Hawaii Administrative Rules › Title 8 - DEPARTMENT OF EDUCATION › Subtitle 2 - EDUCATION › Part 1 - PUBLIC SCHOOL › Chapter 54 - TEACHER LICENSING STANDARDS › Subchapter 6 - EDUCATOR PREPARATION PROGRAMS › Appendix A - TEACHER PERFORMANCE STANDARDS

Current through June, 2024
INTRODUCTION
The board adopted the Interstate Teacher Assessment and
						Support Consortium (In TASC new "core teaching standards" which represent a
						major revision to the Model Standards for Beginning Teacher Assessment and
						Development No longer limited to assessment and support of new teachers, the
						new standards define standards of professional practice for all
						teachers.
There are ten individual standards organized into four
						priority areas:
The Learner & Learning (standards
						1-3)
Content (standards 4-5)
Instructional Practice (standards 6-8)
Professional Responsibility (standards 9-10)
Each standard is divided into the areas of performances,
						essential knowledge, and critical dispositions.
The core teaching standards include a focus on 21st
						century knowledge and skills; personalized learning for diverse learners; a
						collaborative professional culture; improved assessment literacy; and new
						leadership roles for teachers and administrators The core teaching standards
						describe what teachers should know and be able to do in today's learning
						context to ensure students attain these learning goals, as well as encourage
						teachers to build literacy and thinking skills across the curriculum, and help
						students address multiple perspectives in exploring ideas and solving problems
						The core teaching standards also address interdisciplinary themes and the
						teacher's ability to build on content that draws upon multiple
						disciplines.
Standard #1: Learner Development
The teacher understands how learners grow and develop,
						recognizing that patterns of learning and development vary individually within
						and across the cognitive, linguistic, social, emotional, and physical areas,
						and designs and implements developmentally appropriate and challenging learning
						experiences.
1 (a) The teacher regularly assesses individual and group
						performance in order to design and modify instruction to meet learners' needs
						in each area of development (cognitive, linguistic, social, emotional, and
						physical) and scaffolds the next level of development.
1 (b) The teacher creates developmentally appropriate
						instruction that takes into account individual learners' strengths, interests,
						and needs and that enables each learner to advance and accelerate his/her
						learning.
1 (c) The teacher collaborates with families,
						communities, colleagues, and other professionals to promote learner growth and
						development.
1 (d) The teacher understands how learning occurs--how
						learners construct knowledge, acquire skills, and develop disciplined thinking
						processes--and knows how to use instructional strategies that promote student
						learning.
1 (e) The teacher understands that each learner's
						cognitive, linguistic, social, emotional, and physical development influences
						learning and knows how to make instructional decisions that build on learners'
						strengths and needs.
1 (f) The teacher identifies readiness for learning, and
						understands how development in any one area may affect performance in
						others.
1 (g) The teacher understands the role of language and
						culture in learning and knows how to modify instruction to make language
						comprehensible and instruction relevant, accessible, and challenging.
1 (h) The teacher respects learners' differing strengths
						and needs and is committed to using this information to further each learner's
						development.
1 (i) The teacher is committed to using learners'
						strengths as a basis for growth, and their misconceptions as opportunities for
						learning.
1 (j) The teacher takes responsibility for promoting
						learners' growth and development.
1 (k) The teacher values the input and contributions of
						families, colleagues, and other professionals in understanding and supporting
						each learner's development.
Standard #2: Learning Differences
The teacher uses understanding of individual differences
						and diverse cultures and communities to ensure inclusive learning environments
						that enable each learner to meet high standards.
2 (a) The teacher designs, adapts, and delivers
						instruction to address each student's diverse learning strengths and needs and
						creates opportunities for students to demonstrate their learning in different
						ways.
2 (b) The teacher makes appropriate and timely provisions
						(e.g., pacing for individual rates of growth, task demands, communication,
						assessment, and response modes) for individual students with particular
						learning differences or needs.
2 (c) The teacher designs instruction to build on
						learners' prior knowledge and experiences, allowing learners to accelerate as
						they demonstrate their understandings.
2 (d) The teacher brings multiple perspectives to the
						discussion of content, including attention to learners' personal, family, and
						community experiences and cultural norms,
including Native Hawaiian
						history and culture.
2 (e) The teacher incorporates tools of language
						development into planning and instruction, including strategies for making
						content accessible to English language learners and for evaluating and
						supporting their development of English proficiency.
