NJ Professional Standards for Teachers - Here is a conversion for .doc

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					       New Jersey


     Standards for

                       Fall 2004

standard one
Subject Matter Knowledge
Standards (CCCS), and design developmentally appropriate learning experiences
making the subject matter accessible and meaningful to all students.
Teachers know and understand:
1.1 In-depth the subject matter they plan to teach and the relationship of that discipline
     to other content areas;
1.2 The evolving nature of the discipline or subject matter knowledge and the need for
    keeping abreast of new ideas and understanding of the discipline;
1.3 That literacy skills and processes are applicable in all content areas and help
    speaking and viewing; and
1.4 Concepts inherent in numeracy to enable students to represent physical events,
    work with data, reason, communicate mathematically, and make connections within
    their respective content areas in order to solve problems.
Teachers value and are committed to:
1.5 Appreciating multiple perspectives and conveying to learners how knowledge is
    developed from the vantage point of the knower; and
1.6 Enthusiasm for the discipline(s) they teach and in making connections to every day
Teachers engage in activities to:
1.7 Promote the development of critical and creative thinking, problem-solving and
    decision-making skills by engaging students in formulating and testing hypotheses
    according to the methods of inquiry and standards of evidence within the discipline;
1.8 Make effective use of multiple representations and explanations of disciplinary
    concepts that capture key ideas and link them to students’ prior understanding; and
1.9 Evaluate teaching resources and curriculum materials for their completeness,
    accuracy and usefulness for representing particular ideas and concepts.
standard two
Human Growth and Development
intellectual, social, emotional and physical development.
Teachers know and understand:
2.1How students construct knowledge, acquire skills and develop habits of mind and
    how to use instructional strategies that promote student learning;
2.2 How student learning is influenced by individual experiences, talents and prior
    learning, as well as language, culture, family, and community values; and
2.3 How to identify and teach to the developmental abilities of students, which may
    emotional differences, special physical or emotional challenges and gifted and
    talented exceptionalities.
Teachers value and are committed to:
2.4 The educability of all children and adolescents;
2.5 The belief that all children and adolescents bring talents and strengths to learning;
2.6 Appreciation for multiple ways of knowing;
2.7 The diverse talents of all students and to helping them develop self-confidence and
    subject matter competence; and
2.8 The belief that all children and adolescents can learn at high levels and achieve
Teachers apply:
2.9 Learning theory to accommodate differences in student intelligence, perception,
     cognitive style, and achievement levels
standard three
Diverse Learners
Teachers shall understand the practice of culturally responsive teaching.
Teachers know and understand:
3.1How a person’s world view is profoundly shaped by his or her life experiences, as
    orientation, age and special needs;
3.2 The supports for and barriers to culturally responsive teaching in school
3.3 The process of second language acquisition and strategies to support the learning of
    students whose first language is not English; and
3.4 The negative impact of bias, prejudice, and discrimination on students and society.
Teachers value and are committed to:
3.5 Respect for individual and cultural differences, and appreciation of the basic worth of
    each individual and cultural group; and
3.6 The diversity of learning that takes place in the classroom, respect for the talents and
    perspectives of each student and sensitivity to community and cultural norms.
Teachers engage in activities to:
3.7 Create a learning community in which individual differences are respected;
3.8 Learn about the diverse students they teach, and the students’ families and
3.9 Use strategies to support the learning of students whose first language is not
    English; and
3.10 Use knowledge of students and their lives to design and carry out instruction that
    builds on students’ strengths while meeting their needs and taking into account
    issues of social class, gender, race, ethnicity, language, sexual orientation, age and
    special needs.
standard four
Instructional Planning and Strategies
Teachers know and understand:
4.1How to plan instruction based on students’ needs, developmental progress and prior
4.2 Available and appropriate resources and materials for instructional planning;
4.3 Techniques for modifying instructional methods, materials and the environment to
    help all students learn; and
4.4 A variety of instructional approaches and the use of various technologies, to promote
    thinking and understanding.
Teachers value and are committed to:
