The Professional Teacher

1. The Professional Teacher Learner-Centered Education EveryTeacher Teacher Development Planning Team June 14, 2004

2. The Task • Create a Teacher Development Model that: • Informs A Statewide System Of Schools • Promotes Professional Development – School As A Place Where Everyone Learns • Positions Everyone In The Same Learning Community • Promotes Coherence And Cohesiveness • Extends Pre-service To Classroom Practice • Presents A Pathway For Teachers To Develop Goals Through Self-assessment • Provides A Model For Professional Development At The Local, Organizational, and State Level • Serves As An Assessment Structure • Provides A Foundation For Teacher Evaluation

3. The Predecessor Maple Leadership Model

4. The Genesis • Initial TDPT meeting and agreement to be part of development team (February 20, 2003) • Small group meeting in April • Janet Wilson, Joe Hauge, Cynthia Nelson, Karen Taylor • Tom Hawley, Marlene Rothermel, Lynda Oldenkamp • Mary Engstrom, Dorothy Fuller (e-mail input) • Articulation based on small group meeting and review of additional literature by ET Implementation Team members • Presentation for feedback to this audience

5. The Supporting Documents • INTASC Principles/Standards • http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/ • NBPTS Core Propositions and Certificate Area Standards • http://www.nbpts.org/index.cfm • ISTE/NETS Technology Standards for Teachers • http://cnets.iste.org/ • Learning for the 21st Century • www.21stcenturyskills.org • NEA Teacher Quality: Advocating Quality Teaching that Ensures Quality Learning • Charlotte Danielson. Enhancing Professional Practice: A Framework for Teaching. (ASCD. 1996) • James H. Stronge. Qualities of Effective Teachers. (ASCD. 2002)

6. The First Look - Examples

7. The First Look - Examples

8. The Model

9. Foundation Skills • Technology Skills • Communication Skills • Collaboration Skills • Evaluation Skills Communication skills, collaboration skills, technology skills, and evaluation skills are integrally embedded in all indicators of the professional teacher.

10. Critical Components • Knowledge Base • Pedagogy • Leadership • Personal Attributes “Good teachers are able to weave a complex web of connections among themselves, their subjects, and their students, so that students can learn to weave a world for themselves. “ The Courage to Teach, Parker J. Palmer

11. Knowledge Base • The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals. • Professional teachers engage in continual reflection and research to shape new knowledge and beliefs about content and learners. • Teachers are knowledgeable of the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, and linguistics.

12. Pedagogy • An effective educator promotes learning and achievement toward high developmental expectations and standards for all students. • Instructional emphasis is on active learning that employs a wide range of techniques, materials, and experiences that personalize learning for all students. • Effective teachers rely on extensive pedagogical knowledge to make curricular decisions, select instructional strategies, develop instructional plans, and formulate assessment to measure student learning and progress.

13. Leadership • Leadership results in a focus on continuous improvement for higher levels of student achievement. • As leaders, teachers place the highest priority on academic excellence, demonstrating a solid knowledge base of effective teaching and learning strategies and the skills necessary to design instruction for continuous improvement of instructional practice. • Teacher leaders work independently and collaboratively with colleagues and others to promote program quality and advance knowledge, policy, and practice in their field

14. Personal Attributes • The effective teacher is a reflective practitioner who continually evaluates the effects of his/her choices and action on others and who actively seeks out opportunities to grow professionally. • Teachers practice equity and fairness, seeking and capitalizing on diversity and diverse perspectives. • As advocates for students and their individual learning, the effective teacher demonstrates a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work.

15. The Feedback • How might this model be used in your organization? • How might the model be enhanced to better serve the needs of your organization? • How might this model inform/guide statewide teacher quality efforts?

16. The Next Steps • Provide additional feedback to Marlene at mrothermel@tie.net by June 30, 2004 • Compile information received, make appropriate revisions, email revision to meeting participants and bring to TDPT in the fall for finalization of the model • Distribute the model via the EveryTeacher web site http://www.state.sd.us/deca/OPA/tqe.htm