2 (f) The teacher accesses resources, supports, and
						specialized assistance and services to meet particular learning differences or
						needs.
2 (g) The teacher understands and identifies differences
						in approaches to learning and performance and knows how to design instruction
						that uses each learner's strengths to promote growth.
2 (h) The teacher understands students with exceptional
						needs, including those associated with disabilities and giftedness, and knows
						how to use strategies and resources to address these needs.
2 (i) The teacher knows about second language acquisition
						processes and knows how to incorporate instructional strategies and resources
						to support language acquisition.
2 (j) The teacher understands that learners bring assets
						for learning based on their individual experiences, abilities, talents, prior
						learning, and peer and social group interactions, as well as language, culture,
						family, and community values.
2 (k) The teacher knows how to access information about
						the values of diverse cultures and communities and how to incorporate learners'
						experiences, cultures, and community resources into instruction.
2 (l) The teacher believes that all learners can achieve
						at high levels and persists in helping each learner reach his/her full
						potential.
2 (m) The teacher respects learners as individuals with
						differing personal and family backgrounds and various skills, abilities,
						perspectives, talents, and interests.
2 (n) The teacher makes learners feel valued and helps
						them learn to value each other.
2 (o) The teacher values diverse languages and dialects
						and seeks to integrate them into his/her instructional practice to engage
						students in learning.
Standard #3: Learning Environments
The teacher works with others to create environments that
						support individual and collaborative learning, and that encourage positive
						social interaction, active engagement in learning, and self motivation.
3 (a) The teacher collaborates with learners, families,
						and colleagues to build a safe, positive learning climate of openness, mutual
						respect, support, and inquiry.
3 (b) The teacher develops learning experiences that
						engage learners in collaborative and self-directed learning and that extend
						learner interaction with ideas and people locally and globally.
3 (c) The teacher collaborates with learners and
						colleagues to develop shared values and expectations for respectful
						interactions, rigorous academic discussions, and individual and group
						responsibility for quality work.
3 (d) The teacher manages the learning environment to
						actively and equitably engage learners by organizing, allocating, and
						coordinating the resources of time, space, and learners' attention.
3 (e) The teacher uses a variety of methods to engage
						learners in evaluating the learning environment and collaborates with learners
						to make appropriate adjustments.
3 (f) The teacher communicates verbally and nonverbally
						in ways that demonstrate respect for and responsiveness to the cultural
						backgrounds and differing perspectives learners bring to the learning
						environment.
3 (g) The teacher promotes responsible learner use of
						interactive technologies to extend the possibilities for learning locally and
						globally.
3 (h) The teacher intentionally builds learner capacity
						to collaborate in face-to-face and virtual environments through applying
						effective interpersonal communication skills.
3 (i) The teacher understands the relationship between
						motivation and engagement and knows how to design learning experiences using
						strategies that build learner self-direction and ownership of learning.
3 (j) The teacher knows how to help learners work
						productively and cooperatively with each other to achieve learning
						goals.
3 (k) The teacher knows how to collaborate with learners
						to establish and monitor elements of a safe and productive learning environment
						including norms, expectations, routines, and organizational structures.
3 (l) The teacher understands how learner diversity can
						affect communication and knows how to communicate effectively in differing
						environments.
3 (m) The teacher knows how to use technologies and how
						to guide learners to apply them in appropriate, safe, and effective
						ways.
3 (n) The teacher is committed to working with learners,
						colleagues, families, and communities to establish positive and supportive
						learning environments.
3 (o) The teacher values the role of learners in
						promoting each other's learning and recognizes the importance of peer
						relationships in establishing a climate of learning.
3 (p) The teacher is committed to supporting learners as
						they participate in decision making, engage in exploration and invention, work
						collaboratively and independently, and engage in purposeful learning.
3 (q) The teacher seeks to foster respectful
						communication among all members of the learning community.
3 (r) The teacher is a thoughtful and responsive listener
						and observer.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of
						inquiry, and structures of the discipline (s) he or she teaches and creates
						learning experiences that make these aspects of the discipline accessible and
						meaningful for learners to assure mastery of the content.
4 (a) The teacher effectively uses multiple
						representations and explanations that capture key ideas in the discipline,
						guide learners through learning progressions, and promote each learner's
						achievement of content standards.
4 (b) The teacher engages students in learning
						experiences in the discipline(s) that encourage learners to understand,
						question, and analyze ideas from diverse perspectives so that they master the
						content.
