document resume ed 355 192 sp 034 278 author …

DOCUMENT RESUME

ED 355 192 SP 034 278

AUTHOR Stansbury, Kendyll; Long, ClaudiaTITLE Assessment Component of the California New Teacher

oject: Framework of Knowledge, Skills and Abilitiesfor Beginning Teachers in California. A Work inProgress.

INSTITUTION Far West Lab. for Educational Research andDevelopment, San Francisco, Calif.

SPONS AGENCY California Commission of Teacher Credentialing,Sacramento.; California State Dept. of Education,Sacramento

PUB DATE Feb 92CONTRACT TCC-0O21NOTE 47p.; For related documents, see ED 323 197, ED 342

761, and SP 034 279-282.PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Ability Identification; *Beginning Teacher

Induction; Classroom Techniques; Collegiality;Elementary Secondary Education; Higher Education;*Policy Formation; Preservice Teacher Education;Student Evaluation; Teacher Certification; *TeacherCharacteristics; Teacher Effectiveness; TeacherEvaluation; Teaching Experience; *Teaching Skills

IDENTIFIERS California; *California New Teacher Project;*Knowledge Base for Teaching

ABSTRACT

This framework defines a vision of the knowledge,skills, and abilities that should characterize California's beginningteachers in their initial years of service. Discussion anddevelopment of the framework are part of the California New TeacherProject, a pilot study of policy alternatives to enhance the successof novice teachers. Following a description of several qualities ofteaching that are part of the new vision for the profession (adevelopmental view, a holistic vision, and diversity of teaching inCalifornia), the framework is organized in two parts: subject matterconstructs and pedagogical constructs. The essence of the framework,is a set of six domains and subdomains that represent the knowledge,skills, and abilities of California teachers: (1) demonstratingknowledge of the teacher's content area(s); (2) planning anddesigning instruction; (3) organizing and managing the classroom; (4)delivering instruction to all students; (5) diagnosing and evaluatingstudent learning; and (6) participating in or creating a learningcommunity. Each domain or subdomain is broken down into more specificconstructs with examples of indicators at both beginning teacher andexpert teacher levels that are intended to communicate the meaning ofthe constructs. (Contains 19 references.) (LL)

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SEADINT COMPO

KNO ABILITIESBEGINNING 'MODES N CALIFO

A WORK IN PROGRESS

FEBRUARY, 1992

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We have greatly benefitted film the review of the Framework by people working closely withbeginning teachers, such as, mentor teachers and other teacher educators. These reviews havebeen instrumental in helping us to identify and refine indicators, especially indicatorsbeginning teacher competence.

This report is based upon work performed pursuant to Contract TCC-0O21 with the CaliforniaInteragency Task Force of the California Commission on Teacher Credentialing and theCalifornia State Department of Education New Teacher Project. The content§ do notnecessarily reflect the views or policies of these agencies and the accuracy of the informationis the sole responsibility of the Far West Laboratory.

Assessment Component of theCalifornia New Teacher Project:

Framework ofKnowledge, Skills and Abilities forBeginning Teachers in California

A Work in Progress

Kendyll StansburyClaudia Long

February, 1992

Gary Estes, Project DirectorFar West Laboratory for

Educational Research and DevelopmentSan Francisco, California

Introduction

The purpose of this framework is to define a vision of the knowledge, skills and abilitiesthat should characterize beginning teachers (i.e., teachers in their first or second year ofteaching in their own classroom) in the future. Discussion and development of theframework is part of the California New Teacher Project, a pilot study of policyalternatives to enhance the success of beginning teachers in California. The CNTP isadministered jointly by the Commission on Teacher Credentialing and the CaliforniaDepartment of Education. The framework is being developed by the FarWest Laboratoryfor Educational Research and Development, at the direction of the Commission and theDepartment. Development of the framework was initially w,ggested by the CNTPAdvisory Panel, which represents teachers, administrators, colleges, universities, parentsand local boards of education.

Revision and completion of the framework will occur as a result of critical analyses bythe Advisory Panel and twelve educational institutions and professional organizations,which are also represented on the panel. Far West Laboratory (FWL) is responsible fordeveloping the framework in consultation with these institutions and organizations. FWLwill report on this process of development to the advisory panel.

The overall purpose of the framework is to enhance the success of beginning teachers inCalifornia by defining a vision of effective teaching in the initial years of service.Following adoption of a revised framework, it would be used:

To guide programs of support and assistance for beginning teachers, byoutlining broad categories for the content of these programs.

To serve as a primary basis for informingnew teachers about strengths andweaknesses in their professional practices.

To inform preservice teacher education programs by providing a vision ofthe knowledge, skills and abilities that beginning teachers are expected tolearn.

To inform programs of professional development for classroom teachers byproviding a vision and specific information about teaching practices inCalifornia.

To serve as a primary basis for a culminating assessment of new teachersduring the first three years of service, for the purpose of awarding profes-sional teaching credentials.

Operational systems and methods for accomplishing these purposes of the frameworkshould be determined on the basis of its contents. Upon adoption, the framework shouldbe part of the Report of the California New Teacher Project, which the Commission andthe Department will submit to the Legislature and Governor in March, 1992. The reportshould also include policy recommendations for implementation of the framework.

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Quc illative Aspects of aNew Vision for Beginning Teachers

The draft framework of knowledge, skills and abilities for beginning teachers in Califor-nia recognizes several qualities of teaching that are part of a new vision for the teachingprofession. These qualities a developmental view of teaching, a holistic vision ofteaching, and diversity of teaching in California are described briefly below.

Developmental View of Teaching

Any new vision of teaching nzist recognize that each teacher's knowledge, skills andabilities develop throughouv her or his career. The dynamic qualities of teaching confirmthat practitioners do not attain "completeness" in their professional expertise, perspec-tives or accomplishments -- something that distinguished teachers have recognized formany years. Another implication is that new teachers are not "finished" as professionallearners, even though they may have been educated in distinguished institutions wherethey may have completed highly effective programs of undergraduate education andprofessional preparation. Although prior preparation is essential, and excellence in thispreparation is extraordinarily important, further development throughout each teacher'speriod of service is also indispensable, and should be recognized in state policies relatedto the teaching profession.

