2. 7/27/2010 2 Ohio Standards for the Teaching Profession, Standard 2: Teachers know and understand the content area for Whichthey have instructional responsibility.
3. 7/27/2010 3 Standard 2: Element 2.1 Teachers know the content theyteach and use theirknowledge of content-specific concepts, assumptions and skills to plan instruction. Whatdoesthat look like?
4. Standard 2: Element 2.1Proficient Level Teachers identify the relevant research, principles, theories and debates significant to the content they teach. Teachers use their knowledge and understanding of content-area concepts, assumptions and skills in their planning and instruction. 7/27/2010 4
5. Standard 2: Element 2.1Proficient Level Teachers identify the developmental sequence of learning in their content area, in effort to link current instruction with students’ prior knowledge and future learning. 7/27/2010 5
6. Standard 2: Element 2.1Accomplished Level Teachers integrate different viewpoints, theories and processes of inquiry to guide their thinking and instructional planning. 7/27/2010 6
7. Standard 2: Element 2.1Accomplished Level Teachers seek out opportunities to enhance and extend their content knowledge. 7/27/2010 7
8. Standard 2: Element 2.1Accomplished Level Teachers plan and sequence instruction in ways that reflect an understanding of the prerequisite relationships among topics and concepts. 7/27/2010 8
9. Standard 2: Element 2.1Distinguished Level Teachers continue to deepen their knowledge of content through new learning and use it to support the growth of other educators. 7/27/2010 9
10. 7/27/2010 10 Standard 2: Element 2.2 Teachersunderstand and use content-specificinstructionalstrategies to effectivelyteach the central concepts and skills of the discipline. Whatdoesthat look like?
11. Standard 2: Element 2.2Proficient Level Teachers demonstrate understanding of how students’ conceptual frameworks and common misconceptions can influence learning. 7/27/2010 11
12. Standard 2: Element 2.2Accomplished Level Teachers engage students in generating knowledge and testing hypotheses according to the methods of inquiry used in the content area. Teachers anticipate and adjust learning experiences to address common misconceptions of the discipline that impede learning. 7/27/2010 12
13. Standard 2: Element 2.2Accomplished Level Teachers incorporate content-specific learning strategies to enable students to analyze, build and adapt new understandings. 7/27/2010 13
14. Standard 2: Element 2.2Distinguished Level Teachers evaluate instructional strategies to determine their accuracy and usefulness for presenting specific ideas and concepts. 7/27/2010 14
15. 7/27/2010 15 Standard 2: Element 2.3 Teachersunderstandschool and district curriculum priorities and the Ohio Academic Content Standards. Whatdoesthat look like?
16. Standard 2: Element 2.3Proficient Level Teachers articulate the important content, concepts and processes in school and district curriculum priorities and the Ohio Academic Content Standards. 7/27/2010 16
17. Standard 2: Element 2.3Accomplished Level Teachers extend and enrich curriculum by integrating school and district curriculum priorities with Ohio’s Academic Content Standards and national content standards. 7/27/2010 17
18. Standard 2: Element 2.3Distinguished Level Teachers who serve in leadership roles study and evaluate advances in content and recommend changes to revise school and district curriculum. 7/27/2010 18
19. 7/27/2010 19 Standard 2: Element 2.4 Teachersunderstand the relationship of knowledgewithin the discipline to other content areas. Whatdoesthat look like?
20. Standard 2: Element 2.4Proficient Level Teachers make relevant content connections between disciplines. 7/27/2010 20
21. Standard 2: Element 2.4Accomplished Level Teachers prepare opportunities for students to apply learning from different content areas to solve problems. Teachers collaboratively construct interdisciplinary learning strategies that make connections between content areas. 7/27/2010 21
22. Standard 2: Element 2.4Distinguished Level Teachers design projects that require students to integrate knowledge and skills across several content areas (Cotton, 1999). Teachers lead collaborative efforts to share knowledge and model interdisciplinary instruction. 7/27/2010 22
23. 7/27/2010 23 Standard 2: Element 2.5 Teachersconnect content to relevant life experiences and careeropportunities. Whatdoesthat look like?
24. Standard 2: Element 2.5Proficient Level Teachers facilitate learning experiences that connect to real-life situations and careers. 7/27/2010 24
25. Standard 2: Element 2.5Accomplished Level Teachers use a variety of resources to enable students to experience, connect and practice real-life and career applications, through activities such as service learning. 7/27/2010 25
26. Standard 2: Element 2.5Distinguished Level Teachers design innovative learning activities that replicate real-life and workplace activities. Teachers model for other educators the integration of content-area classroom experiences with real-life and workplace experiences. 7/27/2010 26
27. Essential Question: Do you have a deep understanding of the content you teach? 7/27/2010 27
28. Consider the following:(use never, rarely, sometimes, frequently or always to answer) I use my knowledge of content-specific concepts, assumptions and skills to plan effective instruction. I use my knowledge of content-specific instructional strategies to effectively teach the central concepts and skills of my discipline. I understand and use the Ohio Academic Content Standards. 7/27/2010 28
29. Consider the following:(use never, rarely, sometimes, frequently or always to answer) I connect my discipline with other content areas to plan and deliver effective instruction. I connect content to relevant life experiences and career opportunities. 7/27/2010 29
30. Anything that shows how you KNOW your content-area…if you are using a lesson plan for your artifact, you should highlight areas that SHOW you know your stuff! Praxis II Content Exam Reports Unit Plan 7/27/2010 30 Possible Artifacts to Add to Your Professional Portfolio:
31. For EACH Artifact Remember the four components necessary for each artifact: Date Context Reflection Standard See the video “The Four Components of a Reflection” for more information on this requirement. 7/27/2010 31
32. Bibliography This information is copied/adapted from: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1309&ContentID=8561&Content=86686 Click on “Standards for Ohio Educators” to review the entire 100-page document. 7/27/2010 32