4 (c) The teacher engages learners in applying methods of
						inquiry and standards of evidence used in the discipline.
4 (d) The teacher stimulates learner reflection on prior
						content knowledge, links new concepts to familiar concepts, and makes
						connections to learners' experiences.
4 (e) The teacher recognizes learner misconceptions in a
						discipline that interfere with learning, and creates experiences to build
						accurate conceptual understanding.
4 (f) The teacher evaluates and modifies instructional
						resources and curriculum materials for their comprehensiveness, accuracy for
						representing particular concepts in the discipline, and appropriateness for
						his/ her learners.
4 (g) The teacher uses supplementary resources and
						technologies effectively to ensure accessibility and relevance for all
						learners.
4 (h) The teacher creates opportunities for students to
						learn, practice, and master academic language in their content.
4 (i) The teacher accesses school and/or district-based
						resources to evaluate the learner's content knowledge in their primary
						language.
4 (j) The teacher understands major concepts,
						assumptions, debates, processes of inquiry, and ways of knowing that are
						central to the discipline(s) she teaches.
4 (k) The teacher understands common misconceptions in
						learning the discipline and how to guide learners to accurate conceptual
						understanding.
4 (l) The teacher knows and uses the academic language of
						the discipline and knows how to make it accessible to learners.
4 (m) The teacher knows how to integrate culturally
						relevant content to build on learners' background knowledge.
4 (n) The teacher has a deep knowledge of student content
						standards and learning progressions in the discipline(s) s/he teaches.
4 (o) The teacher realizes that content knowledge is not
						a fixed body of facts but is complex, culturally situated, and ever evolving.
						She keeps abreast of new ideas and understandings in the field.
4 (p) The teacher appreciates multiple perspectives
						within the discipline and facilitates learners' critical analysis of these
						perspectives.
4 (q) The teacher recognizes the potential of bias in
						his/her representation of the discipline and seeks to appropriately address
						problems of bias.
4 (r) The teacher is committed to work toward each
						learner's mastery of disciplinary content and skills.
Standard #5: Application of Content
The teacher understands how to connect concepts and use
						differing perspectives to engage learners in critical thinking, creativity, and
						collaborative problem solving related to authentic local and global
						issues.
5 (a) The teacher develops and implements projects that
						guide learners in analyzing the complexities of an issue or question using
						perspectives from varied disciplines and cross-disciplinary skills (e.g., a
						water quality study that draws upon biology and chemistry to look at factual
						information and social studies to examine policy implications).
5 (b) The teacher engages learners in applying content
						knowledge to real world problems through the lens of interdisciplinary themes
						(e.g., financial literacy, environmental literacy).
5 (c) The teacher facilitates learners' use of current
						tools and resources to maximize content learning in varied contexts.
5 (d) The teacher engages learners in questioning and
						challenging assumptions and approaches in order to foster innovation and
						problem solving in local and global contexts.
5 (e) The teacher develops learners' communication skills
						in disciplinary and interdisciplinary contexts by creating meaningful
						opportunities to employ a variety of forms of communication that address varied
						audiences and purposes.
5 (f) The teacher engages learners in generating and
						evaluating new ideas and novel approaches, seeking inventive solutions to
						problems, and developing original work.
5 (g) The teacher facilitates learners' ability to
						develop diverse social and cultural perspectives that expand their
						understanding of local and global issues and create novel approaches to solving
						problems.
5 (h) The teacher develops and implements supports for
						learner literacy development across content areas.
5 (i) The teacher understands the ways of knowing in
						his/her discipline, how it relates to other disciplinary approaches to inquiry,
						and the strengths and limitations of each approach in addressing problems,
						issues, and concerns.
5 (j) The teacher understands how current
						interdisciplinary themes (e.g., civic literacy, health literacy, global
						awareness) connect to the core subjects and knows how to weave those themes
						into meaningful learning experiences.
5 (k) The teacher understands the demands of accessing
						and managing information as well as how to evaluate issues of ethics and
						quality related to information and its use.
5 (l) The teacher understands how to use digital and
						interactive technologies for efficiently and effectively achieving specific
						learning goals.
5 (m) The teacher understands critical thinking processes
						and knows how to help learners develop high level questioning skills to promote
						their independent learning.
5 (n) The teacher understands communication modes and
						skills as vehicles for learning (e.g., information gathering and processing)
						across disciplines as well as vehicles for expressing learning.