The develcpmental view of teaching gives particular attention to the early years of eachpractitioner's period of service. Employing organizations, credentialing agencies,postsecondary institutions and professional associations must have expectations regard-ing professional performances that are realistic while also being appropriately challengingfor entry-level practitioners. The policies and practices of these key institutions mustrecognize that beginning teachers are at intermediate stages of advancement andexpertness in teaching, and that intensive development must occur during this phase.Some of this development occurs naturally to reflective teachers as they accumulateexperience; other development relies on outside support which helps the beginningteachers understand their experience. Defining and realizing these aspects of the visionhave been the central purposes of the California New Teacher Project.

Holistic Vision of Teaching

At each stage of a practitioner's career, teaching consists of decisions, practices andperspectives that are highly interrelated with each other. A vision of teaching in Califor-nia classrooms must emphasize that the various aspects of a teacher's performance arenot independent from each other, and therefore cannot be viewed or judged in isolation.Styles of classroom management interact with decisions made in the course of instruc-tional planning, which are inseparable from characteristics of the curriculum and thestudents, which guide the teacher's assessment of student attainments. Similarly, apractitioner's use of pedagogical methods must be viewed in relation to the content andpurposes of instruction. The holistic view of teaching also recognizes that instructionoccurs in settings in which many contextual factors affect pedagogical decisions andpractices. Overall, the practice of teaching must be seen as a "seamless fabric" in whichthe components are interlinked to form a teacher's style of professional practice.

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The realization that teaching is a "whole fabric" must be balanced against the need toconsider and discuss aspects of teaching in the course of reflection and dialogue. Amentor cannot assist a novice teacher by referring exclusively to the novice's "overallpractice" some analysis of the beginner's practices is essential. Similarly, teachereducators, school administrators and staff developers are expected, for good reasons, toprovide information, ideas, advice and practical applications related to specific, technicalaspects of teaching, as well as considerations of fundamental issues and problems in theprofession. A culminating assessment of a new teacher's performance could not be basedentirely on a holistic review, but individual observations andjudgments in an analyticalapproach must be considered in relation to each other in forming a comprehensiveassessment of the individual's overall status as a professional. The holistic view ofteaching is an essential feature of the vision, but the purposes of the framework couldnot be accomplished in the absence of analytical considerations.

Diversity of Teaching in California

The circumstances and demands of teaching vary enormously. Diversity among teachersthemselves is extraordinarily important to the effectiveness of education. The frameworkof knowledge, skills and abilities must be conceptualized with teacher diversity as avirtue to be celebrated, rather than a problem to be solved. The vision of teaching in thebeginning years, moreover, must acknowledge that entry-level professionals areheterogeneous, and that many dimensions of this heterogeneity must not be diminishedthrough a process of homogenization.

California's remarkable students represent another dimension of diversity that confrontsteachers in the 1990s. Professional educators in this state may be facing the most diversepopulation of students in the history of education. The framework of teacher knowledge,skills and abilities must be developed and implemented with student diversity clearly inmind. Underlying the draft framework in this document is the assumption that beginningteachers should ha expected to utilize effective pedagogical principles and practices acrosssubject areas while teaching diverse students. Also embedded in the framework is thepremise that different teachers may be called on to utilize different aspects of effectiveteaching depending on the needs of their students. A framework of skills, knowledge andabilities must respect the varieties of teaching that may legitimately be created bystudent diversity.

Other dimensions of diversity in teaching are represented by the different curricula andother policies of the one-thousand-plus school districts in California. Although the draftframework is intended to have statewide uses and applications, these must not violatethe authority of local boards of education to govern teaching and learning in ways thatare appropriate for the diverse communities that make up California.

Full recognition of the diversity of teaching does not, however, conflict irreconcilably withthe prospect of establishing a broad vision that could serve to guide new teachers, theiremployers and their mentors. Indeed, teaching cannot aspire to the stature of a profes-sion unless its members are guided by a common set of expectations regarding expertise,competence and performance. Because of the diversity of teaching, these expectationsmust be particularly broad and flexible, which may set teaching apart from other

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professions. The challenge for policymakers is to establish a framework that serves thepurpose of enhancing new teacher success while fully recognizing the dimensions ofdiversity that characterize the teaching environment.

Fundamental Qualities of Effective Teachers:Preconditions to Knowledge, Skill and Abilities in the Framework

The content of the draft framework describes the knowledge, skills and abilities that aremost frequently cited as essential for beginning teachers. The framework is organized intwo parts, which relate generally to subject matter constructs and pedagogical constructs.The framework as a whole, however, cannot be viewed in isolation from other qualitiesthat characterize effective teachers. The framework assumes that these qualities -- mostof which are more fundamental than subject matter competence and pedagogical expertise-- also characterize beginning teachers in California. In many instances, thesefundamental qualities of effective teachers are preconditions for attainment andutilization of the knowledge, skills and abilities that comprise the framework.

In addition to the knowledge, skills and abilities described in the framework, thefollowing qualities are fundamental to the success of beginning teachers:

An undergraduate education in the arts, humanities, sciences and socialsciences, and an appreciation of the contributions of the liberal arts to humancivilization.

Essential proficiency in basic academic and intellectual skills that character-ize educated adults, such as the ability to read, write and reason at abaccalaureate level of proficiency.

A broad understanding of social and cultural influences on children, familiesand communities, particularly the varieties of these influences in California.

A broad comprehension of patterns of growth and development in childrenand adolescents, particularly changes in language, learning and thinkingabilities.

A personal ability to motivate children and adolescents, to foster their self-esteem, and to sustain their interest in important academic pursuits.

A fundamental commitment to enable all students to attain high standardsof academic and personal accomplishments.

A personal character that represents an acceptable model for children andyouth, and that contributes to their security and well-being.

The ingredients of the framework on the following pages should be interpreted withthese precursor qualities in mind.

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Framework of Knowledge, Skill. and Abilities forBeginning Tameless in California

The essence of the framework is a set of domains and subdomains that represent, as fullyas possible, the knowledge, skills and abilities that should characterize teachers inCalifornia. Each domain or subdomain is broken down into more specific constructs withexamples of indicators at both beginning teacher and expert teacher levels that areintended to communicate the meaning of the constructs. These indicators are intendedto illustrate the constructs, and not to define them. Expert teachers are assumed to havemastered all the beginning teacher competencies. In many cases, an expert teacherindicator represents a more complex application of a beginning teacher skill asrepresented in a parallel indicator, so the corresponding indicators are presented side byside. In some cases, the beginning or expert teacher indicators are presented alone, withno parallel skill portrayed.

