professionalism
Physical Education
Prepares educators to appropriately use various types of classroom assessments.
Professional Responsibilities & Collaboration
Professional Responsibilities and Collaboration
Professional Responsibilities and Collaboration
Professional Responsibility & Ethical Conduct
Professional Responsibility & Ethical Conduct
Professionalism
Proficiency Area 6: Decision Making
Proficiency Area 6: Decision Making
PS 7 - Professionalism
Quality Indicator 5: Diverse social and cultural perspectives
Reading, Writing, and Oral Communication
Recruitment and Professional Learning
SCTS 4.0 Instruction: Presenting Instructional Content
SEL (Social Emotional Learning)
SS: Health/PE
Standard 1: Implementation of Learning
Standard 6: Assessment
Standard 6: Assessment
Standard 6: Assessment.
Standard 6: Assessment
Standard 6: Climate of Respect and Learning
Standard 6: Professionalism
Standard 6: Professionalism
Standard VI: Professionalism
Student Learning Environments
Supported by school leadership
T.1: Equity Drivers
T6 Culturally Responsive Teaching and Equitable Practices
T7 Professionalism
TEACH 6: Check for Understanding
TEACH 6: Check for Understanding
Teachers communicate well.
TKES 6: Assessment Uses
TPE 6: Developing as a Professional Educator
Use curricular resources to achieve student goals
Uses learning strategies appropriate to the intended goals.
#7: Student assessment and data analysis
07: Planning for Instruction
07: Planning for Instruction
1.G.1
1.G.2
1.G.3
1.G.4
2.3 Organizes students for cognitively complex tasks (transfer and application) DQ4
2a Creating an Environment of Respect and Rapport
2a. CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
2a. Creating an Environment of Respect and Rapport
3.2 - Assessment
4: Content Knowledge
7 Professional Responsibility and Growth: Teachers assume responsibility for professional growth, pe
7. Professional Community for Teachers and Staff
7.1 Respecting and following professional ethics, policies, and legal codes of conduct
7.2 Taking responsibility for engaging in continuous, purposeful PD.
7.3 Seeking opportunities to positively impact teaching quality, school improvement and achievement.
7: Knowledge of Technology
7: Planning for Instruction
7: Professionalism
7:Demonstrates Content Knowledge
7:Demonstrates Content Knowledge
Assessment
Audit course, not applicable
Building Leadership Expertise
CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats,
CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats.
Collaborative Relationships
Communication
Educators can provide feedback on the effectiveness of their participation in the PD activity
Element 7: Organizing Students to Interact with New Content
Engaging with current educational research
Evaluating-4.1:Evaluation of Professional Learning
Evaluation of Professional Learning
Expectations
Florida Next Generation Sunshine State Standards in World Languages
FPLS #7: Leadership Development
FPLS #7: Leadership Development
Geography
Goal setting and progress monitoring for educators
Grade-level collaboration and work
Human Development and Learning
Implementation
Implementation
Indicator 7-Programs That Teach All Aspects of Industry
Indicator 7-Programs That Teach All Aspects of Industry
Inquiry, curiosity and exploration are valued in learning experiences
Instructional coaching and peer feedback
Knowledge related standards and classroom instruction: Fine Arts & Humanities
Learning Forward: Resources
Music
Outcomes
Outcomes
Outcomes
Parent, Family and Community Engagement
Performance Standard 7: Student Progress
Professional Growth
Professional Growth
Professional Growth
Professional Growth
Professional learning community (PLC) development
Professional Responsibility and Growth
Proficiency Area 7: Leadership Development
Proficiency Area 7: Leadership Development
Provides educators with the knowledge and skills to collaborate.
PS 8 - Learning Environment
Reflects/Evaluates Teaching/Learning
Research-based instructional strategies
Resources
Science
SCTS 4.0 Instruction: Lesson Structure & Pacing
Special Needs
SS: Fine Arts
Standard 1: Evaluation of Professional Learning
Standard 7: Planning for Instruction
Standard 7: Planning for Instruction
Standard 7: Planning for Instruction.
Standard 7: Managing Classroom Procedures & Physical Environment
Standard 7: Planning for Instruction
Standard 7: Professional Responsibility and Growth.
Standard 7: Student Progress
Standard VII: Student Progress
Student Academic Progress
Student Goals
T.2: Evidence
T8 Student Academic Progress/Learner or Program Progress
TEACH 7: Instructional Time
TEACH 7: Instructional Time
Teacher research and inquiry groups
Teachers are able to plan different kinds of lessons.
The Number System
TKES 7: Positive Learning Environment
Uses learning strategies appropriate to the intended goals.
Using student data to reflect and plan next steps
#8: Professionalism
08: Instructional Strategies
08: Instructional Strategies
1.MDA.1
1.MDA.2
1.MDA.3
1.MDA.4
1.MDA.5
1.MDA.6
2.4 Asks questions of typically underserved students with the same frequency and depth as other stud
2b Establishing a Culture for Learning
2b. ESTABLISHING A CULTURE FOR LEARNING
2b. Establishing a Culture for Learning
3.3 - Strategies
4.2 Skills: Communicate effectively and participate in the team process
6: Assessment
7: Planning for Instruction
8. Meaningful Engagement of Families and Community
8: Democracy, Educational Governance and Careers in Teaching
8: Instructional Strategies
8: Instructional Strategies
8: Student Academic Progress
8:Demonstrates Professional Knowledge
8:Demonstrates Professional Knowledge
Assessment
CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text
CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text.
Collaborates with Colleagues/Parents/Others
Collaborative Relationships
Communication
Cross grade collaboration and work
Data-Driven Professional Practice
Diversity
Element 8: Previewing New Content
Engagement
Expressions and Equations
Florida Next Generation Sunshine State Standards in Special Skills, PK-12
FPLS #8: School Management
FPLS #8: School Management
Health, Safety and Physical Education
Indicator 8-Programs Having An Active Advisory Panel
Indicator 8-Programs Having An Active Advisory Panel
K3.C2.1: Understand the differences among and purposes for assessments.
Knowledge related standards and classroom instruction: Health & Physical Education
Meaningful Parent, Family, and Community Engagement
Other: (for non-teaching staff only)
Outcomes
P1 Leadership
Physical Education and Health
Prepares educators to apply research to decision-making.
Presentation includes visuals to establish purpose and preview the lesson
Principal Standard 1: Continuous Improvement
Principal Standard 2: Instruction
Principal Standard 3: School Operations, Resources & Learning Environment
Principal Standard 4: Collaboration
Principal Standard 5: Parents and Community Engagement
Professional Responsibilities & Ethics
Professionalism, Leadership, and Advocacy
Professionalism, Leadership, and Advocacy
Proficiency Area 8: School Management
Proficiency Area 8: School Management
Provides educators with the knowledge and skills to collaborate.
Quality Indicator 1: Cognitive, social, emotional and physical development
SCTS 4.0 Instruction: Activities & Materials
Social Studies
SS: World Languages
Standard 8: Instructional Strategies
Standard 8: Instructional Strategies
Standard 8: Instructional Strategies.
Standard 8: Instructional Strategies
Standard 8: Managing Student Behavior
T.3: Learning Designs
Teachers know how to test for student progress.
Theory of Learning
TKES 8: Academically Challenging Environment
#9: Professional collaboration
09. Professional Learning
09: Professional Learning
2.5 Probes typically underserved students' incorrect answers DQ9
2.NSBT.1
2.NSBT.2
2.NSBT.3
2.NSBT.4
2.NSBT.5
2.NSBT.6
2.NSBT.7
2.NSBT.8
2c Managing Classroom Procedures
2c. MANAGING CLASSROOM PROCEDURES
2c. Managing Classroom Procedures
4.1 - Professionalism & Professional Learning
5.1 Knowledge: Demonstrate cultural competency
9: Operations and Management
9: Professional Learning
9: Professional Learning
9:Implements Special Education Components
9:Implements Special Education Components
CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowl
CCR Anchor 9: Analyze how two or more texts address similar themes.
Collaboration and Partnerships
Collaboration Family and Community
Collaborative Relationships
Content-area collaboration and integration work
Element 9: Chunking Content into Digestible Bites
Engages in Professional Development
FPLS #9: Communication
FPLS #9: Communication
History
Indicator 9-Programs Having A Career and Technical Student Organization As Support to the Program
Indicator 9-Programs Having A Career and Technical Student Organization As Support to the Program
K3.C2.2: Know and use screening, diagnostic and progress monitoring tools
Knowledge related standards and classroom instruction:Technology
Meeting the needs of every student
OH PD Standard 1: Continuous Process
OH PD Standard 2: Data-driven
OH PD Standard 3: Collaborative
OH PD Standard 4: Varied & Differentiated
OH PD Standard 5: Impacts Practice and Achievement
OH PD Standard 6: Refinement of Skills
Ohio PD Standard 1: Continuous Process
P1 Leadership
P2 Climate
Planning for Instruction
Prepares educators to apply research to decision-making.
Presentation includes examples, illustrations, analogies, and labels
Proficiency Area 9: Communication
Proficiency Area 9: Communication
Provides educators with training on inclusive practices in the classroom that examines instructional
Quality Indicator 2: Student goals
Science
SCTS 4.0 Instruction: Questioning
SS: CTE
Standard 9: Professional Learning & Ethical Practice
Standard 9: Professional Learning & Ethical Practice
Standard 9: Instruction/Delivery of Service
Standard 9: Professional Learning and Ethical Practice.
Standard 9: Professional Learnings
Statistics and Probability
T.4: Implementation
Teachers are able to evaluate themselves.
Technology
TKES 9: Professionalism
World Languages
# 10: Collaboration
10. Leadership and Collaboration
10: Leadership and Collaboration
10: Leadership and Collaboration
10: Leadership andCollaboration
10: School Improvement
2.6 Engages students DQ5
2.ATO.1
2.ATO.2
2.ATO.3
2.ATO.4
2a: Creating an Environment of Respect and Rapport
2d Managing Student Behavior
2d. MANAGING STUDENT BEHAVIOR
2d. Managing Student Behavior
4.2 - Leadership
CCR Anchor 10: Read and comprehend complex literary and informational texts independently and profic
CCR Anchor 10: Read and comprehend complex literary.