5 (o) The teacher understands creative thinking processes
						and how to engage learners in producing original work.
5 (p) The teacher knows where and how to access resources
						to build global awareness and understanding, and how to integrate them into the
						curriculum.
5 (q) The teacher is constantly exploring how to use
						disciplinary knowledge as a lens to address local and global issues.
5 (r) The teacher values knowledge outside his/her own
						content area and how such knowledge enhances student learning.
5 (s) The teacher values flexible learning environments
						that encourage learner exploration, discovery, and expression across content
						areas.
Standard #6: Assessment
The teacher understands and uses multiple methods of
						assessment to engage learners in their own growth, to monitor learner progress,
						and to guide the teacher's and learner's decision making.
6 (a) The teacher balances the use of formative and
						summative assessment as appropriate to support, verify, and document
						learning.
6 (b) The teacher designs assessments that match learning
						objectives with assessment methods and minimizes sources of bias that can
						distort assessment results.
6 (c) The teacher works independently and collaboratively
						to examine test and other performance data to understand each learner's
						progress and to guide planning.
6 (d) The teacher engages learners in understanding and
						identifying quality work and provides them with effective descriptive feedback
						to guide their progress toward that work.
6 (e) The teacher engages learners in multiple ways of
						demonstrating knowledge and skill as part of the assessment process.
6 (f) The teacher models and structures processes that
						guide learners in examining their own thinking and learning as well as the
						performance of others.
6 (g) The teacher effectively uses multiple and
						appropriate types of assessment data to identify each student's learning needs
						and to develop differentiated learning experiences.
6 (h) The teacher prepares all learners for the demands
						of particular assessment formats and makes appropriate accommodations in
						assessments or testing conditions, especially for learners with disabilities
						and language learning needs.
6 (i) The teacher continually seeks appropriate ways to
						employ technology to support assessment practice both to engage learners more
						fully and to assess and address learner needs.
6 (j) The teacher understands the differences between
						formative and summative applications of assessment and knows how and when to
						use each.
6 (k) The teacher understands the range of types and
						multiple purposes of assessment and how to design, adapt, or select appropriate
						assessments to address specific learning goals and individual differences, and
						to minimize sources of bias.
6 (l) The teacher knows how to analyze assessment data to
						understand patterns and gaps in learning, to guide planning and instruction,
						and to provide meaningful feedback to all learners.
6 (m) The teacher knows when and how to engage learners
						in analyzing their own assessment results and in helping to set goals for their
						own learning.
6 (n) The teacher understands the positive impact of
						effective descriptive feedback for learners and knows a variety of strategies
						for communicating this feedback.
6 (o) The teacher knows when and how to evaluate and
						report learner progress against standards.
6 (p) The teacher understands how to prepare learners for
						assessments and how to make accommodations in assessments and testing
						conditions, especially for learners with disabilities and language learning
						needs.
6 (q) The teacher is committed to engaging learners
						actively in assessment processes and to developing each learner's capacity to
						review and communicate about their own progress and learning.
6 (r) The teacher takes responsibility for aligning
						instruction and assessment with learning goals.
6 (s) The teacher is committed to providing timely and
						effective descriptive feedback to learners on their progress.
6 (t) The teacher is committed to using multiple types of
						assessment processes to support, verify, and document learning.
6 (u) The teacher is committed to making accommodations
						in assessments and testing conditions, especially for learners with
						disabilities and language learning needs.
6 (v) The teacher is committed to the ethical use of
						various assessments and assessment data to identify learner strengths and needs
						to promote learner growth.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student
						in meeting rigorous learning goals by drawing upon knowledge of content areas,
						curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
						learners and the community context.
7 (a) The teacher individually and collaboratively
						selects and creates learning experiences that are appropriate for curriculum
						goals and content standards, and are relevant to learners.
7 (b) The teacher plans how to achieve each student's
						learning goals, choosing appropriate strategies and accommodations, resources,
						and materials to differentiate instruction for individuals and groups of
						learners.
7 (c) The teacher develops appropriate sequencing of
						learning experiences and provides multiple ways to demonstrate knowledge and
						skill.
7 (d) The teacher plans for instruction based on
						formative and summative assessment data, prior learner knowledge, and learner
						interest.
7 (e) The teacher plans collaboratively with
						professionals who have specialized expertise (e.g., special educators, related
						service providers, language learning specialists, librarians, media
						specialists) to design and jointly deliver as appropriate learning experiences
						to meet unique learning needs.
