Educator Standards

As teachers in Texas, we are well aware of the TEKS (Texas Essential Knowledge and Skills) that outline the standards for student learning.  After years of teaching kindergarten, I found myself being able to spout off specific TEKS word for word.  I knew the verbs and context of the student expectations and could make correlations between content areas.  I ensured there was a clear connection between the standard, lesson, activity and assessment.  My students always knew what they were learning and what was expected of them.

 

Do we know what is expected of us as teachers?  Did you know there are standards for educators to follow?  According to the Texas Education Agency website, “The State Board for Educator Certification creates standards for beginning educators. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. They reflect current research on the developmental stages and needs of children from Early Childhood (EC) through Grade 12.”   These standards are Chapter 149 of the Texas Administrative Code with a stated purpose of being “performance standards to be used to inform the training, appraisal, and professional development of teachers.” This document outlines teacher expectations in the areas of:

 

Instructional Planning and Delivery

Knowledge of Students and Student Learning

Content Knowledge and Expertise

Learning Environment

Data-Driven Practice

Professional Practices and Responsibilities

 

Throughout this year, I will be writing posts detailing each of the six educator standards.  As a professional, it is my responsibility to know what is expected of me and ensure that I am doing all I can to meet these standards every day.

 

 

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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April 8, 2019

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