Communication
Demonstrates Implementation of Technology
Domain II: Continuous Improvement of Instruction - II (1)
Domain IV: Cooperation and Collaboration - IV (2)
Domain IV: Cooperation and Collaboration - IV (4)
Domain V: School Climate - V (1)
Domain V: School Climate - V (2)
Domain V: School Climate - V (6)
Element 10: Helping Students Process New Content
Evaluation
FPLS #10: Professional and Ethical Behaviors
FPLS #10: Professional and Ethical Behaviors
Knowledge related standards and classroom instruction: Other
Learning Environment(s)
Mathematics
P2 School Climate
P3 Human Resource Management
Performance Standard 1: Professional Knowledge
Performance Standard 1: Professional Knowledge
Presentation includes modeling by the teacher to demonstrate expectations
Prior experiences, learning styles, strengths and needs
Professional Development
Proficiency Area 10: Professional and Ethical Behaviors
Proficiency Area 10: Professional and Ethical Behaviors
Provides educators with training on inclusive practices in the classroom that examines instructional
Quality Indicator 3: Theory of learning
Ratio and Proportional Relationships
Reflection and Professional Growth
S.1: Equity Foundations
SCTS 4.0 Instruction: Academic Feedback
Social Studies
Specialization-area collaboration and work
SS: Library Information Science
STANDARD 10. SCHOOL IMPROVEMENT
Standard 10: Leadership and Collaboration
Standard 10: Leadership and Collaboration
Standard 10: Leadership and Collaboration.
Standard 10: Communication & Feedback to Students
Standard 10: Leadership and Collaboration
Teachers are connected with other teachers and the community.
TKES 10: Communication
Element 11: Helping Students Elaborate on New Content
11: Ethical Practice
11: Ethical Practice
11: Ethical Practice
2.7 Uses and applies Academic Vocabulary
2.G.1
2.G.2
2.G.3
2b: Establishing a Culture of Learning
2e Organizing Physical Space
2e. ORGANIZING PHYSICAL SPACE
2e. Organizing Physical Space
5.2 Skills: Demonstrate cultural competency
CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts.
DKES 1 - Professional Knowledge
Domain V: School Climate - V (3)
Domain V: School Climate - V (4)
Functions
Instructional strategies related to content being taught in the classroom or virtually
Internships/Externships
K3.C3.1: Understand and apply general principles and practices of foundational reading skills and literacy teaching
Language, culture, family and knowledge of community values
P3 Human Resources Management
P4 Organizational Management
Physical Development and Health
Presentation of content always includes concise communication
Professional Conduct
Professional Responsibility
Quality Indicator 4: Differentiated lesson design
Reading, Writing, Speaking, and Listening
Reflection
S.2: Culture of Collaborative Inquiry
SCTS 4.0 Instruction: Grouping Students
Standard 11: Assessment of Learning
Standard 11: Ethical Practice
Element 12: Helping Students Record and Represent Knowledge
2.8 Reflects and evaluates the effectiveness of instructional performance to identify areas of pedag
2.MDA.1
2.MDA.10
2.MDA.2
2.MDA.3
2.MDA.4
2.MDA.5
2.MDA.6
2.MDA.7
2.MDA.8
2.MDA.9
2c: Managing Classroom Procedures
3a Communicating with Students
3a. COMMUNICATING WITH STUDENTS
3a. Communicating with Students
A combination of content knowledge and content-specific teaching skills
CCR Anchor 2: Write informative/explanatory texts to examine and convey complex ideas.
DKES 2 - Planning and Collaboration
Domain I: A Data-Driven Focus on Student Achievement - I (3)
Domain I: A Data-Driven Focus on Student Achievement - I (4)
Implementation of curriculum standards
Improvement of classroom management skills
Instructional Delivery
K3.C3.2: Understand and apply instruction in order to differentiate
P4 Organizational Management
P5 Communication and Community Relations
Presentation of content always includes logical sequencing and segmenting
Professional Growth
Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs
Relationships Between Quantities
S.3: Leadership
Science and Technology
SCTS 4.0 Instruction: Teacher Content Knowledge
Short-term job shadowing opportunities
Standard 12: Professional Growth
Student Growth - SG 3
2d: Managing Student Behavior
3.1 Plans and prepares for effective scaffolding of information within lessons and units that progre
3.NSBT.1
3.NSBT.2
3.NSBT.3
3.NSBT.4
3.NSBT.5
3b Using Questioning and Discussion Techniques
3b. USING QUESTIONING AND DISCUSSION TECHNIQUES
3b. Using Questioning and Discussion Techniques
CCR Anchor 3: Write narratives to develop real or imagined experiences.
Collaboration Professional Culture
Communication Skills
Develop lessons for diverse learners
DKES 3 - Problem Solving
Domain III: A Guaranteed and Viable Curriculum - III (1)
Domain III: A Guaranteed and Viable Curriculum - III (2)
Domain III: A Guaranteed and Viable Curriculum - III (3)
Domain IV: Cooperation and Collaboration - IV (3)
Element 13: Helping Students Reflect on Learning
K3.C3.3: Understand and apply phonemic-awareness skill development
Linear and Exponential Relationships
None of the Statements Apply
P5 Communication and Community Relations
P6 Professionalism
Presentation of content always includes all essential information
Quality Indicator 6: Language, culture, family and knowledge of community values
S.4: Resources
SCTS 4.0 Instruction: Teacher Knowledge of Student
Standard 13: Maintaining & Keeping Accurate Records
The integration of academics and career and technical education
2e: Organizing Physical Space
3.2 Uses data to plan and provide interventions that meet individual learning needs of students incl
3.NSF.1
3.NSF.2
3.NSF.3
3c Engaging Students in Learning
3c. ENGAGING STUDENTS IN LEARNING
3c. Engaging Students in Learning
3d Using Assessment in Instruction
Analyze instructional goals and differentiated instructional strategies
Assessment
CCR Anchor 4: Produce clear and coherent writing.
Decision-Making
DKES 4 - Accountability
Domain II: Continuous Improvement of Instruction - II (2)
Domain II: Continuous Improvement of Instruction - II (3)
Domain II: Continuous Improvement of Instruction - II (4)
Domain IV: Cooperation and Collaboration - IV (1)
Element 14: Reviewing Content
K3.C3.4: Understand and apply systematic, cumulative, and explicit teaching
P7 Professionalism
Presentation never has irrelevant, confusing, or nonessential information
Reasoning with Equations
SCTS 4.0 Instruction: Thinking
Standard 14: Professional Communication & Responsiveness
Student Growth - SG 5
World Languages
3.ATO.1
3.ATO.2
3.ATO.3
3.ATO.4
3.ATO.5
3.ATO.6
3.ATO.7
3.ATO.8
3.ATO.9
3d. USING ASSESSMENT IN INSTRUCTION
3d. Using Assessment In Instruction
3e Demonstrating Flexibility and Responsiveness
4.1 Demonstrates a comprehensive understanding of the subject taught and the standards for the subje
Business, Computer and Information Technology (BCIT)
CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting.
Collaborative Relationships
Descriptive Statistics
DKES 5 - Productivity and Results
Domain II: Continuous Improvement of Instruction - II (5)
Domain V: School Climate - V (5)
Element 15: Organizing Students to Practice and Deepen Knowledge
Instructional strategies for problem-solving and critical thinking
K3.C3.5: Understand and apply fluent word-level skills
P8 Learner Progress, Program Progress or Student Academic Progress
Quality Indicator 1: Implementation of curriculum standards
Research-based instructional stratgies
SCTS 4.0 Instruction: Problem Solving
Shared Responsibility
The lesson starts promptly
3.G.1
3.G.2
3.G.3
3.G.4
3e. DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS
3e. Demonstrating Flexibility and Responsiveness
4.2 Plans/prepares for use of available resources and technology
Appropriate use of instructional resources to enhance student learning
CCR Anchor 6: Use technology, including the Internet, to produce and publish writing.
Congruence, Proof and Constructions
DKES 6 - Resources Management
Domain IV: Cooperation and Collaboration - IV (5)
Element 16: Using Homework
K3.C3.6: Understand and apply vocabulary development and knowledge
Professional Responsibilities
Quality Indicator 2: Lessons for diverse learners
Reflection and Professional Growth
SCTS 4.0 Environment: Managing Student Behavior
Strategies to improve language and academic skills for students with limited English proficiency
The lesson's structure is coherent, with a beginning, end, and reflection.
Element 17: Helping Students Examine Similarities and Differences
3.MDA.1
3.MDA.2
3.MDA.3
3.MDA.4
3.MDA.5
3.MDA.6
4a Reflecting on Teaching
4a. REFLECTING ON TEACHING
4a. Reflecting on Teaching
CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions.
Connecting Algebra with Geometry through Coordinates
Cooperative learning
DKES 7 - Professionalism
Domain I: A Data-Driven Focus on Student Achievement - I (1)
Domain I: A Data-Driven Focus on Student Achievement - I (2)
Domain I: A Data-Driven Focus on Student Achievement - I (5)
E1 Leadership
K3.C3.7: Understand and apply comprehension building instruction
Methods of teaching children from special populations and/or with special needs
Pacing is brisk and attends to students who progress at different rates
Professional Conduct and Leadership
Quality Indicator 3: Instructional goals and differentiated instructional strategies
SCTS 4.0 Environment: Expectations
Student Growth - SG 8
Element 18: Helping Students Examine Their Reasoning
4.NSBT.1
4.NSBT.2
4.NSBT.3
4.NSBT.4
4.NSBT.5
4.NSBT.6
4b Maintaining Accurate Records
4b. MAINTAINING ACCURATE RECORDS
4b. Maintaining Accurate Records
5.1 Organizes a safe physical layout of the classroom to facilitate movement and focus on learning D
CCR Anchor 8: Gather relevant information from multiple print and digital sources.
Classroom management, motivation, and engagement
DKES 8 - Communication
E2 Climate
E5 Professionalism
Extending the Number System
Identifying early and appropriate interventions
K3.C3.8: Understand and apply explicit, systematic, and literacy embedded instruction in the writing process
Not Applicable
Routines for distributing materials are seamless
SCTS 4.0 Environment: Environment
4.NSF.1
4.NSF.2
4.NSF.3
4.NSF.4
4.NSF.5
4.NSF.6
4.NSF.7
4c Communicating with Families
4c. COMMUNICATING WITH FAMILIES
4c. Communicating with Families
5.2 Reviews expectations regarding rules and procedures to ensure their effective execution DQ6
CCR Anchor 9: Draw evidence from literary or informational texts to support analysis.