7 (f) The teacher evaluates plans in relation to short-
						and long-range goals and systematically adjusts plans to meet each student's
						learning needs and enhance learning.
7 (g) The teacher understands content and content
						standards and how these are organized in the curriculum.
7 (h) The teacher understands how integrating
						cross-disciplinary skills in instruction engages learners purposefully in
						applying content knowledge.
7 (i) The teacher understands learning theory, human
						development, cultural diversity, and individual differences and how these
						impact ongoing planning.
7 (j) The teacher understands the strengths and needs of
						individual learners and how to plan instruction that is responsive to these
						strengths and needs.
7 (k) The teacher knows a range of evidence-based
						instructional strategies, resources, and technological tools and how to use
						them effectively to plan instruction that meets diverse learning needs.
7 (l) The teacher knows when and how to adjust plans
						based on assessment information and learner responses.
7 (m) The teacher knows when and how to access resources
						and collaborate with others to support student learning (e.g., special
						educators, related service providers, language learner specialists, librarians,
						media specialists, community organizations).
7 (n) The teacher respects learners' diverse strengths
						and needs and is committed to using this information to plan effective
						instruction.
7 (o) The teacher values planning as a collegial activity
						that takes into consideration the input of learners, colleagues, families, and
						the larger community.
7 (p) The teacher takes professional responsibility to
						use short- and long-term planning as a means of assuring student
						learning.
7 (q) The teacher believes that plans must always be open
						to adjustment and revision based on learner needs and changing
						circumstances.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of
						instructional strategies to encourage learners to develop deep understanding of
						content areas and their connections, and to build skills to apply knowledge in
						meaningful ways.
8 (a) The teacher uses appropriate strategies and
						resources to adapt instruction to the needs of individuals and groups of
						learners.
8 (b) The teacher continuously monitors student learning,
						engages learners in assessing their progress, and adjusts instruction in
						response to student learning needs.
8 (c) The teacher collaborates with learners to design
						and implement relevant learning experiences, identify their strengths, and
						access family and community resources to develop their areas of interest.
8 (d) The teacher varies his/her role in the
						instructional process (e.g., instructor, facilitator, coach, audience) in
						relation to the content and purposes of instruction and the needs of learners.
8 (e) The teacher provides multiple models and
						representations of concepts and skills with opportunities for learners to
						demonstrate their knowledge through a variety of products and
						performances.
8 (f) The teacher engages all learners in developing
						higher order questioning skills and metacognitive processes.
8 (g) The teacher engages learners in using a range of
						learning skills and technology tools to access, interpret, evaluate, and apply
						information.
8 (h) The teacher uses a variety of instructional
						strategies to support and expand learners' communication through speaking,
						listening, reading, writing, and other modes.
8 (i) The teacher asks questions to stimulate discussion
						that serves different purposes (e.g., probing for learner understanding,
						helping learners articulate their ideas and thinking processes, stimulating
						curiosity, and helping learners to question) .
8 (j) The teacher understands the cognitive processes
						associated with various kinds of learning (e.g., critical and creative
						thinking, problem framing and problem solving, invention, memorization and
						recall) and how these processes can be stimulated.
8 (k) The teacher knows how to apply a range of
						developmentally, culturally, and linguistically appropriate instructional
						strategies to achieve learning goals.
8 (l) The teacher knows when and how to use appropriate
						strategies to differentiate instruction and engage all learners in complex
						thinking and meaningful tasks.
8 (m) The teacher understands how multiple forms of
						communication (oral, written, nonverbal, digital, visual) convey ideas, foster
						self expression, and build relationships.
8 (n) The teacher knows how to use a wide variety of
						resources, including human and technological, to engage students in
						learning.
8 (o) The teacher understands how content and skill
						development can be supported by media and technology and knows how to evaluate
						these resources for quality, accuracy, and effectiveness.
8 (p) The teacher is committed to deepening awareness and
						understanding the strengths and needs of diverse learners when planning and
						adjusting instruction.
8 (q) The teacher values the variety of ways people
						communicate and encourages learners to develop and use multiple forms of
						communication.
8 (r) The teacher is committed to exploring how the use
						of new and emerging technologies can support and promote student
						learning.
8 (s) The teacher values flexibility and reciprocity in
						the teaching process as necessary for adapting instruction to learner
						responses, ideas, and needs.
Standard #9: Professional Learning and Ethical
						Practice
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), and adapts practice to meet the needs of
						each learner.