To perform satisfactorily at the level of the domain or subdomain implies an integratedperformance which blends thoughts and behaviors at the level of the more specificconstructs. A single event is likely to portray several indicators, perhaps cutting acrossdifferent domains or subdomains. Not all indicators, even within a construct, are likelyto be able to be evaluated through a single event or performance. Anticipated uses of theconstructs were outlined in the Introduction of this draft framework.

The framework proposed in this document is based on the existing literature on effectiveteaching, as reflected in the documents cited in the attached bibliography. This literaturedoes not yet suggest a developmental sequence for achieving the competencies identifiedbelow. Therefore, a panel of educators who work closely with beginning teachers wasconvened to suggest realistic expectations for beginning teachers with respect to eachconstruct. The work accomplished to date is only a very preliminary attempt to definethese expectations. Further revisions to this framework in consultation with professionalgroups in California are expected, and the constructs will continue to be examined forboth relevancy and completeness.

Only an exemplary teacher could fully implement all the constructs in the framework.The framework is not intended to be used as a checklist against which to "count" a newteacher's practices. To be used as a basis for self-evaluation, formative assessment,professional development or a culminating assessment, the framework would need to beexpanded to include statements of acceptable and unacceptable practices and perform-ances. These could be developed for each construct to inform awareness of strengths andweaknesses. It is likely that most teachers, even experienced teachers, will exhibituneven levels of development across all constructs. For summative evaluations, then, itwould be most important to establish a general level of acceptable performance across theentire framework, so strong performances in some domains could compensate for weakerpractices in other areas.

Few differences between beginning and expert teachers can be characterized as new,discrete behaviors that are added as a teacher gains professional expertise. More often,the growth is characterized by a greater depth of understanding, simultaneous consider-ation of multiple factors as opposed to sequential consideration of single factors, and

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decision-making with greater ease, greater accuracy, and at earlier points in time. Someskills, e.g., anticipating student errors, depend upon a repertoire of experience withparticular topics or varying types of students; for these skills, most beginning teacherscan only be expected to show progress in using analytic strategies and learning from theeffects of specific decisions.

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Suktject Matter Constructs

For students to learn the subjects of the curriculum, their teachers must know at (Iunderstand the subject(s) they are expected to teach. Recent curricular reforms call forstudents to develop higher-order thinking skills, to explore subjects in more depth thanin the past, and to explore interrelationships among subjects. The success of thesereforms depends on teachers having a firm grasp of content knowledge. The followingconstructs are necessary for teachers to implement the California Curriculum Standards,Guides and Frameworks, whose content and instructional implications should be familiarto every California teacher. These constructs can and should be mastered prior to theassumption of full-lime teaching responsibilities in the area(s) of expertise, since theability to design and implement instruction effectively draws on these competencies.

Elementary teachers, who teach multiple subjects, cannot be expected to exhibit the samedepth of understanding of each subject matter as secondary teachers, who specialize in asmall number of subject areas. The further revisions should include consideration of theappropriateness of developing separate constructs expected of teachers of single andmultiple subjects or specifying different levels of mastery.

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Domain: Demonstrating Knowledge of One's Content Area(s)

Knowledge of one's content area(s) is the key to all other subject-specific pedagogicalskills. Knowledge alone, however, is not enough; a teacher must also be able todemonstrate this knowledge to the students in ways that foster student learning ofcontent area(s) to be taught. Although the foundation of content knowledge should beacquired prior to instruction in pedagogical skills, teachers will likely broaden and deepentheir knowledge of the content area(s) over time as they teach. The constructs describedunder this domain are those elements of content knowledge which can and should bedemonstrated with respect to teaching.

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DOMAIN: DEMONSTRATING KNOWLEDGE OF ONE'S CONTENT AREA(S)

Subdomain: Knowing key concepts and their interrelationships in the grad -level specificcurriculum for the subject to be taught, and is able to apply tbsee conceptsin an integrated performance or demonstration

Knowledge of the content area(s) taught and particularly the ability to define, explain,and use concepts accurately is an essential foundation for all other subject-specificpedagogical skills. As will be the case for most of the indicators for subject mattersubdomains, each of the indicators below is described as appropriate for both beginningand master teachers, with the differences coming in standards to be met rather thancriteria to be examined. Expert teachers are likely to be more familiar than beginningteachers with the concepts as they are typically portrayed at the grade level taught.They are also likely to differ from beginning teachers in the ease with which they refer toand link concepts. Beginning teachers are more likely to require more time for reflection,e.g., in planning the preseL'Ation of concepts and principles or in responding to studentquestions.

Examples of indicators of competence for both beginning endexpert teachers:

Understands the structure of the discipline, including factual information,organizing principles, central concepts, and competing paradigms or frame-works.

Identifies, defines, and discusses concepts in ways that are accurate (thoughperhaps simplified for introduction at earlier grade levels.)

Identifies relationships among concepts in a field as well as relationships toconcepts external to the discipline.

Concretely demonstrates mastery of concepts through an integratedperformance such as writing an essay or interpreting a piece of literature,solving a mathematical problem, performing a piece of music, producing awork of art, or setting up a science experiment.

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DOMAIN: DEMONSTRATING KNOWLEDGE OF ONE'S CONTENT AREAS)

Subdomam.' Exhibiting a breadth of subject matter knowledge across the curriculum tobe taught

The breadth of topics, especially the degree to which topics are interrelated, that can betaught under a specific credential varies considerably among credentials. Multiplesubjects teachers are required to be familiar with an especially broad array of separateand distinct content areas. It is unlikely that teachers will be familiar with every topicthat might be included in the curriculum covered by their teaching credential(s).However, teachers can be expected to have mastered topics most commonly taught and tobe knowledgeable about a broad range of topics covered by the credential to facilitatemastery of additional topics when necessary. For example, an English teacher may neverhave encountered American folk tales, but can utilize his or her knowledge of majorthemes in American literature and techniques of literary criticism to identify significantfeatures of the folk tales that might be taught.

Examples of indicators of competence for both beginning and expert teachers:

Understands basic principles and concepts of all topics most commonlytaught in the curricular area.

Draws on one's initial knowledge to master additional topics in thediscipline or related disciplines.