DKES 9 - Management and Supervisory Performance
E3 Human Resources Management
Element 19: Helping Students Practice Skills Strategies and Processes
Managing time, space, transitions, and activities
No instructional time is lost during transitions
Quadratic Functions and Modeling
Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving and c
SCTS 4.0 Environment: Respectful Culture
Teaching students with different needs and talents
Element 20: Helping Students Revise Knowledge
4.ATO.1
4.ATO.2
4.ATO.3
4.ATO.4
4.ATO.5
4d Participating in the Professional Community
4d. PARTICIPATING IN THE PROFESSIONAL COMMUNITY
4d. Participating in the Professional Community
5.3 Demonstrates awareness of classroom environment at all times (withitness) DQ7
Activities and materials support the lesson objectives
Admin: Integrity, Fairness and Ethics in Learning
Admin: Relationships with the Broader Community to Foster Learning
Admin: The Culture of Teaching and Learning
Admin: The Management of Learning
Admin: The Political, Social, Legal and Cultural Context of Learning
Admin: The Vision of Learning
Applications of Probability
CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations
Classroom, School and Community Culture
DKES 10 - Leadership
E4 Organizational Management
K3.C4.1: Understand and apply assessment processes at all levels
Not Applicable
Performance Standard 2: Communication and Collaboration
Performance Standard 2: Instructional Planning
Quality Indicator 2: Appropriate use of instructional resources to enhance student learning
SCTS 4.0: Professionalism
Use of data and assessments to inform classroom practice and student learning
3a: Communicating with Students
3a: Communicating with Students
4.G.1
4.G.2
4.G.3
4.G.4
4e Growing and Developing Professionally
4e. GROWING AND DEVELOPING PROFESSIONALLY
4e. Growing and Developing Professionally
5.4 Applies consequences for lack of adherence to rules and procedures DQ7
Activities and materials are challenging
CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats.
E5 Communication and Community Relations
Element 21: Organizing Students for Cognitively Complex Tasks
Instruction in linking secondary and post secondary education
K3.C4.2: Identify the implications of brain research
LKES 1 - Instructional Leadership
Quality Indicator 3: Cooperative, small group and independent learning
Similarity, Right Triangles, and Trigonometry
Verbal and nonverbal communication
Element 22: Engaging Students in Cognitively Complex Tasks w/Hypothesis Generation & Testing
3b: Using Questioning and Discussion Techniques
4.MDA.1
4.MDA.2
4.MDA.3
4.MDA.4
4.MDA.5
4.MDA.6
4.MDA.7
4.MDA.8
4f Showing Professionalism
4f. SHOWING PROFESSIONALISM
4f. Showing Professionalism
5.5 Acknowledges adherence to rules and procedures DQ7
Activities and materials sustain students' attention
CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Circles With and Without Coordinates
E6 Professionalism
Involving parents and/or family in improving the learning of every student
K3.C4.3: Reciprocal relationships of skills
LKES 2 - School Climate
Quality Indicator 1: Classroom Management Techniques
Sensitivity to culture, gender, intellectual and physical differences
3c: Engaging Students in Learning
5.6 Builds positive relationships with students by displaying objectivity and control DQ8
5.NSBT.1
5.NSBT.2
5.NSBT.3
5.NSBT.4
5.NSBT.5
5.NSBT.6
5.NSBT.7
Activities and materials provide time for reflection
CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow.
E7 Program Progress
Element 23: Providing Resources and Guidance for Cognitively Complex Tasks
Inferences and Conclusions from Data
Learner expression in speaking, writing and other media
LKES 3 - Planning and Assessment
Quality Indicator 2: Management of time, space, transitions, and activities
Quality Indicator 3: Classroom, school and community culture
Strategies for integrating technology into curriculum and instruction
3d: Using Assessment in Instruction
5.NSF.1
5.NSF.2
5.NSF.3
5.NSF.4
5.NSF.5
5.NSF.6
5.NSF.7
5.NSF.8
6.1 Designs instruction aligned to assessments that impact student learning
6.2 Uses multiple data elements to modify instruction and assessments
Activities and materials are relevant to students' lives
CCR Anchor 5: Make strategic use of digital media and visual displays of data.
Element 24: Noticing When Students are Not Engaged
Instructional leadership development and management training for educators
LKES 4 - Organizational Management
Polynomials, Radical Relationship
Quality Indicator 1: Verbal and nonverbal communication
Technology and media communication tools
The Learning Environment
The Learning Environment
3e: Demonstrating Flexibility and Responsiveness
5.ATO.1
5.ATO.2
5.ATO.3
6.3 Provides opportunities for students to self-reflect and track progress toward learning goals DQ1
CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks,
Effective Use of Assessments
Element 25: Using Academic Games
Instructional Delivery and Facilitation
LKES 5 - Human Resources Management
Mentoring and/or coaching other teachers or administrators
NOT APPLICABLE
PADEPP Standard 1: Vision
Provide opportunities for student-to-student interaction
Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences
Trigonometry of General Triangles and Trigonometric Functions
5.G.1
5.G.2
5.G.3
5.G.4
7.1 Communicates with parents/guardians and school/communities in a timely and professional manner r
Assessment
Assessment Data to Improve Learning
CCR Anchor 1: Demonstrate command of the conventions of standard English grammar.
Element 26: Managing Response Rates
Leadership development and management training to improve the quality of formal and aspiring leaders
LKES 6 - Teacher/Staff Evaluation
Mathematical Modeling
PADEPP Standard 2: Instructional Leadership
Quality Indicator 3: Learner expression in speaking, writing and other media
5.MDA.1
5.MDA.2
5.MDA.3
5.MDA.4
7.2 Communicates individual student progress to parents/guardians in a timely and professional manne
Activities and materials induce student curiosity and suspense
CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization.
CCR Anchor 3: Apply knowledge of language to understand how language functions .
Continuous Professional Improvement
Element 27: Using Physical Movement
LKES 7 - Professionalism
PADEPP Standard 3: Effective Management
Quality Indicator 4: Technology and media communication tools
Student led Assessment Strategies
6.NS.1
6.NS.2
6.NS.3
6.NS.4
6.NS.5
6.NS.6
6.NS.7
6.NS.8
6.NS.9
8.1 Collaborates with colleagues about student learning and instructional practices by seeking mento
8.2 Promotes positive interactions with colleagues and displays dependability through active partici
8.3 Participates in district and school initiatives
Activities and materials provide students with choices
CCR Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
Effect of instruction on individual/class learning
Element 28: Maintaining a Lively Pace
LKES 8 - Communication and Community Relations
PADEPP Standard 4: Climate
Professional Responsibility and Ethical Conduct
6.RP.1
6.RP.2
6.RP.3
8.4 Pursues professional development based on his/her written growth and development plan, and monit
CCR Anchor 5: Demonstrate understanding of figurative language and word relationships.
CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words.
CKES 1 - Professional Knowledge (Define)
Communication of Student Progress and Maintaining Records
Element 29: Demonstrating Intensity and Enthusiasm
Incorporate technology; and resources beyond the school curriculum texts
PADEPP Standard 5: School/Community Relations
Quality Indicator 1: Effective use of assessments
6.EEI.1
6.EEI.2
6.EEI.3
6.EEI.4
6.EEI.5
6.EEI.6
6.EEI.7
6.EEI.8
6.EEI.9
Activities involve simulations, require creating, and are self-monitoring
CCR: LEVEL A (K-1) Number and Operations: Base Ten
CKES 2 - Instructional Planning (Define/Manage)
Collaborative Data Analysis Process
Element 30: Using Friendly Controversy
PADEPP Standard 6: Ethical Behavior
Performance Standard 3: Instructional Delivery
Performance Standard 3: Assessment
Quality Indicator 2: Assessment data to improve learning
Student Learning as a Priority
4a: Reflecting on Teaching
6.GM.1
6.GM.2
6.GM.3
6.GM.4
CCR: LEVEL A (K-1) Geometry
CCR: LEVEL A (K-1) Operations and Algebraic Thinking
CKES 3 - Instructional Strategies (Manage/Deliver System)
Element 31: Providing Opportunities for Students to Talk about Themselves
Faculty Development
PADEPP Standard 7: Interpersonal Skills
Quality Indicator 3: Student-led assessment strategies
S1 Quality of work
Self-Assessment and Improvement
Teacher questions are high quality, providing a mix of question types
4b: Maintaining Accurate Records
6.DS.1
6.DS.2
6.DS.3
6.DS.4
6.DS.5
CCR: LEVEL B (2-3) Number and Operation; Base Ten
CKES 4 - Individualized Instruction (Deliver)
Element 32: Presenting Unusual or Intriguing Information
PADEPP Standard 8: Staff Development
Professional Learning
Quality Indicator 4: Effect of instruction on individual/class learning
Questions are consistently purposeful and coherent
S2 Quantity of work
4c: Communicating with Families
7.NS.1
7.NS.2
7.NS.3
7.NS.4
7.NS.5
A high frequency of questions is asked
CKES 5 - Data Collection (Manage)
Element 33: Demonstrating Withitness
Leadership Development
PADEPP Standard 9: Principal's Professional Development
Professional rights, responsibilities and ethical practices
Quality Indicator 5: Communication of student progress and maintaining records
S3 Human relations skills
4d: Participating in the Professional Community
7.RP.1
7.RP.2
7.RP.3
CCR: LEVEL B (2-3) Number and Operations: Fractions14
CKES 6 - Data Evaluation (Manage/Assess)
Element 34: Applying Consequences for Lack of Adherence to Rules and Procedures
Quality Indicator 6: Collaborative data analysis
Questions are consistently sequenced with attention to the instructional go
Roles, Responsibilities, and Collegial Activities
S4 Safety and Security
School Management
4e: Growing and Developing Professionally
7.EEI.1
7.EEI.2
7.EEI.3
7.EEI.4
7.EEI.5
CCR: LEVEL B (2-3) Operation and Algebraic Thinking
CKES 7 - Positive Learning Environment (Define/Manage)
Collaborating to meet the needs of students
Communication
Element 35: Acknowledging Adherence to Rules and Procedures
Questions regularly require active responses
S5 Professionalism
4f: Showing Professionalism
7.GM.1
7.GM.2
7.GM.3
7.GM.4
7.GM.5
7.GM.6
CCR: LEVEL B (2-3) Geometry
CKES 8 - College and Career Readiness Environment (Manage/Deliver)
Cooperative Partnerships in support of student learning
Element 36: Understanding Students' Interests and Backgrounds
Quality Indicator 1: Self-assessment and improvement
S6 Supervision of Employees (where applicable)
Wait time (3-5 seconds) is consistently provided
7.DSP.1*
7.DSP.2*
7.DSP.3
7.DSP.4*
7.DSP.5
7.DSP.6*
7.DSP.7*
7.DSP.8*
CCR: LEVEL C (4-5) Number and Operation:Base Ten
CCR: LEVEL C (4-5) The Number System
CKES 9 - Professionalism (Define/Manage)
Element 37: Using Verbal and Nonverbal Behaviors that Indicate Affection for Students
Quality Indicator 2: Professional learning
The teacher calls on volunteers and nonvolunteers,and a balance of students
8.NS.1
8.NS.2
8.NS.3
CCR: LEVEL C (4-5) Number and Operations: Fractions
CKES 10 - Communication (Define/Manage/Deliver)
Element 38: Displaying Objectivity and Control
Quality Indicator 3: Professional rights, responsibilities and ethical practices
Students generate questions that lead to inquiry and self-directed learning
8.F.1
8.F.2
8.F.3
8.F.4
8.F.5
CCR: LEVEL C (4-5) Ratios and Proportional Relationships
Element 39: Demonstrating Value and Respect for Low Expectancy Students
Oral and written feedback is focused, frequent, and high quality.
