Texas Administrative Code › Title 19 - EDUCATION › Part 7 - STATE BOARD FOR EDUCATOR CERTIFICATION › Chapter 235 - CLASSROOM TEACHER CERTIFICATION STANDARDS › Subchapter C - MIDDLE SCHOOL CERTIFICATE STANDARDS › Section 235.41 - Pedagogy and Professional Responsibilities Standards, Grades 4-8

Current through Reg. 49, No. 28; July 12, 2024
(a) Grades 4-8 pedagogy and professional
				  responsibilities (PPR) standards. The PPR standards identified in this section
				  are targeted for classroom teachers of students in Grades 4-8. The standards
				  address the discipline that deals with the theory and practice of teaching to
				  inform skill-based training and development. The standards inform proper
				  teaching techniques, strategies, teacher actions, teacher judgements, and
				  decisions by taking into consideration theories of learning, understandings of
				  students and their needs, and the backgrounds and interests of individual
				  students. The standards are also aligned with the Commissioner's Teacher
				  Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules
				  Concerning Educator Standards).
(b) Instructional Planning and Delivery.
				  Grades 4-8 classroom teachers demonstrate understanding of instructional
				  planning and delivery by providing standards-based, data-driven, differentiated
				  instruction that engages students and makes learning relevant for today's
				  learners. Grades 4-8 classroom teachers must:
(1) develop lessons that build coherently
				  toward objectives based on course content, curriculum scope and sequence, and
				  expected student outcomes;
(2)
				  effectively communicate goals, expectations, and objectives to help all
				  students reach high levels of achievement;
(3) connect students' prior understanding and
				  real-world experiences to new content and contexts, maximizing learning
				  opportunities;
(4) plan
				  instruction that is developmentally appropriate, is standards driven, and
				  motivates students to learn;
(5)
				  use a range of instructional strategies, appropriate to the content area, to
				  make subject matter accessible to all students;
(6) differentiate instruction, aligning
				  methods and techniques to diverse student needs, including acceleration,
				  remediation, and implementation of individual education plans;
(7) ensure that the learning environment
				  features a high degree of student engagement by facilitating discussion and
				  student-centered activities as well as leading direct instruction;
(8) set high expectations and create
				  challenging learning experiences for students, encouraging them to apply
				  disciplinary and cross-disciplinary knowledge to real-world problems;
(9) provide opportunities for
				  students to engage in individual and collaborative critical thinking and
				  problem solving;
(10) monitor and
				  assess students' progress to ensure that their lessons meet students' needs;
(11) provide immediate feedback to
				  students in order to reinforce their learning and ensure that they understand
				  key concepts; and
(12) adjust
				  content delivery in response to student progress through the use of
				  developmentally appropriate strategies that maximize student engagement.