InTASC Resources Standard 9: Professional Learning and Ethical Practice pva

PVA

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), adapts practice to meet the needs of each learner.

Indicator 9.1.a

The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 9.1.b

The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 9.1.g

The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptions/adjustments.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 9.1.j

The teacher understands laws related to learners' rights and teacher responsibilities( e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 9.1.k

The teacher knows how to implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on leaner performance, and school- and system-wide priorities.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 9.1.m

The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.

Critical Dispositions

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.