8.EEI.1
8.EEI.2
8.EEI.3
8.EEI.4
8.EEI.5
8.EEI.6
8.EEI.7
8.EEI.8
CCR: LEVEL C (4-5) Operations and Algebraic Thinking
Element 40: Asking Questions of Low Expectancy Students
Feedback is frequently given during guided practice and homework review.
Performance Standard 4: Assessment For and Of Learning
Performance Standard 4: Program Planning and Management
Quality Indicator 1: Induction and collegial activities
8.GM.1
8.GM.2
8.GM.3
8.GM.4
8.GM.5
8.GM.6
8.GM.7
8.GM.8
8.GM.9
Element 41: Probing Incorrect Answers with Low Expectancy Students
Quality Indicator 2: Collaborating to meet student needs
SLEI 1 - Instructional Partnership
The teacher circulates to assess students' progress and provide feedback
8.DSP.1
8.DSP.2
8.DSP.3
8.DSP.4*
8.DSP.5*
CCR: LEVEL C (4-5) Geometry
Feedback from students is regularly used to monitor and adjust instruction
Quality Indicator 3: Cooperative partnerships in support of student learning
SLEI 2 - Role of Reading
A1.AAPR.1*
CCR: LEVEL C (4-5) Measurement and Data
SLEI 3 - Information and Technology Literacy
Teacher engages students in giving specific, quality feedback to each other
A1.ACE.1*
A1.ACE.2*
A1.ACE.4*
CCR: LEVEL D (+6, 7-8) The Number System
SLEI 4 - Instructional Leadership
The student groupings maximize student understanding, learning efficiency
A1.AREI.1*
A1.AREI.10*
A1.AREI.11*
A1.AREI.12*
A1.AREI.3*
A1.AREI.4*
A1.AREI.5
A1.AREI.6*
All students in groups know their roles, responsibilities, and expectations
CCR: LEVEL D (+6, 7-8) Expressions and Equations
SLEI 5 - Effective Practices for Research
A1.ASE.1*
A1.ASE.2*
A1.ASE.3*
All students are held accountable for group work and individual work
SLEI 6 - Progam Planning and Administration
A1.FBF.3*
CCR: LEVEL D (+6, 7-8) Functions
CCR: LEVEL D (+6, 7-8) Geometry
Group composition is varied to best accomplish the goals of the lesson
SLEI 7 - Positive Learning Environment
A1.FIF.1*
A1.FIF.2*
A1.FIF.4*
A1.FIF.5*
A1.FIF.6*
A1.FIF.7*
A1.FIF.8*
A1.FIF.9*
Groups provide opportunities to set goals, reflect, and evaluate learning
SLEI 8 - Collection Development
A1.FLQE.1*
A1.FLQE.2*
A1.FLQE.3*
A1.FLQE.5*
CCR: LEVEL D (+6, 7-8) Statistics and Probability
SLEI 9 - Professionalism
Teacher displays content knowledge of all the subjects she/he teaches
A1.NQ.1*
A1.NQ.2*
A1.NQ.3*
CCR: LEVEL E (High School) Number and Quantity: The Real Number System
Performance Standard 5: Learning Environment
Performance Standard 5: Program Delivery
SLEI 10 - Communication
Uses subject specific strategies to enhance student content knowledge
A1.NRNS.1*
A1.NRNS.2*
A1.NRNS.3
CCR: LEVEL E (High School) Number and Quantity: Quantities
Teacher highlights key concepts, ideas and connects them to other ideas
A1.SPID.6*
A1.SPID.7*
A1.SPID.8*
CCR: LEVEL E (High School) Algebra: Seeing Structure in Expressions
Limited content is taught in depth for the development of understanding
CCR: LEVEL E (High School) Algebra: Arithmetic with Polynomials and Rational Expressions
FA.ACE.1*
FA.ACE.2*
FA.ACE.4*
Teacher understands each student's anticipated learning difficulties
CCR: LEVEL E (High School) Algebra: Creating Equations
CCR: LEVEL E (High School) Algebra: Reasoning with Equations and Inequalities
FA.AREI.1*
FA.AREI.10*
FA.AREI.11*
FA.AREI.12*
FA.AREI.3*
FA.AREI.5
FA.AREI.6*
Teacher practices incorporate student interests and cultural heritage
CCR: LEVEL E (High School) Functions: Interpreting Functions
FA.ASE.1*
Implements subject-specific strategies
Teacher differentiates methods to ensure children master what is taught
Teacher displays accurate contentknowledge
Teacher understands key concepts and ideas in the discipline
Analytical thinking; students analyze, compare, contrast and evaluate
CCR: LEVEL E (High School) Functions: Building Functions
FA.FBF.3*
CCR: LEVEL E (High School) Functions: Linear, Quadratic, and Exponential Models
FA.FIF.1*
FA.FIF.2*
FA.FIF.4*
FA.FIF.5*
FA.FIF.7*
FA.FIF.8*
FA.FIF.9*
Practical thinking; students apply, and implement in real-life scenarios
CCR: LEVEL E (High School) Geometry: Congruence
CCR: LEVEL E (High School) Geometry: Similarity, Right Triangles, and Trigonometry
Creative thinking; students create, design, imagine, and suppose
FA.FLQE.1*
FA.FLQE.3*
FA.FLQE.5*
FA.NQ.1*
FA.NQ.2*
FA.NQ.3*
Research-based thinking; students explore ideas, models, and solutions
CCR: LEVEL E (High School) Geometry: Similarity, Right Triangles, and Trigonometry
FA.NRNS.1*
FA.NRNS.2*
FA.NRNS.3
Performance Standard 6: Professionalism
Performance Standard 6: Professionalism
Provides opportunities where students generate ideas and alternatives
CCR: LEVEL E (High School) Geometry: Geometric Measurement and Dimension
FA.SPID.5*
FA.SPID.6*
FA.SPID.7*
FA.SPID.8*
FA.SPMJ.1*
FA.SPMJ.2*
Provides opportunities to analyze problems from multiple perspectives
CCR: LEVEL E (High School) Geometry: Geometric Modeling with Geometry
FA.SPMD.4*
FA.SPMD.5*
FA.SPMD.6*
Provides opportunities where students generate ideas and alternatives
CCR: LEVEL E (High School) Statistics and Probability: Interpreting Categorical and Quantitative Da
IA.AAPR.1*
Provides opportunities where students monitor their thinking
Abstraction
IA.ACE.1*
IA.ACE.2*
IA.ACE.4*
Categorization
IA.AREI.11*
IA.AREI.2*
IA.AREI.4*
Drawing Conclusions/Justifying Solutions
IA.ASE.1*
IA.ASE.2*
IA.ASE.3*
IA.FBF.1*
IA.FBF.2*
IA.FBF.3*
Predicting Outcomes
IA.FIF.3*
IA.FIF.4*
IA.FIF.5*
IA.FIF.6*
IA.FIF.7*
IA.FIF.8*
IA.FIF.9*
Observing and Experimenting
IA.FLQE.2*
IA.FLQE.5*
Improving Solutions
IA.NCNS.1*
IA.NCNS.7*
Identifying Relevant/Irrelevant Information
A2.AAPR.1*
A2.AAPR.3
Generating Ideas
A2.ACE.1*
A2.ACE.2*
A2.ACE.3
A2.ACE.4*
Creating and Designing
A2.AREI.11*
A2.AREI.2*
A2.AREI.4*
A2.AREI.7
Measurable and explicit goals aligned to state content standard
A2.ASE.1*
A2.ASE.2*
A2.ASE.3*
Activities aligned to standards, ordered, include prior knowledge, relevant
A2.FBF.1*
A2.FBF.2*
A2.FBF.3*
Evidence that plan is appropriate for age, knowledge, and interests of all
A2.FIF.3*
A2.FIF.4*
A2.FIF.5*
A2.FIF.6*
A2.FIF.7*
A2.FIF.8*
A2.FIF.9*
Evidence that the plan provides for individual student needs
A2.FLQE.1*
A2.FLQE.2*
A2.FLQE.5*
Assignments require students to not just reproduce information
A2.NCNS.1*
A2.NCNS.7*
Require students to produce arguments supported through writing
G.GCI.1
G.GCI.2*
G.GCI.3
G.GCI.4
G.GCI.5*
Require students to connect learning to experiences in and out of school
Assessment Plans are aligned with state content standards
G.GCO.1*
G.GCO.10*
G.GCO.11*
G.GCO.2*
G.GCO.3*
G.GCO.4*
G.GCO.5*
G.GCO.6*
G.GCO.7*
G.GCO.8*
G.GCO.9*
Assessment Plans have clear measurement criteria
G.GGMD.1*
G.GGMD.2
G.GGMD.3*
G.GGMD.4*
Assessment Plans measure student performance in more than three ways
G.GGPE.1*
G.GGPE.4*
G.GGPE.5*
G.GGPE.6
G.GGPE.7*
Assessment Plans require extended written tasks
G.GM.1*
G.GM.2
Assessment Plans are portfolio-based
G.GSRT.1*
G.GSRT.2*
G.GSRT.3.*
G.GSRT.4*
G.GSRT.5*
G.GSRT.6*
G.GSRT.7
G.GSRT.8*
Assessment Plans include how results will inform future instruction
G.SPID.1*
G.SPID.2*
G.SPID.3*
PS.SPCR.1
PS.SPCR.2
PS.SPCR.3
PS.SPCR.4
PS.SPCR.5
PS.SPCR.6
PS.SPCR.7
PS.SPCR.8
Teacher sets high and demanding academic expectations for every student.