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Subdontain: Using alternative methods of representing or communicating concepts in thesullject(a) to be taught, such as the use of metaphors, symbols, models,graphs and concrete materials

The ability to accurately represent concepts and principles in multiple ways is animportant foundation of skills in subject-specific instruction, particularly for respondingto the varied needs of learners. Developmental differences in this subdomain are likelyto be great enough that separate criteria can be applied to beginning and expert teachers.

Examples of Indicators of BeginningTeacher Competence

Represents concepts andprinciples in more than oneway, possibly within the samemethod.

Judges the accuracy of a givenspecific representation of aconcept.

Examples of Indicators of &putTeacher Competence

Represents concepts throughmore than one method, suchas analogies, metaphors,drawing, models, concretematerials.

Represents concepts andprinciples at different levels ofcomplexity, so they aremeaningful to students atvarying developmental levelswith respect to the discipline.

Judges whether concepts orprinciples are appropriatelyrepresented, according to thelevel of previousunderstanding assumed withrespect to the learner, e.g., intextbooks.

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Subdomaim Identifying and responding to concrete examples in settings where discipline-based concepts are used in practice

Applied examples of the use of some concepts and/or principles are important forperiodically communicating the relevance of learning the content. Some concepts andtopics will lend themselves to applied examples more easily than others. The importantaspect of this subdomain is that teachers have a repertoire of examples of real-worldapplication within a content area upon which they can draw in their teaching.


Knows how disciplinary knowledge presented at the grade level isused in application in the community and greater society.

Recognizes the use of disciplinary principles and constructs in differentsettings or environments.

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Subdomain: Knowing ways of integrating ideas and information across the subject areas

This skill is not only important for illustrating linkages across content areas, but also forschoolwide implementation of an integrated curriculum. Such curricula have been usedextensively at the elementary level, but are becoming increasingly used at the secondarylevel as well.

Examples of indicators of competence for both beginning andexpert teachers:

Identifies relaticnships among concepts in a field to concepts external to thediscipline in the curriculum at the grade level.

Knows how concepts and principles in the subject are used inapplication in other fields in the curriculum at the grade level.

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Subdomam.' Understanding how judgments are made in the discipline

Understanding the rules and procedures by which judgments are made in a content areais not only an important foundation for accurately teaching students how decisions aremade in the content area, but also for judging student work.


Knows the rules of evidence of competing paradigms in the field which guideinquiry or exploration in the grade-level specific curriculum, and govern theacceptability of judgements and conclusions.

Evaluates the plausibility of claims or interpretations in the field.

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Pedagogical Construcie (General and Content Pedagogy)

Each construct represents a domain of teaching that is considered to be crucial foreffective instruction of diverse students. As indicated earlier, however, the domains arenot separate, but interdependent. For instance, planning instruction involves diagnosingand evaluating previous student learning, and drawing on resources in the particularlearning community where the teacher works. Instructional plans are implementedthrough established classroom organization and management structures and otherdelivery mechanisms. The constructs are presented separately to communicate expecta-tions for teachers and to facilitate identification of strengths and weaknesses in individu-al practitioners.

During teacher preparation, prospective temilers receive instruction and supervisedpractice with respect to each of the pedagogical constructs listed below. Nevertheless,their mastery typically requires some period of experience in full-time teaching.Elementary teachers face a particularly formidable challenge in that they must masterinstruction in multiple subjects, with preferred instructional approaches varying betweensubjects; the teaching competence of elementary teachers can be expected to vary acrossthe content areas. In contrast to subject matter constructs, a teacher's progress towardmastery of the pedagogical constructs can be assessed only partially prior to assumptionof full-time teaching responsibilities.

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Domain: Planning and Designing Instruction

Planning is a skill which relies on a repertoire of experience with the curriculum, withthe implementation of specific types of instructional activities, and with the relativedifficulty of specific topics and concepts. It is a difficult skill for beginning teachers,because they have had limited exposure to the curriculum and limited experience withthe effectiveness and length of time of various instructional activities. Accumulatedexperience will improve the ability of reflective beginning teachers to anticipate the timerequired for various activities and to anticipate the relative difficulty of specific topicsand concepts. The abilities to appropriately sequence activities and to develop higher-order thinking skills are also likely to develop with experience if the beginning teacherhas a solid understanding of tha conceptual framework(s) embedded in the discipline(s).However, the development of the abilities to effectively build on student resources and toidentify specific elements of lessons which significantly contributed to the success orfailure of the lesson can be significantly enhanced with outside support.

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DOMAIN: PLANNING AND DESIGNING INSTRUCTION

Subdomain: Selecting and sequencing instructional activities

Skill in selecting instructional activities consists of the ability to evaluate the appropri-ateness of specific activities for the time available, as well as the appropriateness for theinstructional goals of the lesson, unit, grade level, and for the students taught.Sequencing instructional activities is a more difficult skill which involves anticipating thecumulative effects of activities and effecting movement to a long-range goal.


Designs a plan for movingstudents toward a learninggoal which has a reasonablelogic to the sequence ofactivities and which stretcheslearners to the next steps intheir development.

Distinguishs betweenintroductory and cumulativeactivities.

Recognins and is able toarticulate prior cognitiveachievements of the studentswhich affect instruction andproximal goals to strive for insubsequent lessons or units.

Selects and adapts appropriateactivities, supportingmaterials and resources fromexternal sources.

Uses supporting materials toenhance and enrichinstructional units.

Examples of Indicators of ExpertTeacher Competence

Plans lessons and units that are welldefined, sequenced, and coordinatedwith each other in terms of masteryof skills and concepts.

Designs lessons and series of lessonsthat provide adequate practice toenable students to master conceptsor skills.

Effectively targets instructionaland interpersonal efforts toencourage and assist studentsto fully utilize the resourcesavailable to them and thestrengths they already possess.

Draws upon an extensiverepertoire of support andenrichment activities andmaterials.

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Subdomain: Building on student resources

Students vary in the intellectual resources which they bring to a lesson. These resourcesnot only include level of mastery of the same concept in an applied context or relatedconcepts, but also familiarity with the materials, procedures, and other concepts usedwithin a lesson. Ths utilization of familiar elements, when possible, and previouslearning facilitates further learning.


Plans activities that reflect anawareness of, and an attemptto respond to, the diversebackground experiences,dispositions, understandings,and interests of students inthe classroom.