4.5 The development of students’ critical thinking, independent problem-solving and
    performance capabilities.
Teachers engage in activities to:
4.6 Identify and design instruction appropriate to students’ stage of development,
     learning styles, strengths and needs;
4.7 Plan instruction based on knowledge of classroom, school and community culture;
4.8 Evaluate teaching resources and curriculum materials for their comprehensiveness,
    accuracy and usefulness for representing particular ideas and concepts;
4.9 Identify strategies to create learning experiences that make subject matter
     meaningful for students, address a variety of learning styles, encourage students to
     pursue their own interests and inquiries and help students connect their learning to
     personal goals;
4.10 Plan and develop effective lessons by organizing instructional activities and
    materials, incorporating a wide range of community and technology resources, to
    promote achievement of lesson objectives;
4.11 Use formal and informal methods of assessment, information about students,
    pedagogical knowledge, and research as sources for active reflection, evaluation
    and revision of practice; and
4.12 Create interdisciplinary learning experiences that allow students to integrate
    knowledge, skills and methods of inquiry from several subject areas.
standard five
Teachers shall understand and use multiple assessment strategies and interpret results
continuous development of students.
Teachers know and understand:
5.1 The characteristics, uses, advantages, and limitations of different types of
    assessments (for example, criterion-referenced and norm-referenced instruments,
    traditional standardized and performance-based tests, observation systems and
    assessments of student work) for evaluating how students learn, what they know
    and are able to do, and what kinds of experiences will support their further growth
    and development; and
5.2 Measurement theory and assessment-related issues, such as validity, reliability, bias
    and scoring concerns.
Teachers value and are committed to:
5.3 The belief that students’ strengths are the basis for growth and their errors are
    opportunities for learning.
Teachers engage in activities to:
5.4 Analyze student performance using multiple sources of data, and to modify future
    plans and instructional techniques that promote desired student learning outcomes;
5.5 Provide students with constructive feedback on their learning and encourage their
    use of data and self-assessment strategies to monitor their progress toward
    personal goals;
5.6 Accurately document and report assessment data and ongoing student data to
    parents and professional staff; and
5.7 Enhance their knowledge of learners and evaluate students’ progress and
    performance using a variety of formal and informal assessment techniques to
    modify teaching and learning strategies.
standard six
Learning Environment
Teachers shall understand individual and group motivation and behavior and shall create
a supportive, safe and respectful learning environment that encourages positive social
interaction, active engagement in learning and self-motivation.
Teachers know and understand:
6.1The principles and strategies of effective classroom management that promote
    positive relationships, cooperation and purposeful learning activities in the
6.2 How the classroom environment influences learning and promotes positive behavior
    for all students; and
6.3 How classroom participation supports student commitment.
Teachers value and are committed to:
6.4 The role of students in promoting each other’s learning and recognize the
    importance of peer relationships in creating a climate of learning;
6.5 Taking responsibility for establishing a positive climate in the classroom and
    participation in maintaining such a climate in the school as a whole; and
6.6 The expression and use of democratic values in the classroom.
Teachers engage in activities to:
6.7 Maintain a learning community in which students assume responsibility for
    themselves and one another, participate in decision-making and work collaboratively
    and independently;
6.8 Create a safe and secure classroom climate for all students, by practicing effective
    listening and group facilitation skills;
6.9 Create a positive classroom climate which is socially, emotionally and physically safe
6.10 Establish and maintain appropriate standards of behavior;
6.11 Use instructional time effectively; and
6.12 Prepare students for and monitor independent and group work that allows for full
    and varied participation of all individuals.
standard seven
Special Needs
Teachers shall adapt and modify instruction to accommodate the special learning needs
of all students.
Teachers know and understand:
7.1How to access information regarding applicable laws, rules, regulations and
    procedural safeguards regarding planning and implementing the individual
    education program; and
7.2 Available resources related to educational strategies to accommodate individual