PS.SPMJ.1*
PS.SPMJ.2*
PS.SPMJ.3
PS.SPMJ.4
PS.SPMJ.5
PS.SPMJ.6
Teacher encourages students to learn from mistakes
PS.SPID.1*
PS.SPID.10
PS.SPID.2*
PS.SPID.3*
PS.SPID.4
PS.SPID.5*
PS.SPID.6*
PS.SPID.7*
PS.SPID.8*
PS.SPID.9
Teacher creates learning opportunities where students experience success
PS.SPMD.1
PS.SPMD.2
PS.SPMD.3
PS.SPMD.4*
PS.SPMD.5*
PS.SPMD.6*
Students take initiative and follow through with their own work
Indicator 10 -Programs Promote CTE and Academic Curriculum Integration
Indicator 10 -Programs Promote CTE and Academic Curriculum Integration
Optimizes time, teaches more material, and demands more from every student
PC.AAPR.2
PC.AAPR.3
PC.AAPR.4
PC.AAPR.5
PC.AAPR.6
PC.AAPR.7
PC.AREI.11
PC.AREI.7
PC.AREI.8
PC.AREI.9
Students are consistently well-behaved and on task
PC.ASE.1
PC.ASE.2
PC.ASE.4
Teacher and students establish clear rules for learning and behavior
PC.FBF.1
PC.FBF.3
PC.FBF.4
PC.FBF.5
Teacher uses several techniques to maintain appropriate student behavior
PC.FIF.4
PC.FIF.5
PC.FIF.6
PC.FIF.7
The teacher overlooks inconsequential behavior
PC.FLQE.4
Teacher deals with disruptive students, not the entire class
PC.FT.1
PC.FT.2
PC.FT.3
PC.FT.4
PC.FT.5
PC.FT.6
PC.FT.7
PC.FT.8
PC.FT.9
The teacher attends to disruptions quickly and firmly
PC.GCI.5
The classroom welcomes all members and guests
PC.GGPE.2
PC.GGPE.3
The classroom is organized and understandable to all students
Not Applicable
NOT APPLICABLE
Other
PC.GSRT.10
PC.GSRT.11
PC.GSRT.9
The classroom supplies, equipment, and resources are readily accessible
PC.NCNS.2
PC.NCNS.3
PC.NCNS.4
PC.NCNS.5
PC.NCNS.6
PC.NCNS.7
PC.NCNS.8
PC.NCNS.9
The classroom displays student work that frequently changes
PC.NVMQ.1
PC.NVMQ.10
PC.NVMQ.11
PC.NVMQ.2
PC.NVMQ.4
PC.NVMQ.4
PC.NVMQ.5
PC.NVMQ.6*
PC.NVMQ.7
PC.NVMQ.8
PC.NVMQ.9
The classroom is arranged to promote individual and group learning
C.LC.1
C.LC.2
Teacher-student interactions demonstrate caring and respect for one another
C.D.1
C.D.2
C.D.3
Students exhibit caring and respect for one another
C.I.1
C.I.2
Teacher seeks out and is receptive to the interests of all students
1
K.I.1
K.I.1.1
K.I.2
K.I.2.1
K.I.3
K.I.3.1
K.I.3.2
K.I.4
K.I.4.1
K.I.4.2
K.I.4.3
K.I.5
K.I.5.1
K.I.5.2
Positive relationships and interdependence characterize the classroom
1
K.RL.P.1
K.RL.P.1.1
K.RL.P.1.2
K.RL.P.1.3
K.RL.P.1.4
K.RL.P.2
K.RL.P.2.1
K.RL.P.2.2
K.RL.P.2.3
K.RL.P.2.4
K.RL.P.2.5
K.RL.P.3
K.RL.P.3.1
K.RL.P.3.2
K.RL.P.3.3
K.RL.P.3.4
K.RL.P.3.5
K.RL.P.3.6
K.RL.P.4
K.RL.P.4.1
K.RL.P.4.2
K.RL.P.4.3
The educator is prompt, prepared, and participates in PD opportunities
K.RL.MC.5
K.RL.MC.5.1
K.RL.MC.5.2
K.RL.MC.6
K.RL.MC.6.1
K.RL.MC.7
K.RL.MC.7.1
K.RL.MC.7.2
K.RL.MC.8
K.RL.MC.8.1
The educator appropriately attempts to implement new strategies
Develops a PLP based on school goals, self-assessment, observations
K.RL.LCS.10
K.RL.LCS.10.1
K.RL.LCS.10.2
K.RL.LCS.10.3
K.RL.LCS.10.4
K.RL.LCS.10.5
K.RL.LCS.10.6
K.RL.LCS.11
K.RL.LCS.11.1
K.RL.LCS.11.2
K.RL.LCS.12
K.RL.LCS.12.1
K.RL.LCS.12.2
K.RL.LCS.9
K.RL.LCS.9.1
K.RL.LCS.9.2
Accurately identifies effectiveness based on the self-reflection
K.RL.RC.13
K.RL.RC.13.1
K.RL.RC.13.2
K.RL.RC.13.3
K.RI.P.1
K.RI.P.1.1
K.RI.P.1.2
K.RI.P.1.3
K.RI.P.1.4
K.RI.P.2
K.RI.P.2.1
K.RI.P.2.2
K.RI.P.2.3
K.RI.P.2.4
K.RI.P.2.5
K.RI.P.3
K.RI.P.3.1
K.RI.P.3.2
K.RI.P.3.3
K.RI.P.3.4
K.RI.P.3.5
K.RI.P.3.6
K.RI.P.4
K.RI.P.4.1
K.RI.P.4.2
K.RI.P.4.3
The educator takes action to improve his/her performance
K.RI.MC.5
K.RI.MC.5.1
K.RI.MC.5.2
K.RI.MC.6
K.RI.MC.6.1
K.RI.MC.7
K.RI.MC.7.1
Utilizes student achievement data to guide instructional decisions
K.RI.LCS.10
K.RI.LCS.10.1
K.RI.LCS.11
K.RI.LCS.11.1
K.RI.LCS.11.2
K.RI.LCS.8
K.RI.LCS.8.1
K.RI.LCS.8.2
K.RI.LCS.9
K.RI.LCS.9.1
K.RI.LCS.9.2
K.RI.LCS.9.3
K.RI.LCS.9.4
K.RI.LCS.9.5
The educator actively supports school activities and events
K.RI.RC.12
K.RI.RC.12.1
K.RI.RC.12.2
K.RI.RC.12.3
The educator adheres to school and district policies for personnel
Educator works with peers in contributing to a safe learning environment
K.W.MCC.1
K.W.MCC.1.1
K.W.MCC.1.2
K.W.MCC.2
K.W.MCC.2.1
K.W.MCC.2.2
K.W.MCC.3
K.W.MCC.3.1
K.W.MCC.3.2
Contributes to the school community by assisting/mentoring others
K.W.L.4
K.W.L.4.1
K.W.L.4.2
K.W.L.4.3
K.W.L.4.4
K.W.L.4.5
K.W.L.4.6
K.W.L.4.7
K.W.L.4.8
K.W.L.5
K.W.L.5.1
K.W.L.5.2
K.W.L.5.3
K.W.L.5.4
K.W.L.5.5
K.W.RC.6
K.W.RC.6.1
K.W.RC.6.2
K.W.RC.6.3
K.W.RC.6.4
K.C.MC.1
K.C.MC.1.1
K.C.MC.1.2
K.C.MC.1.3
K.C.MC.1.4
K.C.MC.1.5
K.C.MC.2
K.C.MC.2.1
K.C.MC.2.2
K.C.MC.3
K.C.MC.3.1
K.C.MC.3.2
K.C.LCS.4
K.C.LCS.4.1
K.C.LCS.4.2
K.C.LCS.4.3
K.C.LCS.5
K.C.LCS.5.1
K.C.LCS.5.2
1.I.1
1.I.1.1
1.I.2
1.I.2.1
1.I.3
1.I.3.1
1.I.3.2
1.I.4
1.I.4.1
1.I.4.2
1.I.4.3
1.I.5
1.I.5.1
1.I.5.2
1.I.5.3
1.RL.P.1
1.RL.P.1.1
1.RL.P.2
1.RL.P.2.1
1.RL.P.2.2
1.RL.P.2.3
1.RL.P.2.4
1.RL.P.3
1.RL.P.3.1
1.RL.P.3.2
1.RL.P.3.3
1.RL.P.3.4
1.RL.P.3.5
1.RL.P.3.6
1.RL.P.4
1.RL.P.4.1
1.RL.P.4.2