9 (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.
9 (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.
9 (c) Independently and in collaboration with colleagues,
						the teacher uses a variety of data (e.g., systematic observation, information
						about learners, research) to evaluate the outcomes of teaching and learning and
						to adapt planning and practice.
9 (d) The teacher actively seeks professional, community,
						and technological resources, within and outside the school, as supports for
						analysis, reflection, and problem-solving.
9 (e) The teacher reflects on his/her personal biases and
						accesses resources to deepen his/her own understanding of cultural, ethnic,
						gender, and learning differences to build stronger relationships and create
						more relevant learning experiences.
9 (f) The teacher advocates, models, and teaches safe,
						legal, and ethical use of information and technology including appropriate
						documentation of sources and respect for others in the use of social
						media.
9 (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 adaptations/adjustments.
9 (h) The teacher knows how to use learner data to
						analyze practice and differentiate instruction accordingly.
9 (i) The teacher understands how personal identity,
						worldview, and prior experience affect perceptions and expectations, and
						recognizes how they may bias behaviors and interactions with others.
9 (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).
9 (k) The teacher knows how to build and 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
						learner performance, and school- and system-wide priorities.
9 (l) The teacher takes responsibility for student
						learning and uses ongoing analysis and reflection to improve planning and
						practice.
9 (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.
9(n) The teacher sees him/herself as a learner,
						continuously seeking opportunities to draw upon current education policy and
						research as sources of analysis and reflection to improve practice.
9 (o) The teacher understands the expectations of the
						profession including codes of ethics, professional standards of practice, and
						relevant law and policy.
Standard #10: Leadership and
						Collaboration
The teacher seeks appropriate leadership roles and
						opportunities to take responsibility for student learning, to collaborate with
						learners, families, colleagues, other school professionals, and community
						members to ensure learner growth, and to advance the profession.
10 (a) The teacher takes an active role on the
						instructional team, giving and receiving feedback on practice, examining
						learner work, analyzing data from multiple sources, and sharing responsibility
						for decision making and accountability for each student's learning.
10 (b) The teacher works with other school professionals
						to plan and jointly facilitate learning on how to meet diverse needs of
						learners.
10 (c) The teacher engages collaboratively in the
						school-wide effort to build a shared vision and supportive culture, identify
						common goals, and monitor and evaluate progress toward those goals.
10 (d) The teacher works collaboratively with learners
						and their families to establish mutual expectations and ongoing communication
						to support learner development and achievement.
10 (e) Working with school colleagues, the teacher builds
						ongoing connections with community resources to enhance student learning and
						well being.
10 (f) The teacher engages in professional learning,
						contributes to the knowledge and skill of others, and works collaboratively to
						advance professional practice.
10 (g) The teacher uses technological tools and a variety
						of communication strategies to build local and global learning communities that
						engage learners, families, and colleagues.
10 (h) The teacher uses and generates meaningful research
						on education issues and policies.
10 (i) The teacher seeks appropriate opportunities to
						model effective practice for colleagues, to lead professional learning
						activities, and to serve in other leadership roles.
10 (j) The teacher advocates meeting the needs of
						learners, to strengthen the learning environment, and to enact system
						change.
10 (k) The teacher takes on leadership roles at the
						school, district, state, and/or national level and advocates for learners, the
						school, the community, and the profession.
10 (l) The teacher understands schools as organizations
						within a historical, cultural, political, and social context and knows how to
						work with others across the system to support learners.
10 (m) The teacher understands that alignment of family,
						school, and community spheres of influence enhances student learning and that
						discontinuity in these spheres of influence interferes with learning.
10 (n) The teacher knows how to work with other adults
						and has developed skills in collaborative interaction appropriate for both
						face-to-face and virtual contexts.
10 (o) The teacher knows how to contribute to a common
						culture that supports high expectations for student learning.
10 (p) The teacher actively shares responsibility for
						shaping and supporting the mission of his/her school as one of advocacy for
						learners and accountability for their success.
10 (q) The teacher respects families' beliefs, norms, and
						expectations and seeks to work collaboratively with learners and families in
						setting and meeting challenging goals.
10 (r) The teacher takes initiative to grow and develop
						with colleagues through interactions that enhance practice and support student
						learning.
10 (s) The teacher takes responsibility for contributing
						to and advancing the profession.
10 (t) The teacher embraces the challenge of continuous
						improvement and change.