Plans reasonable activities tostretch learners to the nextsteps in their development.

Has a sense of where ateacher can make a differencewith respect to the childrentaught (e.g., a teacher cannotfully compensate for alcoholicparents, but can work ondevelopment of specific skills,both cognitive andnoncognitive).


Uses activities that displaysensitivity to, and draw upon,students' diverse backgroundexperiences, dispositions,understandings, and interests.

Plans lessons and units thatbuild upon previous studentunderstandings, givingparticular attention to social,cultural, linguistic, andcognitive factors to validate,build on, or modify students'pr i Jr knowledge, and to stretchstudents beyond their ownworld to achieve specific goalswith respect to the districtcurriculum and statecurriculum frameworks.

Recognizes individual andcollective student strengthsthat can be utilized and builtupon both for further learningand to compensate forweaknesses.

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Designs activities that equipstudents to use resources beyond theclassroom and text, e.g., library,media center, community.

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Subdomain: Including bigher-order thinking skills

The current California curriculum emphasizes higher-order thinking skills (e.g., compari-son, analysis, evaluation) for all students. Even students who have not mastered basicskills can practice higher-order thinking skills in an appropriately designed curriculum.


Identifies specificdevelopmentally-appropriatehigher-order thinking skills tobe developed and plansactivities to teach these skills.


Provides opportunities forstudents to acquire and usedevelopmentally-appropriateand subject-matter specifichigher-order thinking skills.

Designs presentations or activities tostimulate students' interactionand/or questioning in newdirections.

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Elubdomain' Evaluating and adapting instructional plans

No teacher can design a plan of instruction that works exactly as anticipated. Therefore,teachers must be able to detect when their plan is not working and to try adaptations toaddress the emerging problems. This skill is one which is likely to require reflection onexperience for improvement; therefore, differences between expert teachers and beginningteachers with respect to evaluating and adapting plans are usually large. Most beginningteachers will experience difficulty in identifying which aspect of the plan is accounting forthe problems; expert teachers can effectively draw upon their accumulated experience tomake likely predictions as to which aspects need modification. Expert teachers can alsorecognize indications of problems at an earlier stage than beginning teachers, and arebetter able to adapt their plan during instruction. Beginning teachers typically will needmore time for reflection and thoughtful experimentation to reach the same conclusions.


Identifies early symptoms ofdifficulties during a lessonwhich are likely to lead to afailure to achieve lessonobjectives.

Identifies failures thatoccurred during a lesson, andalters planned instruction.

Reflects on lessons previouslytaught and identifies lessonsthat went well and lessonsthat failed, generatingalternatives for those thatfailed.

After a lesson or unit is imple-mented, identifies particularstudents and groups ofstudents for whom theplanned activities did and didnot work, and plansremediation as needed.


Analyzes the effectiveness of plansand identifies elements which needto be adapted.

Adapts plans in the middle of alesson to capitalize onunexpected opportunities or toaddress unexpected problems.

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Domain: Organizing and Managing the Classroom to Create aPositive Learning Environment

This set of skills is less dependent on experience with particular topics and students thanother sets of skills, e.g., planning and evaluation skills. Therefore, a higher degree ofeffectivene in this domain can be expected of a beginning teacher than in otherdomains. One cautionary note is that the difficulty of classroom organization andmanagement is strongly affected by the complexity of instructional activities. Since morecomplex instructional activities are frequently required to develop higher-order thinkingskills, beginning teachers should neither be penalized for reasonable attempts at morecomplex forms of instruction nor rewarded for achieving classroom management byavoiding, more complex activities.

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DOMAIN: ORGANIZING AND MANAGING THE CLASSROOM

Subdomaul.' Managing student behavior

This skill focuses on the ability to encourage and reinforce appropriate student conduct,and to maximize the productive engagement of diverse students in a variety of learningactivities. The indicators of competence for this construct go beyond the effective controlof student behavior to minimize classroom disruptions to include proactive strategies toencourage positive behaviors, e.g., completing homework assignments.


Makes explicit to the studentswhat is expected of them indifferent classroom situations,i.e., establish rules.

Considers alternativeexplanations of studentbehavior and uses strategiesto reinforce positive studentbehavior and alter negativebehavior.

Takes responsibility for theuse of strategies to alternegative student behavior, i.e.,does not conclude that studentbehaviors are unchangeable.

Recognizes culturaldifferences between theteacher and students in termsof behavior norms.

Determines whether or not aparticular strategy to affectstudent behavior is working.

Monitors student be aaviorwhile teaching.


Actively involves students inthe development and/orelaboration of classroom rules.

Uses multiple perspectives(e.g., cognition, developmentalpsychology, curriculum theory,cultural norms, abnormal psy-chology) to diagnose problemsin student behavior andconsiders solutions, includingthe possibility of culture-specific responses, to differentmanagement approaches.

Manages student behavior in theclassroom in culturally sensitiveways, to minimize distractions andto promote learning and prosocialbehavior.

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Monitors student behavior during alesson and responds quickly tostudents to encourage positivebehavior and discourage negativebehavior.

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Subdomain. Organizing the classroom

This skill addresses both the physical and the social organization of the classroom. Theclassroom should be physically organized both for safety and to facilitate anticipatedmovement of students as they move into and out of the classroom and regroup within theclassroom. If under the teacher's control, the visual environment should reflect andreinforce instructional activities and, especially at the elementary level, contribute to astudent's sense of belonging in a classroom. A teacher should establish routines tominimize the time spent in recurrent tasks and transitions between tasks. The groupingpatterns used should be appropriate for achieving the goals of the lesson.


Creates a safe environmentthat is physically arranged tofacilitate learning androutines for recurrent tasks.

Modifies the visual andphysical environment tocorrespond with learningactivity and lesson content.

Establishes routines andprocedures for activities suchas entering class, leavingclass, collecting homework,regrouping for differentactivities, boardwork, distrib-uting materials, taking atten-dance, etc.


Structures the physical/interpersonalenvironment (e.g., arrangement ofdesks and chairs, use of cooperativegroups) as a means of communicat-ing content and process.

Establishes efficient routines toaccomplish recurrent tasks andtransitions between activities.

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Subdomain: Fatablishing a rapport and relationship with students and between students

This construct addresses the establishment and maintenance of a positive climate forlearning within the classroom. Compared with other constructs, fewer differencesbetween beginning and expert teachers are expected, as the skills involved are basicinterpersonal ones which might have been previously developed in other settings.

