West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-129 - Professional Education Performance Objectives For Teaching Areas (5120.01) › Section 126-129-2 - Additional

Current through Register Vol. XLI, No. 28, July 12, 2024
2.1. Copy of
				Professional Education Performance Objectives for Teaching Areas attached..
				Copies may be obtained in the office of the Secretary of State and in the West
				Virginia Department of Education, Bureau of General, Special, and Professional
				Education.
2.2. Summary of the
				major performance areas are listed below.
SUMMARY OF PROFESSIONAL EDUCATION PERFORMANCE OBJECTIVES FOR
				  TEACHING AREAS
The professional education performance objectives which
				  institutions must incorporate into preparation programs for instructional
				  personnel are clustered into four major areas: pre-teaching, teaching,
				  post-teaching, and other professional activities. Each of these broad areas is
				  further defined into competencies which should be demonstrated by the
				  prospective teacher.
School Personnel
Certification Licensure Standards
Job Related Professional Education
Performance Objectives
PROFESSIONAL EDUCATION PERFORMANCE OBJECTIVES FOR TEACHING
				  AREAS
Introduction
All the following professional education performance
				  objectives for teaching areas. were verified as job-related for ail three
				  programmatic levels, i.e., early childhood (grades K-4), middle childhood
				  (grades 5-8), and adolescent education (grades 9-12). These objectives must be
				  demonstrated within each content specialization and each programmatic level for
				  which certification is being sought.
Descriptors are also provided for each performance objective.
				  Their purpose is to. help clarify the intent of the objective; hence, the
				  descriptors are not required.
1.0
				PRETEACHING
1.1 Incorporate learning goals
				into instructional plans.
Descriptors
- identify learning goals.
- Develop syllabus.
- Develop course outlines.
1.2 Incorporate intended learning outcomes
				and learning objectives into instructional plans.
Descriptors
- Specify learner outcome
- Write learning objectives.
- Identify acceptable indicators of achievement.
- Releate outcomes and abjectives to instructional
				  plans.
1.3 Incorporate
				student characteristics into instructional plans for purposes of Instructional
				design.
Descriptors
- Specify student characteristics: achievement level,
				  learning style, developental level, prior knowledge and experiences, cultural
				  background, exceptionality.
1.4 Incorporate teacher characteristics into
				instructional plans.
- Specify relevant teacher characteristics (e.g., teaching
				  style, background).
- Relate teacher characteristics to instructional
				  plans.
- integrate subject area content with instructional plans
				  (prior content taught, planned future content).
1.5 Apply a personal framework for teaching
				in developing an instructional plan.
Descriptors
- State personal teaching philosophy and theory.
- Apply a personal philosoply in developing instructional
				  plans.
- Adapt plan to fit within the context of policies, lawa,
				  ethics, and regulations.
- Utilize research on teaching and learning in the
				  development of instructonal plans.
- Relate school procedures and school social, political, and
				  enviornment factors to instructional plans.
1.6 Plan instructional strategies that are
				consistent with intended learning outcomes and learning objectives.
Descriptors
- Identify instructional strategies (e.g., role-playing,
				  lecture, discussion).
- Relate instructionai strategies to stated
				  outcomes.
1.7 Select,
				develop, or modify instructional materials to meet Intended learning outcomes
				and learning objectives.
Descriptors
- Select materials for a specific instructional
				  program
- Construct games.
- Revise/adapt prepared materials.
- Select appropriate media.
- Relate materials to stated outcomes.
1.8 Determine appropriate classroom
				procedures and organizational strategies to support the instructional
				environment.
Descriptors
- Establish classroom procedures, (e.g., rules, time
				  schedule).
- implement organizational strategies (e.g., use of space",
				  grouping patterns for planned activities).
- Relate procedures and strategies to the instructional
				  environment.
1.9 Incorporate
				information from various sources (e.g., school records; students, parents,
				teachers, other school personnel) in planning for instruction".""
Descriptors
- Discuss instructional plans with teachers and other school
				  personnel.
Plan cooperatively with students/parents to set educational
				  goals.
- Integrate information into instructional
				  plans.
1.10 Select
				assessment or evaluation strategies to measure learning outcomes, objectives,
				and instructional effectiveness.
Descriptors
Select or develop tests and student assignments. Specify
				  assessment/evaluation strategies. Choose appropriate assessment strategies for
				  various purposes (e.g., screening, achievement, placement, program planning).