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Standard I: Curriculum, Planning, and Assessment
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 The educator promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis and continuously refining learning objectives.
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Indicator I-A.
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Curriculum and Planning: Knows the subject matter well, has a good grasp of child developmentand how students learn,
and designs effective and rigorous standards-based units of instructionconsisting of well-structured lessons with measurable outcomes.
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I-A. ElementsUnsatisfactoryNeeds ImprovementProficientExemplary
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I-A-1.
Subject Matter Knowledge		Demonstrates limited knowledge of
the subject matter and/or its
pedagogy; relies heavily on
textbooks or resources for
development of the factual content.
Rarely engages students in learning
experiences focused on complex
knowledge or subject-specific skills
and vocabulary.		Demonstrates factual knowledge of
subject matter and the pedagogy it
requires by sometimes engaging
students in learning experiences
that enable them to acquire
complex knowledge and subjectspecific skills and vocabulary.		Demonstrates sound knowledge
and understanding of the subject
matter and the pedagogy it requires
by consistently engaging students in
learning experiences that enable
them to acquire complex
knowledge and subject-specific
skills and vocabulary, such that they
are able to make and assess
evidence-based claims and
arguments.		Demonstrates expertise in subject matter and the pedagogy it requires by consistently engaging all students in learning experiences that enable them to acquire, synthesize, and apply complex knowledge and subject-specific skills and vocabulary, such that they are able to make and assess evidence-based claims and arguments. Models this practice for others.
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I-A-2.
Child and Adolescent Development
Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes.Demonstrates knowledge of developmental levels of students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.Demonstrates expert knowledge of the developmental levels of the teacher’s own students and students in this grade or subject more generally and uses this knowledge to differentiate and expand learning experiences that enable all students to make significant progress toward meeting stated outcomes. Is able to model this element.
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I-A-3.
Well-Structured
Units and Lessons		Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.Adapts as needed and implements
standards-based units comprised of
well-structured lessons with
challenging tasks and measurable
outcomes; appropriate student
engagement strategies, pacing,
sequence, resources, and grouping;
purposeful questioning; and
strategic use of technology and
digital media; such that students
are able to learn the knowledge and
skills defined in state
standards/local curricula.		Adapts as needed and implements
standards-based units comprised of
well-structured lessons with
challenging tasks and measurable
outcomes; appropriate student
engagement strategies, pacing,
sequence, resources, and grouping;
purposeful questioning; and
strategic use of technology and
digital media; such that all students
are able to learn and apply in
authentic contexts the knowledge
and skills defined in state
standards/local curricula. Models
this practice for others.
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1Exemplary practice in many elements includes the expectation that an educator model the practice for other educators. Modeling can occur in formal and informal ways, including but not limited to training, teaching, coaching, assisting, sharing, and/or demonstrating good practice. Where and when this expectation is appropriate, this level of expertise is denoted by “Models this practice for others.”
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