Examples of indicators of competence in both beginning and expert teachers:

Establishes rapport with all students by demonstrating patience,acceptance, empathy and interest in students through positive verbaland non-verbal exchanges.

Avoids sarcasm, disparaging remarks, sexist or racial comments,scapegoating or physical abuse.

Exhibits his/her own enthusiasm for the content and for learning.

Maintains a positive social and emotional tone in the learningenvironment.

Establishes and maintains respectful and productive relationshipswith and between students.

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lubdomein: Actively involving students

The California Curriculum Frameworks emphasize the active involvement of students.Not all instruction lends itself to the active participation of students. For example, rotememorization and the communication of basic information such as definitions are moreefficiently accomplished through other means. However, increasing the involvement ofstudents in appropriate lesson activities (e.g., the application of knowledge in a range ofways) can improve student understanding and reduce discipline problems.

Examples of Indicators of Begh2ningTeacher Competence

Monitors student engagement,identifies all students who areoff task, and employs astrategy to reengage them inlesson activities.

Includes lesson activities thatrequire active participation bystudents.


Actively involves all studentsin instructional activities.

Maximizes use of lessonactivities that require activeparticipation by students.

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Subdomain: Fostering independent learning

Teaching not only includes effectively communicating specific content and processes, butalso guiding students so that they reach a point where they can make sound decisionsand judgments independently. Beginning teacher and expert teacher skills in this areaare distinguished more by extent cif repertoire, facility of application, and successfulanticipation of student difficulties than by differences in types of skills.

Examples of indicators of competence for both beginning and export teachers:

Helps students to become more independent by providing structuredopportunities for learners to create their own perspectives, e.g., testinghypotheses or searching for support for opinions or exploring media forexpression, and by providing other perspectives against which learners cantest their knowledge.

Increases the students' capacities to learn from each other.

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Domain: Delivering Instruction to All Students

Teachers gradually build up a repertoire of instructional strategies, based on previousknowledge and experience. The complexity of instructionneeded varies with theheterogeneity of, and the degree of challenge posed by, the students' learning characteris-tics. Beginning teachers require time and, perhaps, assistance to acquire the skills toappropriately implement complex instruction or instruct challenging students. Ideally,beginning teachers would receive less challenging assignments to solidify their basicinstructional skills before moving on to more complex challenges. The challenge of theteaching assignment should be taken into account both when evaluating a teacher andwhen determining the amount of support a beginning teacher should receive.

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DOMAIN: DELIVERING INSTRUCTION TO ALL STUDENTS

Subdomain: Communicating effectively

The effective teaching of students requires successful communication between the teacherand student. Students must not only understand the concepts, principles, and procedureswhich are the focus of the lesson, but must also understand any instructions given by theteacher and must know how to participate in recurrent classroom routines (e.g., takingattendance, sharpening pencils, volunteering answers to teacher questions.)Communication is not often a simple task in California classrooms which are frequentlycomposed of students from a variety of cultural backgrounds who exhibit varying degreesof proficiency in English. Beginning teachers faced with these multicultural classroomscan be expected to exhibit efforts at successful communication with students and analysisof whether or not their efforts were successful, but most will require time and reflectionto anticipate the most appropriate communication strategies with respect to specificstudents or classrooms.


Employs strategies tocommunicate effectively withall students, paying particularattention to students ofvarying cultural and linguisticbackgrounds.

Recognizes cultural and grade-level specific differences incommunication norms andpreferred styles.

Makes an effort to ensure thatdirections for instructionalactivities and classroomroutines are clear andunderstood by all students.

Recognizes when studentshave not understooddirections or presentations ofinformation and makesmodifications to clarify.


Communicates effectively withall students, including studentsof varying cultural andlinguistic backgrounds.

Communicates with studentsin ways that show recognitionof and sensitivity to culturaland grade-level differences.

Ensures that directions forinstructional activities andclassroom routines are clearand understood by all students,including sensitivity tolinguistic differences as well asto cultural norms governingadult-child interactions andpatterns of communication.

Creates presentations markedby clarity of concepts anddirections, accuracy ofinformation, alternativeinformation and adaptation toaudience.

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Examples of Indicators of BeginningTeacher Competence (cont'd)

Presents information in a waythat engages and motivatesstudents.

Communicates clearexpectations to students.

Uses more than one methodof communication (e.g., visual,oral).

Communicates contentinformation accurately.

Communicates in writing in aprofessional manner in andout of the classroom.

Reaches out to students itnonverbal ways (e.g., movesaround the classroom, paysattention when studentsspeak).

Examples of Indicators of ExpertTeacher Competence (cont'd)

Draws upon an extensiverepertoire of activities thathave proven to be successful inengaging and motivatingstudents.

Capitalizes upon opportunitiesto make appropriate links toboth previous instruction andto other subject areas.

Draws upon an extensiverepertoire of nonverbal ways ofcommunicating with students.

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Subdomain: Motivating students

This construct addresses the need to establish and maintain the interest and involvementof each student in productive learning activities, and to inspire students to produce theirbest work in the content area(s) taught. In particular, students experiencing difficulty --either because they find the usual curriculum too easy or too difficult need realisticchallenges and indicators of progress.


Fosters positive studentattitudes toward learning ingeneral.

Shows respect for variedstudent perspectives.

Communicates appropriatelyhigh expectations for the classas a whole and for individualstudents.


Fosters positive student attitudestoward the subject learned andtowards themselves as learners.

Anticipates possible studentresponses to instructionstemming from variedperspectives, and draws upon arepertoire of possibilities forsensitively utilizing theseperspectives in furtherinstruction.

Uses instructional materialsand activities which are bothmeaningful and appealing tostudents.

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Subdomain: Using subject specific instructional techniques

Subject areas differ in structure, and appropriate instructional techniques differaccordingly. Selection of techniques appropriate for a particular topic depends on theknowledge of the structure of the content area, knowledge of common student errors withrespect to the topic being taught, and knowledge of appropriate methods of inducing therelevant thinking skills.

Examples of Indicators of Beginning Examples of Indicators of ExpertTeacher Competence Teacher Competence

Presents content accurately. Draws upon an extensiverepertoire of representationsand methods of presentation ofcontent.