1.RL.P.4.3
1.RL.MC.5
1.RL.MC.5.1
1.RL.MC.5.2
1.RL.MC.6
1.RL.MC.6.1
1.RL.MC.7
1.RL.MC.7.1
1.RL.MC.7.2
1.RL.MC.8
1.RL.MC.8.1
1.RL.LCS.10
1.RL.LCS.10.1
1.RL.LCS.10.2
1.RL.LCS.10.3
1.RL.LCS.10.4
1.RL.LCS.10.5
1.RL.LCS.10.6
1.RL.LCS.11
1.RL.LCS.11.1
1.RL.LCS.11.2
1.RL.LCS.12
1.RL.LCS.12.1
1.RL.LCS.12.2
1.RL.LCS.9
1.RL.LCS.9.1
1.RL.LCS.9.2
1.RL.RC.13
1.RL.RC.13.1
1.RL.RC.13.2
1.RL.RC.13.3
1.RI.P.1
1.RI.P.1.1
1.RI.P.2
1.RI.P.2.1
1.RI.P.2.2
1.RI.P.2.3
1.RI.P.2.4
1.RI.P.3
1.RI.P.3.1
1.RI.P.3.2
1.RI.P.3.3
1.RI.P.3.4
1.RI.P.3.5
1.RI.P.3.6
1.RI.P.4
1.RI.P.4.1
1.RI.P.4.2
1.RI.P.4.3
1.RI.MC.5
1.RI.MC.5.1
1.RI.MC.5.2
1.RI.MC.6
1.RI.MC.6.1
1.RI.MC.7
1.RI.MC.7.1
1.RI.LCS.10
1.RI.LCS.10.1
1.RI.LCS.11
1.RI.LCS.11.1
1.RI.LCS.11.2
1.RI.LCS.8
1.RI.LCS.8.1
1.RI.LCS.8.2
1.RI.LCS.9
1.RI.LCS.9.1
1.RI.LCS.9.2
1.RI.LCS.9.3
1.RI.LCS.9.4
1.RI.LCS.9.5
1.RI.RC.12
1.RI.RC.12.1
1.RI.RC.12.2
1.RI.RC.12.3
1.W.MCC.1
1.W.MCC.1.1
1.W.MCC.1.2
1.W.MCC.2
1.W.MCC.2.1
1.W.MCC.2.2
1.W.MCC.3
1.W.MCC.3.1
1.W.MCC.3.2
1.W.L.4
1.W.L.4.1
1.W.L.4.1
1.W.L.4.2
1.W.L.4.4
1.W.L.4.5
1.W.L.4.6
1.W.L.4.7
1.W.L.4.8
1.W.L.5
1.W.L.5.1
1.W.L.5.2
1.W.L.5.3
1.W.L.5.4
1.W.L.5.5
1.W.RC.6
1.W.RC.6.1
1.W.RC.6.2
1.W.RC.6.3
1.W.RC.6.4
1.C.MC.1
1.C.MC.1.1
1.C.MC.1.2
1.C.MC.1.3
1.C.MC.1.4
1.C.MC.1.5
1.C.MC.2
1.C.MC.2.1
1.C.MC.2.2
1.C.MC.3
1.C.MC.3.1
1.C.MC.3.2
1.C.LCS.4
1.C.LCS.4.1
1.C.LCS.4.2
1.C.LCS.4.3
1.C.LCS.5
1.C.LCS.5.1
1.C.LCS.5.2
2.I.1
2.I.1.1
2.I.2
2.I.2.1
2.I.3
2.I.3.1
2.I.3.2
2.I.4
2.I.4.1
2.I.4.2
2.I.4.3
2.I.5
2.I.5.1
2.I.5.2
2.I.5.3
2.RL.P.1
2.RL.P.2
2.RL.P.3
2.RL.P.3.1
2.RL.P.3.2
2.RL.P.3.3
2.RL.P.3.4
2.RL.P.3.5
2.RL.P.3.6
2.RL.P.4
2.RL.P.4.1
2.RL.P.4.2
2.RL.MC.5
2.RL.MC.5.1
2.RL.MC.5.2
2.RL.MC.6
2.RL.MC.6.1
2.RL.MC.7
2.RL.MC.7.1
2.RL.MC.7.2
2.RL.MC.8
2.RL.MC.8.1
2.RL.LCS.10
2.RL.LCS.10.1
2.RL.LCS.10.2
2.RL.LCS.10.3
2.RL.LCS.10.4
2.RL.LCS.10.5
2.RL.LCS.10.6
2.RL.LCS.11
2.RL.LCS.11.1
2.RL.LCS.11.2
2.RL.LCS.12
2.RL.LCS.12.1
2.RL.LCS.12.2
2.RL.LCS.9
2.RL.LCS.9.1
2.RL.LCS.9.2
2.RL.RC.13
2.RL.RC.13.1
2.RL.RC.13.2
2.RL.RC.13.3
2.RI.P.1
2.RI.P.2
2.RI.P.3
2.RI.P.3.1
2.RI.P.3.2
2.RI.P.3.3
2.RI.P.3.4
2.RI.P.3.5
2.RI.P.3.6
2.RI.P.4
2.RI.P.4.1
2.RI.P.4.2
2.RI.MC.5
2.RI.MC.5.1
2.RI.MC.5.2
2.RI.MC.6
2.RI.MC.6.1
2.RI.MC.7
2.RI.MC.7.1
2.RI.LCS.10
2.RI.LCS.10.1
2.RI.LCS.11
2.RI.LCS.11.1
2.RI.LCS.11.2
2.RI.LCS.8
2.RI.LCS.8.1
2.RI.LCS.8.2
2.RI.LCS.9
2.RI.LCS.9.1
2.RI.LCS.9.2
2.RI.LCS.9.3
2.RI.LCS.9.4
2.RI.LCS.9.5
2.RI.RC.12
2.RI.RC.12.1
2.RI.RC.12.2
2.RI.RC.12.3
2.W.MCC.1
2.W.MCC.1.1
2.W.MCC.1.2
2.W.MCC.2
2.W.MCC.2.1
2.W.MCC.2.2
2.W.MCC.3
2.W.MCC.3.1
2.W.MCC.3.2
2.W.L.4
2.W.L.4.1
2.W.L.4.2
2.W.L.4.3
2.W.L.4.4
2.W.L.4.5
2.W.L.4.6
2.W.L.4.7
2.W.L.4.8
2.W.L.5
2.W.L.5.1
2.W.L.5.2
2.W.L.5.3
2.W.L.5.4
2.W.L.5.5
2.W.RC.6
2.W.RC.6.1
2.W.RC.6.2
2.W.RC.6.4
2.W.RC.6.5
2.C.MC.1
2.C.MC.1.1
2.C.MC.1.2
2.C.MC.1.3
2.C.MC.1.4
2.C.MC.1.5
2.C.MC.2
2.C.MC.2.1
2.C.MC.2.2
2.C.MC.3
2.C.MC.3.1
2.C.MC.3.2
2.C.LCS.4
2.C.LCS.4.1
2.C.LCS.4.2
2.C.LCS.4.3
2.C.LCS.5
2.C.LCS.5.1
2.C.LCS.5.2
3.I.1
3.I.1.1
3.I.2
3.I.2.1
3.I.3
3.I.3.1
3.I.3.2
3.I.4
3.I.4.1
3.I.4.2
3.I.4.3
3.I.5
3.I.5.1
3.I.5.2
3.I.5.3
3.RL.P.1
3.RL.P.2
3.RL.P.3
3.RL.P.3.1
3.RL.P.3.6
3.RL.P.4
3.RL.P.4.2
3.RL.MC.5
3.RL.MC.5.1
3.RL.MC.6
3.RL.MC.6.1
3.RL.MC.7
3.RL.MC.7.1
3.RL.MC.7.2
3.RL.MC.8
3.RL.MC.8.1
3.RL.LCS.10
3.RL.LCS.10.1
3.RL.LCS.10.2
3.RL.LCS.10.5
3.RL.LCS.10.6
3.RL.LCS.11
3.RL.LCS.11.1
3.RL.LCS.11.2
3.RL.LCS.12
3.RL.LCS.12.1
3.RL.LCS.12.2
3.RL.LCS.9
3.RL.LCS.9.1
3.RL.LCS.9.2
3.RL.RC.13
3.RL.RC.13.1
3.RL.RC.13.2
3.RL.RC.13.3
3.RI.P.1
3.RI.P.2
3.RI.P.3
3.RI.P.3.1
3.RI.P.3.6
3.RI.P.4
3.RI.P.4.2
3.RI.MC.5
3.RI.MC.5.1
3.RI.MC.6
3.RI.MC.6.1
3.RI.MC.7
3.RI.MC.7.1
3.RI.LCS.10
3.RI.LCS.10.1
3.RI.LCS.11
3.RI.LCS.11.1
3.RI.LCS.11.2
3.RI.LCS.8
3.RI.LCS.8.1
3.RI.LCS.8.2
3.RI.LCS.9
3.RI.LCS.9.1
3.RI.LCS.9.2
3.RI.LCS.9.4
3.RI.LCS.9.5
3.RI.RC.12
3.RI.RC.12.1
3.RI.RC.12.2
3.RI.RC.12.3
3.W.MCC.1
3.W.MCC.1.1
3.W.MCC.2
3.W.MCC.2.1
3.W.MCC.3
3.W.MCC.3.1
3.W.L.4
3.W.L.4.1
3.W.L.5
3.W.L.5.1
3.W.L.5.2
3.W.L.5.3
3.W.L.5.4
3.W.L.5.5
3.W.RC.6
3.W.RC.6.1
3.W.RC.6.4
3.W.RC.6.5
3.C.MC.1
3.C.MC.1.1
3.C.MC.1.2
3.C.MC.1.3
3.C.MC.1.4
3.C.MC.1.5
3.C.MC.2
3.C.MC.2.1
3.C.MC.2.2
3.C.MC.2.4
3.C.MC.3
3.C.MC.3.1
3.C.MC.3.2
3.C.LCS.4
3.C.LCS.4.1
3.C.LCS.4.2
3.C.LCS.4.3
3.C.LCS.5
3.C.LCS.5.1
3.C.LCS.5.2
4.I.1
4.I.1.1
4.I.2
4.I.2.1
4.I.3
4.I.3.1
4.I.3.2
4.I.4
4.I.4.1
4.I.4.2
4.I.4.3
4.I.5
4.I.5.1
4.I.5.2
4.I.5.3
4.RL.P.1
4.RL.P.2
4.RL.P.3
4.RL.P.3.1
4.RL.P.4
4.RL.MC.5
4.RL.MC.5.1
4.RL.MC.6
4.RL.MC.6.1
4.RL.MC.7
4.RL.MC.7.1
4.RL.MC.7.2
4.RL.MC.8
4.RL.MC.8.1
4.RL.LCS.10
4.RL.LCS.10.1
4.RL.LCS.10.2
4.RL.LCS.10.6
4.RL.LCS.11
4.RL.LCS.11.1
4.RL.LCS.12
4.RL.LCS.12.1
4.RL.LCS.12.2
4.RL.LCS.9
4.RL.LCS.9.1
4.RL.LCS.9.2
4.RL.RC.13
4.RL.RC.13.1
4.RL.RC.13.2
4.RL.RC.13.3
4.RI.P.1
4.RI.P.2
4.RI.P.3
4.RI.P.3.1
4.RI.P.4
4.RI.MC.5
4.RI.MC.5.1
4.RI.MC.6
4.RI.MC.6.1
4.RI.MC.7
4.RI.MC.7.1
4.RI.LCS.10
4.RI.LCS.10.1
4.RI.LCS.11
4.RI.LCS.11.1
4.RI.LCS.11.2
4.RI.LCS.8
4.RI.LCS.8.1
4.RI.LCS.8.2
4.RI.LCS.9
