High School Science Teacher

Curriculum and Instruction

• Draws on content of the relevant curriculum frameworks to plan activities addressing standards that will advance students' level of content knowledge.
• Plans sequential units of study that make learning cumulative and that are based on the learning standards in the frameworks.
• Draws on results of formal and informal assessments as well as knowledge of human development to plan learning activities appropriate for the full range of students within a classroom.
• Plans lessons with clear standards-based learning objectives and relevant measurable outcomes.
• Plans the pedagogy appropriate to the specific discipline and to the age and cognitive level of the students in the classroom.
• Seeks resources from colleagues, families, and the community to enhance learning.
• Incorporates appropriate technology and media in lesson planning.
• Uses information in Individualized Education Programs (IEPs) and other accommodation plans to incorporate strategies for integrating students with disabilities into general education classrooms.
• Communicates high standards and expectations when beginning the lesson:
  • Makes learning objectives clear to students.
  • Communicates clearly in writing and speaking.
  • Finds engaging ways to begin a new unit of study or lesson.
  • Builds on students' prior knowledge and experience.
• Communicates high standards and expectations when carrying out the lesson:
  • Uses a balanced approach to teaching skills and concepts of reading and writing.
  • Employs a variety of teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others) as they apply to the content area being taught.
  • Employs a variety of reading and writing strategies for addressing learning objectives.
  • Uses questioning to stimulate thinking and encourages all students to respond.
  • Uses instructional technology appropriately.
• Communicates high standards and expectations when extending and completing the lesson:
  • Assigns homework or practice that furthers student learning and checks it.
  • Provides regular and frequent feedback to students on their progress.
  • Provides many and varied opportunities for students to achieve competence.
• Communicates high standards and expectations when evaluating student learning:
  • Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
  • Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.
• Confers with Welfare personnel, parents, etc. in order to gain information and find ways to alleviate/remedy a student’s difficulties/problems so that she/he and/or others will have an appropriate classroom-learning environment.
• Develops and/or chooses an appropriate evaluation instrument and/or method to assess the teaching/learning environment.
• Evaluates student learning and uses this information to revise class/individual activities as needed for increased learning.