    differences and to employ positive behavioral intervention techniques to students
    with special needs.
Teachers value and are committed to:
7.3 The belief that children and adolescents with special needs can learn at high levels
    and achieve success.
Teachers engage in activities to:
7.4 Apply knowledge of students’ abilities/disabilities, experiences, talents and prior
    learning, as well as language, culture, economics, family and community values to
    positively impact student learning;
7.5 Employ appropriate diagnostic measures and interpret the results to implement
    strategies that influence learning;
7.6 Participate in the design and implementation of the Individualized Education
    Program (IEP), where appropriate;
7.7 Meet the needs of all learners by using a wide range of teaching techniques to
    accommodate and modify strategies, services and resources, including technology;
7.8 Make appropriate provisions, in terms of time and circumstances, for work, task
    assigned, communication and response modes, for individual students who have
    particular learning differences or needs.
standard eight
Teachers shall use knowledge of effective verbal, nonverbal and written communication
and supportive interactions.
Teachers know and understand:
8.1 The power of communication in the teaching and learning process.
Teachers value and are committed to:
8.2 Appreciating the cultural dimension of communication, responding appropriately and
    seeking to foster culturally sensitive communication by and among all students in
    the class; and
8.3 Being a thoughtful and responsive listener.
Teachers engage in activities to:
8.4 Communicate clearly in English, using precise language and appropriate oral and
    written expressions;
8.5 Assist students individually or as a member of a group to access, evaluate,
    synthesize and use information effectively to accomplish a specific purpose;
8.6 Use effective verbal and nonverbal techniques which foster individual and collective
8.7 Model effective communication strategies and questioning techniques in conveying
    ideas and stimulating critical thinking; and
8.8 Communicate in a variety of ways that demonstrate a sensitivity to cultural, linguistic,
    gender and social differences.
standard nine
Collaboration and Partnerships
larger community to support students’ learning and well-being.
Teachers know and understand:
9.1The importance of meaningful parent/family involvement in education in addressing
    the unique student needs and the perspectives to be gained from effective
    school/home interactions that contribute to high-quality teaching and learning;
9.2 The role of the school within the community and how to utilize diverse partnerships
    to contribute to student learning and development; and
9.3 How to collaborate with all stakeholders regarding decision-making and the well-
    being of students while respecting student/family privacy and confidentiality.
Teachers value and are committed to:
9.4 Recognizing the role of parents, guardians and other family members as a child’s
    primary teacher;
9.5 Being concerned about all aspects of the student’s well-being and working with
    parents/families to provide diverse opportunities for student success; and
9.6 Being willing to work with parents/families and other professionals to improve the
    overall learning environment for students.
Teachers engage in activities to:
9.7 Identify and utilize family and community resources to foster student learning and
     provide opportunities for parents to share skills and talents that enrich learning
9.8 Establish respectful and productive relationships and to develop cooperative
    partnerships with diverse families, educators and others in the community in support
    of student learning and wellbeing; and
9.9 Institute parent/family involvement practices that support meaningful communication,
     parenting skills, enriched student learning, volunteer and decision-making
     opportunities at school and collaboration to strengthen the teaching and learning
     environment of the school.
standard ten
Professional Development
Teachers shall participate as active, responsible members of the professional
grow professionally and establishing collegial relationships to enhance the teaching and
learning process.
Teachers know and understand:
10.1 How education research and other methods of inquiry can be used as a means for
    continuous learning, self assessment and development.
Teachers value and are committed to:
10.2 Refining practices that address the needs of all students and the school community;
10.3 Professional reflection, assessment and learning as an ongoing process; and
10.4 Collaboration with colleagues to give and receive help.
Teachers engage in activities to:
10.5 Use reflective practice and the Professional Development Standards to set goals
    for their professional development plans;
10.6 Learn through professional education organizations; and
10.7 Make the entire school a productive learning climate through participation in
    collegial activities.

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