Presents content in a waythat is meaningful andcomprehensible to students.

Designs multiple ways ofcommunicating concepts orprocedures, including waysappropriate for students withvarying levels of proficiency inEnglish.

Improves the ability of eachstudent to evaluateinformation, think analytical-ly, synthesize information,and reach sound conclusionswithin the content area(s)taught at the appropriatedevelopmental level for thegrade level taught.

Recognizes fundamentaldifferences in structure anddecision-making methodologybetween the content areas (forelementary teachers).

Responds to student questions inways that either extend or tie intothe current lesson.

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Uses different techniques forinstruction and evaluationwhich reflect differencesbetween the content areas.


Subdomain: Responding to individual diffinenees

Students differ in many ways, including preferred learning style, cultural norms forparticipation, previous achievement, proficiency in English, and tolerance for inactivity.To respond to individual differences, teachers cannot depend on a single teachingstrategy, but must vary activities and methods of communicating (e.g., visual, tactile,oral). Differences between beginning and experienced teachers with respect to thisconstruct are likely to be large. The repertoire of beginning teachers is limited, comparedwith that of expert teachers, and master teachers will be able to draw upon theirexperience to tailor their instruction to both individual students and classrooms.

Examples of Indicators of Beginning Examples of Indicators of ExpertTeacher Competence

Uses more than oneinstructional method to meetvarious learning modalities.

Recognizes individual andcultural differences that mightrequire different instructionalstrategies, and attempts to usestrategies to address thesedifferences.

Knows important dimensionson which individuals andcultures differ which affectthe school experience (e.g.,gender, verbal and nonverbalcommunication patterns,linguistic ability, cultural andcommunity expectations aboutthe role of education), anduses strategies to fill in gapsof knowledge about students.

Teacher Competence

Develops a variety of activities anduses varied media to respond to thediversity of learners in theclassroom.

Stimulates bicultural abilities instudents from different culturalgroups so they can operate in boththeir culture and the dominantculture.

Exposes students from thedominant culture to differencesin cultural norms.

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Reflects upon and developstentative generalizations fromparticular experiences withstudents.

Identifies students who arenot responding to instruction,and modifies instruction ortries an alternative approach.


Extends the experience with andknowledge of students previouslytaught to the instruction of othertypes of students (e.g., varying ages,cultures, linguistic competence, andsocioeconomic backgrounds),identifying both commonalities anddifferences among types of studentsand limitations to thegeneralizations previously developed.

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3 7

Daman: Diagnosing and Evaluating Student Learning

Diagnosing and evaluating student learning is a set of challenging skills, which requiresfamiliarity not only with a repertoire of evaluation strategies but also with typicalstudent error patterns. Thus this set of skills is one which requires a longer period ofexperience to master, so substantial differences between the skills of beginning andexpert teachers can be expected.

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Ju

DOMAIN: DIAGNOSING AND EVALUATING STUDENT LEARNING

Subdamain. Monitoring and adjusting instruction

This construct refers to the process of obtaining and interpreting information during alesson which reflects whether or not students are succeeding in the instructionalactivities. This process depends on knowledge of the structure of a content area andknowledge of any hierarchical organization of concepts within that area. Lessons insome content areas, e.g., mathematics, often consist of sequenced instruction wheresuccess in later stages depends on successful mastery of concepts presented earlier. Forthese content areas, mastery of certain key concepts is often critical to success in thenext lesson. Other content areas, e.g., English/language arts, are not so hierarchicallyorganized, perhaps providing more latitude but less structure for beginning teachers inthe development of monitoring processes. Expert teachers, compared with beginningteachers, can be expected to monitor and adjust instruction with greater ease and moreattention to subtle cues.


Uses at least one method ofmonitoring student progressduring a lesson.

Uses at least one method ofidentifying prior studentknowledge with respect to theconcepts taught.

When reflecting on a lesson,distinguishes between timeswhen the students wereachieving learning objectivesand times when they weren't,whether because of behaviorproblems or because ofproblems in instruction(without necessarily beingable to distinguish betweenthe two as a source of theproblem).


Uses multiple methods ofmonitoring student progressduring a lesson.

Identifies students' current state ofknowledge with respect to theconcepts or skills to be taught, usingstudent misconceptions to adaptinstruction.

Uses a repertoire of strategiesto identify sources of lowstudent performance whichdifferentiate between misun-derstanding of instructions,inability to communicateknowledge (e.g., through lackof writing skills or facility inEnglish), and lack of knowl-edge.

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Identifies major potentialareas of concern inimplementing a lesson (e.g.,student behavior, instructionaldesign, clarity of directions,materials), and in reflectingon a lesson that went poorly,considers each as a potentialsource of problems.

Recognizes student problemsthat are beyond the beginningteacher's current capacity tosolve, which require advicefrom and/or referral to aresource specialist.


Monitors student progress andadjusts instruction appropriately,both for individuals and for the classas a whole.

Identifies problems in studentlearning whose solution can benefitfrom referrals to resource specialists.

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Subdomidn: Using a repertoire of evaluation strategies

A repertoire of evaluation strategies consists of a variety of methods to obtain andinterpret information about the initial and changing attainments of each student. Thisskill includes knowledge of the limitations of information obtained by a particularmethod, and the ability to make assessment-based instructional decisions. Like otherconstructs in this subdomain, large differences between beginning and expert teacherscan be expected. Beginning teachers will possess only a limited repertoire of strategies,and will generally lack the experience with common student errors necessary to choose',-te most effective and efficient evaluation strategies.


L.Nemonstrates more than onen. )thod or strategy to assessr ,cadent understanding,including informal methodssuch as journals or anecdotalrecords.

o Designs and selectsassessment instrumentsappropriate to the learningoutcomes being measured, atan elementary level ofcompetence.


Demonstrates more than onemethod or strategy to assessthe understanding of ESLstudents whose competencemay not be accurately reflectedon traditional assessmentinstruments.

Possesses a repertoire ofevaluation strategies andknows the limitations of thevalidity of inferences drawnfrom each strategy.

Uses evaluation results toinform the choice ofappropriate methods ofremediation and enrichment.

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Subdomain: Communicating student proms.

An important skill in evaluating student progress is the ability to accurately communicatethat progress to the student, parents, and other teachers.


Uses and is able to articulatea reasonable strategy forcommunicating progress tostudents, parents, and othersworking with the students.