4.RI.LCS.9.1
4.RI.LCS.9.2
4.RI.LCS.9.5
4.RI.RC.12
4.RI.RC.12.1
4.RI.RC.12.2
4.RI.RC.12.3
4.W.MCC.1
4.W.MCC.1.1
4.W.MCC.2
4.W.MCC.2.1
4.W.MCC.3
4.W.MCC.3.1
4.W.L.4
4.W.L.4.1
4.W.L.5
4.W.L.5.1
4.W.L.5.2
4.W.L.5.3
4.W.RC.6
4.W.RC.6.1
4.W.RC.6.4
4.C.MC.1
4.C.MC.1.1
4.C.MC.1.2
4.C.MC.1.3
4.C.MC.1.4
4.C.MC.1.5
4.C.MC.2
4.C.MC.2.1
4.C.MC.2.2
4.C.MC.3
4.C.MC.3.1
4.C.MC.3.2
4.C.LCS.4
4.C.LCS.4.1
4.C.LCS.4.2
4.C.LCS.4.3
4.C.LCS.5
4.C.LCS.5.1
4.C.LCS.5.2
5.I.1
5.I.1.1
5.I.2
5.I.2.1
5.I.3
5.I.3.1
5.I.3.2
5.I.4
5.I.4.1
5.I.4.2
5.I.4.3
5.I.5
5.I.5.1
5.I.5.2
5.I.5.3
5.RL.P.1
5.RL.P.2
5.RL.P.3
5.RL.P.4
5.RL.MC.5
5.RL.MC.5.1
5.RL.MC.6
5.RL.MC.6.1
5.RL.MC.7
5.RL.MC.7.1
5.RL.MC.7.2
5.RL.MC.8
5.RL.MC.8.1
5.RL.LCS.10
5.RL.LCS.10.1
5.RL.LCS.10.2
5.RL.LCS.10.6
5.RL.LCS.11
5.RL.LCS.11.1
5.RL.LCS.12
5.RL.LCS.12.1
5.RL.LCS.12.2
5.RL.LCS.9
5.RL.LCS.9.1
5.RL.LCS.9.2
5.RL.RC.13
5.RL.RC.13.1
5.RL.RC.13.2
5.RL.RC.13.3
5.RI.P.1
5.RI.P.2
5.RI.P.3
5.RI.P.4
5.RI.MC.5
5.RI.MC.5.1
5.RI.MC.6
5.RI.MC.6.1
5.RI.MC.7
5.RI.MC.7.1
5.RI.LCS.10
5.RI.LCS.10.1
5.RI.LCS.11
5.RI.LCS.11.1
5.RI.LCS.11.2
5.RI.LCS.8
5.RI.LCS.8.1
5.RI.LCS.8.2
5.RI.LCS.9
5.RI.LCS.9.1
5.RI.LCS.9.2
5.RI.RC.12
5.RI.RC.12.1
5.RI.RC.12.2
5.RI.RC.12.3
5.W.MCC.1
5.W.MCC.1.1
5.W.MCC.2
5.W.MCC.2.1
5.W.MCC.3
5.W.MCC.3.1
5.W.L.4
5.W.L.4.1
5.W.L.5
5.W.L.5.1
5.W.L.5.2
5.W.RC.6
5.W.RC.6.1
5.C.MC.1
5.C.MC.1.1
5.C.MC.1.2
5.C.MC.1.3
5.C.MC.1.4
5.C.MC.1.5
5.C.MC.2
5.C.MC.2.1
5.C.MC.2.2
5.C.MC.3
5.C.MC.3.1
5.C.MC.3.2
5.C.LCS.4
5.C.LCS.4.1
5.C.LCS.4.2
5.C.LCS.4.3
5.C.LCS.5
5.C.LCS.5.1
5.C.LCS.5.2
6.I.1
6.I.1.1
6.I.2
6.I.2.1
6.I.3
6.I.3.1
6.I.3.2
6.I.3.3
6.I.3.4
6.I.4
6.I.4.1
6.I.4.2
6.I.4.3
6.I.5
6.I.5.1
6.I.5.2
6.I.5.3
6.RL.P.1
6.RL.P.2
6.RL.P.3
6.RL.P.4
6.RL.MC.5
6.RL.MC.5.1
6.RL.MC.6
6.RL.MC.6.1
6.RL.MC.7
6.RL.MC.7.1
6.RL.MC.7.2
6.RL.MC.8
6.RL.MC.8.1
6.RL.LCS.10
6.RL.LCS.10.1
6.RL.LCS.10.6
6.RL.LCS.11
6.RL.LCS.11.1
6.RL.LCS.12
6.RL.LCS.12.1
6.RL.LCS.12.2
6.RL.LCS.9
6.RL.LCS.9.1
6.RL.LCS.9.2
6.RI.P.1
6.RI.P.2
6.RI.P.3
6.RI.P.4
6.RI.P.4.1
6.RI.P.4.2
6.RI.P.4.3
6.RI.MC.5
6.RI.MC.5.1
6.RI.MC.6
6.RI.MC.6.1
6.RI.MC.7
6.RI.MC.7.1
6.RI.LCS.10
6.RI.LCS.10.1
6.RI.LCS.11
6.RI.LCS.11.1
6.RI.LCS.11.2
6.RI.LCS.8
6.RI.LCS.8.1
6.RI.LCS.8.2
6.RI.LCS.9
6.RI.LCS.9.1
6.RI.LCS.9.2
6.RI.RC.12
6.RI.RC.12.1
6.RI.RC.12.2
6.RI.RC.12.3
6.W.MCC.1
6.W.MCC.1.1
6.W.MCC.2
6.W.MCC.2.1
6.W.MCC.3
6.W.MCC.3.1
6.W.L.4
6.W.L.4.1
6.W.L.5
6.W.L.5.2
6.W.RC.6
6.W.RC.6.1
6.C.MC.1
6.C.MC.1.1
6.C.MC.1.2
6.C.MC.1.3
6.C.MC.1.4
6.C.MC.1.5
6.C.MC.2
6.C.MC.2.1
6.C.MC.2.2
6.C.MC.2.3
6.C.MC.2.4
6.C.MC.3
6.C.MC.3.1
6.C.MC.3.2
6.C.LCS.4
6.C.LCS.4.1
6.C.LCS.4.2
6.C.LCS.4.3
6.C.LCS.5
6.C.LCS.5.1
6.C.LCS.5.2
7.I.1
7.I.1.1
7.I.2
7.I.2.1
7.I.3
7.I.3.1
7.I.3.2
7.I.3.3
7.I.3.4
7.I.4
7.I.4.1
7.I.4.2
7.I.4.3
7.I.5
7.I.5.1
7.I.5.2
7.I.5.3
7.RL.P.1
7.RL.P.2
7.RL.P.3
7.RL.P.4
7.RL.MC.5
7.RL.MC.5.1
7.RL.MC.6
7.RL.MC.6.1
7.RL.MC.7
7.RL.MC.7.1
7.RL.MC.7.2
7.RL.MC.8
7.RL.MC.8.1
7.RL.LCS.10
7.RL.LCS.10.1
7.RL.LCS.11
7.RL.LCS.11.1
7.RL.LCS.12
7.RL.LCS.12.1
7.RL.LCS.12.2
7.RL.LCS.9
7.RL.LCS.9.1
7.RL.LCS.9.2
7.RL.RC.13
7.RL.RC.13.1
7.RL.RC.13.2
7.RL.RC.13.3
7.RI.P.1
7.RI.P.2
7.RI.P.3
7.RI.P.4
7.RI.P.4.1
7.RI.P.4.2
7.RI.P.4.3
7.RI.MC.5
7.RI.MC.5.1
7.RI.MC.6
7.RI.MC.6.1
7.RI.MC.7
7.RI.MC.7.1
7.RI.LCS.10
7.RI.LCS.10.1
7.RI.LCS.11
7.RI.LCS.11.1
7.RI.LCS.11.2
7.RI.LCS.8
7.RI.LCS.8.1
7.RI.LCS.8.2
7.RI.LCS.9
7.RI.RC.12
7.RI.RC.12.1
7.RI.RC.12.2
7.RI.RC.12.3
7.W.MCC.1
7.W.MCC.1.1
7.W.MCC.2
7.W.MCC.2.1
7.W.MCC.3
7.W.MCC.3.1
7.W.L.4
7.W.L.4.1
7.W.L.5
7.W.L.5.2
7.W.RC.6
7.W.RC.6.1
7.C.MC.1
7.C.MC.1.1
7.C.MC.1.2
7.C.MC.1.3
7.C.MC.1.4
7.C.MC.1.5
7.C.MC.2
7.C.MC.2.1
7.C.MC.2.2
7.C.MC.2.3
7.C.MC.3
7.C.MC.3.2
7.C.LCS.4
7.C.LCS.4.1
7.C.LCS.4.2
7.C.LCS.4.3
7.C.LCS.5
7.C.LCS.5.1
7.C.LCS.5.2
8.I.1
8.I.1.1
8.I.2
8.I.2.1
8.I.3
8.I.3.1
8.I.3.2
8.I.3.3
8.I.3.4
8.I.4
8.I.4.1
8.I.4.2
8.I.4.3
8.I.5
8.I.5.1
8.I.5.2
8.I.5.3
8.RL.PR.1
8.RL.PR.2
8.RL.PR.3
K.S.1
K.S.1A
K.S.1A.1
K.S.1A.2
K.S.1A.3
K.S.1A.4
K.S.1A.5
K.S.1A.6
K.S.1A.7
K.S.1A.8
K.S.1B
K.S.1B.1
K.L.2
K.L.2A
K.L.2A.1
K.L.2A.2
K.L.2A.3
K.L.2A.4
K.L.2A.5
K.L.2A.6
K.E.3A
K.E.3A.1
K.E.3A.2
K.E.3A.3
K.E.3A.4
K.P.4
K.P.4A
K.P.4A.1
K.P.4A.2
K.P.4A.3
1.S.1
1.S.1A
1.S.1A.1
1.S.1A.2
1.S.1A.3
1.S.1A.4
1.S.1A.5
1.S.1A.6
1.S.1A.7
1.S.1A.8
1.S.1B
1.S.1B.1
1.P.2
1.P.2A
1.P.2A.1
1.P.2A.2
1.P.2A.3
1.P.2A.4
1.E.3
1.E.3A
1.E.3A.1
1.E.3A.2
1.E.3A.3
1.E.3A.4
1.E.3A.5
1.E.4
1.E.4A
1.E.4A.1
1.E.4A.2
1.E.4A.3
1.E.4B
1.E.4B.1
1.E.4B.2
1.L.5
1.L.5A
1.L.5A.1
1.L.5A.2
1.L.5B
1.L.5B.1
1.L.5B.2
1.L.5B.3
2.S.1
2.S.1.A
2.S.1A.1
2.S.1A.2
2.S.1A.3
2.S.1A.4
2.S.1A.5
2.S.1A.6
2.S.1A.7
2.S.1A.8
2.S.1B
2.S.1B.1
2.E.2
2.E.2A
2.E.2A.1
2.E.2A.2
2.E.2A.3
2.E.2A.4
2.P.3
2.P.3A
2.P.3A.1
2.P.3A.2
2.P.3A.3
2.P.3A.4
2.P.3B
2.P.3B.1
2.P.3B.2
2.P.3B.3
2.P.4
2.P.4A
2.P.4A.1
2.P.4A.2
2.P.4A.3
2.P.4A.4
2.P.4A.5
2.L.5
2.L.5A
2.L.5A.1
2.L.5A.2
2.L.5A.3
2.L.5B
2.L.5B.1
2.L.5B.2
2.L.5B.3
2.L.5B.4
3.S.1
3.S.1A
3.S.1A.1
3.S.1A.2
3.S.1A.3
3.S.1A.4
3.S.1A.5
3.S.1A.6
3.S.1A.7
3.S.1A.8
3.S.1B
3.S.1B.1