Effectively communicates studentprogress to the students, theirparents, and others working -iiththe students

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Domain: Participating in or Creating a Learning Community

The difficulty in acquiring this set of skills is affected by the degree of collegial structuresand community interface already in place in the school, district, and community where ateacher works. Beginning teachers with opportunities to participate in well-structuredactivities and networks are more likely to develop these skills than beginning teachersworking at sites where collegiality is difficult.

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DOMAIN: PARTICIPATING IN OR CREATING A LEARNING COMMUNITY

Subdomain: Working with others both in and outside the school

This construct recognizes that teachers can significantly enhance their effectiveness whenthey do not work in isolation, but cooperate with and draw upon the knowledge andskills of others, both within and outside the school. Beginning teachers are rarely able todraw upon established relationships, and usually are inexperienced at utilizing parents,educational specialists, and community experts as resources for instruction. Therefore,competence for beginning teachers in this area takes the form of identifying potentialresources and understanding when they might be useful. District resources will typicallybe most readily available to beginning teachers. Beginning teachers may require moretime to become familiar with potential assistance to be contributed by parents and thegreater community.


Recognizes when to go tooutside personnel for helpwith an individual student.

Links up with other teachersto form a resource networkfor mutual assistance andproblem solving. For someteachers, this will meanintegrating into existingactivities at the school. Forothers, this will mean creatinga personal network andpossibly creating schoolactivities or projects.

Understands the structureand organization of the schoolsystem, to identify availableresources and appropriateprocedures for seekingassistance and foraccomplishing goals.


Knows how information aboutspecific children is provided toand solicited from resource andcommunity specialists.

Works with other teachers at theschool to create a structuredlearning environment that respondsto the needs of the particularstudents who attend the school.

Collaborates with school, district,county, regional, and state resourceteachers to share information andideas to more effectively instructstudents.

Knows what others have doneand are doing in previousclasses and concurrent classes.

Utilizes parents and families asa resource for students.

Utilizes community resources toenrich the learning environment.

404,

DOMAIN: PARTICIPATING IN on CREATING A LEARNING COMMUNITY

Subdorasin: Participating in professional development activities

Teaching is a complex activity, where even master teachers cannot always accuratelyanticipate the effects of their actions. However, tremendous progress in understandingteaching has been made in recent years, so that a teacher's accuracy can be significantlyimproved by thoughtful reflection on research and the experience of others. In addition,participation in professional development activities helps a teacher stay current withcurricular changes and reforms.


Articulatas goals for continuedlearning.


Keeps abreast of importantdevelopments in understanding ofthe age group, subject-matterspecialty and/or grade level.

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BIBLIOGRAPHY

Barnes, Carol P. (n.d.) Tbs profile of the beginning teacher. Report of the CSUCommittee to Study the Teacher Preparation Curriculum, the California State Universi-ty.

Borko, Hilda and Carol Livingston (1989). Cognition and improvisation: Differences inmathematics instruction by expert and novice teachers. American Educational ResearchJournal 26: 473-498. (No. 4; Winter).

Commission on Teacher Credentialing (1991). Draft standards of program quality andeffectiveness, factors to consider and preconditions in the evaluation of professionalteacher preparation programs for multiple subject credentials with an emphasis in earlychildhood education.

Commission on Teacher Credentialing (1990). Standards of program quality andeffectiveness, faators to consider and preconditions in the evaluation of professionalteacher preparation programs for multiple and single subject credentials.

Commission on Teacher Credentialing (1990). Standards of program quality andeffectiveness, factors to conceder and preconditions in the evaluation of professionalteacher preparation programs for multiple and single subject credentials with a bilingualcrosscultural emphasis.

Commission on Teacher Credentialing (1989). Standards of program quality andeffectiveness, factors to consider and preconditions in the evaluation of professionalteacher preparation programs for multiple and single subject credentials with anemphasis on middle level preparation.

Connecticut State Department of Education (1989). The Connecticut competencyinstrument.

Die; Mary and Peter Murrell (1991). Assessing abilities of expert teaching practice indiverse classrooms. A paper presented at the annual meeting of the American Educa-tional Research Association, Boston, MA.

Education Department, Alvemo College (n.d.) Model of the development of teacherabilities. (The first "map" only appears in Diez, Mary (1988/1990). A thrust from within:Reconceptualixing teacher education at Alverno College. Peabody Journal of Education.Volume 65, No. 2.

Feiman-Nemser, Sharon, and Margaret Buchmann (1989). Describing teacher education:A framework and illustrative findings from a longitudinal study of six students. TheMomentary School Journal 89: 365-377 (No. 3, January)

Grossman, Pam, Suzanne Wilson, and Lee Shulman (1989). Teachers of substance:Subject matter knowledge for teaching in Reynolds, Maynard C. (ed.), Knowledge basefor the beginning teacher, pp. 23-36. New York: Pergamon Press.

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Hill, Flo, Amelia Lee, and Glenda Lofton (1991). Assessing the relationship betweenreflective practice, content knowledge, and teaching effectiveness of student teachers.AERA paper, Chicago IL (April).

McDiarmid, G. Williamson, Deborah Ball, and Charles Anderson (1989) Why stayingone chapter ahead doesn't really work: Subject-specific pedagogy in Reynolds,Maynard C. (ed.), Knowledge base for the beginning teacher, pp. 193-206. New York:Pergamon Press.

McDiarmid, G. Williamson and Suzanne Wilson (1991). An exploration of the subjectmatter knowledge of alternate route teachers: Can we assume they know their subject?Journal of Teacher Education 42: 93-103, No.2 (March-April).

National Board for Professional Teaching Standards. (1989). Toward High and RigorousStandards for the Teaching Profession. Detroit: National Board for ProfessionalTeaching Standards.

National Council of Teachers of Mathematics. (March, 1991). Professional standards forteaching mathematics. Reston, VA: NCTM.

Reynolds, Maynard C. (ed.) (1989). Knowledge base for the beginning teacher. NewYork: Pergamon Press.

Texas Education Agency and National Evaluation System, Inc. (1991). Preparation andregistration manual, 1990-01, Texas master teacher examination. Austin, TX: TexasEducation Agency.

Villegas, Ana Maria (1990). Culturally responsive pedagogy for the 1990's and beyond.Princeton, NJ: Educational Testing Service.

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