3.P.2
3.P.2
3.P.2A
3.P.2A
3.P.2A.1
3.P.2A.1
3.P.2A.2
3.P.2A.2
3.P.2A.3
3.P.2A.3
3.P.2A.4
3.P.2A.4
3.P.2A.5
3.P.2A.5
3.P.3
3.P.3A
3.P.3A.1
3.P.3A.2
3.P.3A.3
3.P.3B
3.P.3B.1
3.P.3B.2
3.E.4
3.E.4A
3.E.4A.1
3.E.4A.2
3.E.4A.3
3.E.4B
3.E.4B.1
3.E.4B.2
3.E.4B.3
3.E.4B.4
3.L.5
3.L.5A
3.L.5A.1
3.L.5A.2
3.L.5B
3.L.5B.1
3.L.5B.2
3.L.5B.3
4.S.1
4.S.1A
4.S.1A.1
4.S.1A.2
4.S.1A.3
4.S.1A.4
4.S.1A.5
4.S.1A.6
4.S.1A.7
4.S.1A.8
4.S.1B
4.S.1B.1
4.E.2
4.E.2A
4.E.2A.1
4.E.2A.2
4.E.2B
4.E.2B.1
4.E.2B.2
4.E.2B.3
4.E.3
4.E.3A
4.E.3A.1
4.E.3A.2
4.E.3A.3
4.E.3B
4.E.3B.1
4.E.3B.2
4.E.3B.3
4.E.3B.4
4.P.4
4.P.4A
4.P.4A.1
4.P.4A.2
4.P.4A.3
4.P.4A.4
4.P.4A.5
4.P.4B
4.P.4B.1
4.P.4B.2
4.P.4B.3
4.L.5
4.L.5A
4.L.5A.1
4.L.5A.2
4.L.5A.3
4.L.5A.4
4.L.5B
4.L.5B.1
4.L.5B.2
4.L.5B.3
5.S.1
5.S.1A
5.S.1A.1
5.S.1A.2
5.S.1A.3
5.S.1A.4
5.S.1A.5
5.S.1A.6
5.S.1A.7
5.S.1A.8
5.S.1B
5.S.1B.1
5.P.2A
5.P.2A.1
5.P.2B
5.P.2B.1
5.P.2B.2
5.P.2B.3
5.P.2B.4
5.P.2B.5
5.P.2B.6
3.E.3A.2
5.E.3
5.E.3A
5.E.3A.1
5.E.3B
5.E.3B.1
5.E.3B.2
5.E.3B.3
5.E.3B.4
5.L.4
5.L.4A
5.L.4A.1
5.L.4A.2
5.L.4B
5.L.4B.1
5.L.4B.2
5.L.4B.3
5.L.4B.4
5.P.5
5.P.5A
5.P.5A.1
5.P.5A.2
5.P.5A.3
5.P.5A.4
5.P.5A.5
6.S.1
6.S.1A
6.S.1A.1
6.S.1A.2
6.S.1A.3
6.S.1A.4
6.S.1A.5
6.S.1A.6
6.S.1A.7
6.S.1A.8
6.S.1B
6.S.1B.1
6.E.2
6.E.2A
6.E.2A.1
6.E.2A.2
6.E.2A.3
6.E.2B
6.E.2B.1
6.E.2B.2
6.E.2B.3
6.E.2B.4
6.P.3
6.P.3A
6.P.3A.1
6.P.3A.2
6.P.3A.3
6.P.3A.4
6.P.3A.5
6.P.3A.6
6.P.3B
6.P.3B.1
6.P.3B.2
6.L.4
6.L.4A
6.L.4A.1
6.L.4A.2
6.L.4B
6.L.4B.1
6.L.4B.2
6.L.4B.3
6.L.4B.4
6.L.4B.5
6.L.5
6.L.5A
6.L.5A.1
6.L.5A.2
6.L.5B
6.L.5B.1
6.L.5B.2
6.L.5B.3
6.L.5B.4
6.L.5B.5
7.S.1
7.S.1A
7.S.1A.1
7.S.1A.2
7.S.1A.3
7.S.1A.4
7.S.1A.5
7.S.1A.6
7.S.1A.7
7.S.1A.8
7.S.1B
7.S.1B.1
7.P.2
7.P.2A
7.P.2A.1
7.P.2A.2
7.P.2A.3
7.P.2A.4
7.P.2B
7.P.2B.1
7.P.2B.2
7.P.2B.3
7.P.2B.4
7.P.2B.5
7.L.3
7.L.3A
7.L.3A.1
7.L.3A.2
7.L.3A.3
7.L.3A.4
7.L.3B
7.L.3B.1
7.L.3B.2
7.L.4
7.L.4A
7.L.4A.1
7.L.4A.2
7.L.4A.3
7.L.4A.4
7.L.4A.5
7.L.4A.6
7.EC.5
7.EC.5A
7.EC.5A.1
7.EC.5A.2
7.EC.5A.3
7.EC.5B
7.EC.5B.1
7.EC.5B.2
7.EC.5B.3
7.EC.5B.4
8.S.1
8.S.1A
8.S.1A.1
8.S.1A.2
8.S.1A.3
8.S.1A.4
8.S.1A.5
8.S.1A.6
8.S.1A.7
8.S.1A.8
8.S.1B
8.S.1B.1
8.P.2
8.P.2A
8.P.2A.1
8.P.2A.2
8.P.2A.3
8.P.2A.4
8.P.2A.5
8.P.2A.6
8.P.2A.7
8.P.3
8.P.3A
8.P.3A.1
8.P.3A.2
8.P.3A.3
8.P.3A.4
8.P.3A.5
8.P.3A.6
4.E.4B.4
8.E.4
8.E.4A
8.E.4A.1
8.E.4A.2
8.E.4B
8.E.4B.1
8.E.4B.2
8.E.4B.3
8.E.4B.5
8.E.4B.6
8.E.5
8.E.5A
8.E.5A.1
8.E.5A.2
8.E.5A.3
8.E.5A.4
8.E.5A.5
8.E.5B
8.E.5B.1
8.E.5B.2
8.E.5B.3
8.E.5C
8.E.5C.1
8.E.6
8.E.6A
8.E.6A.1
8.E.6A.2
8.E.6A.3
8.E.6A.4
8.E.6A.5
8.E.6B
8.E.6B.1
8.E.6B.2
H.B.1
H.B.1A
H.B.1A.1
H.B.1A.2
H.B.1A.3
H.B.1A.4
H.B.1A.5
H.B.1A.6
H.B.1A.7
H.B.1A.8
H.B.1B
H.B.1B.1
H.B.2
H.B.2A
H.B.2A.1
H.B.2A.2
H.B.2B
H.B.2B.1
H.B.2B.2
H.B.2B.3
H.B.2C
H.B.2C.1
H.B.2C.2
H.B.2C.3
H.B.2D
H.B.2D.1
H.B.2D.2
H.B.2D.3
H.B.2D.4
8.B.3
H.B.3A
H.B.3A.1
H.B.3A.2
H.B.3A.3
H.B.3A.4
H.B.3A.5
H.B.4
H.B.4A
H.B.4A.1
H.B.4A.2
H.B.4B
H.B.4B.1
H.B.4B.2
H.B.4C
H.B.4C.1
H.B.4C.2
H.B.4C.3
H.B.4D
H.B.4D.1
H.B.6
H.B.6A
H.B.6A.1
H.B.6A.2
H.B.6B
H.B.6B.1
H.B.6B.2
H.B.6C
H.B.6C.1
H.B.6D
H.B.6D.1
H.C.1
H.C.1A
H.C.1A.1
H.C.1A.2
H.C.1A.3
H.C.1A.4
H.C.1A.5
H.C.1A.6
H.C.1A.7
H.C.1A.8
H.C.1B
H.C.1B.1
H.C.2
H.C.2A
H.C.2A.1
H.C.2A.2
H.C.2A.3
H.C.2B
H.C.2B.1
H.C.2B.2
H.C.2B.3
H.C.2B.4
H.C.3
H.C.3A
H.C.3A.1
H.C.3A.2
H.C.3A.3
H.C.3A.4
H.C.3A.5
H.C.3A.6
H.C.3A.7
H.C.4
H.C.4A
H.C.4A.1
H.C.4A.2
H.C.4A.3
H.C.5
H.C.5A
H.C.5A.1
H.C.5A.2
H.C.5A.3
H.C.5A.4
H.C.6
H.C.6A
H.C.6A.1
H.C.6A.2
H.C.6A.3
H.C.6A.4
H.C.7
H.C.7A
H.C.7A.1
H.C.7A.2
H.C.7A.3
H.C.7A.4
H.P.1
H.P.1A
H.P.1A.1
H.P.1A.2
H.P.1A.3
H.P.1A.4
H.P.1A.5
H.P.1A.6
H.P.1A.7
H.P.1A.8
H.P.1B
H.P.1B.1
H.P.2
H.P.2A
H.P.2A.1
H.P.2A.2
H.P.2A.3
H.P.2A.4
H.P.2A.5
H.P.2A.6
H.P.2B
H.P.2B.1
H.P.2B.10
H.P.2B.2
H.P.2B.3
H.P.2B.4
H.P.2B.5
H.P.2B.6
H.P.2B.7
H.P.2B.8
H.P.2B.9
H.P.2C
H.P.2C.1
H.P.2C.2
H.P.2C.3
H.P.2C.4
H.P.2C.5
H.P.2D
H.P.2D.1
H.P.2D.10
H.P.2D.2
H.P.2D.3
H.P.2D.4
H.P.2D.5
H.P.2D.6
H.P.2D.7
H.P.2D.8
H.P.2D.9
H.E.1A.5
H.P.3
H.P.3A
H.P.3A.1
H.P.3A.2
H.P.3A.3
H.P.3A.4
H.P.3A.5
H.P.3B
H.P.3B.1
H.P.3B.2
H.P.3B.3
H.P.3C
H.P.3C.1
H.P.3C.2
H.P.3C.3
H.P.3D
H.P.3D.1
H.P.3D.2
H.P.3D.3
H.P.3D.4
H.P.3E
H.P.3E.1
H.P.3E.2
H.P.3E.3
H.P.3E.4
H.P.3E.5
H.P.3E.6
H.P.3E.7
H.P.3F
H.P.3F.1
H.P.3F.2
H.P.3F.3
H.P.3F.4
H.P.3F.5
H.P.3F.6
H.P.3G
H.P.3G.1
H.P.3G.2
H.P.3G.3
H.P.3G.4
H.P.3G.5
H.E.1
H.E.1A
H.E.1A.1
H.E.1A.2
H.E.1A.3
H.E.1A.4
H.E.1A.6
H.E.1A.7
H.E.1A.8
H.E.1B
H.E.1B.1
H.E.2
H.E.2A
H.E.2A.1
H.E.2A.2
H.E.2A.3
H.E.2A.4
H.E.2A.5
H.E.2B
H.E.2B.1
H.E.2B.2
H.E.2B.3
H.E.2B.4
H.E.3
H.E.3A
H.E.3A.1
H.E.3A.2
H.E.3A.3
H.E.3A.4
H.E.3A.5
H.E.3A.6
H.E.3A.7
H.E.3A.8
H.E.3B
H.E.3B.1
H.E.3B.2
H.E.3B.3
H.E.3B.4
H.E.3B.5
H.E.4
H.E.4A
H.E.4A.1
H.E.4A.2
H.E.4A.3
H.E.4A.4
H.E.4A.5
H.E.4A.6
H.E.4A.7
H.E.5
H.E.5A
H.E.5A.1
H.E.5A.2
H.E.5A.3
H.E.5A.4
H.E.5A.5
H.E.5A.6
H.E.5A.7
H.E.5A.8
H.E.6
H.E.6A
H.E.6A.1
H.E.6A.2
H.E.6A.3
H.E.6A.4
H.E.6A.5
H.E.6A.6
H.E.6A.7
H.E.6A.8
H.E.6A.9
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