CONTINUUM OF TEACHER DEVELOPMENT

RECRUITMENT

C O L L E G I AT E P H A S E

PHASE
Middle/High School
Teaching Academies
Internships

INDUCTION-RETENTION PHASE

Residency Certificate
(a) The state learning goals and essential
(I) Research and expcrience^based principles of
academic learning requirements,
effective practices for encouaging the intellectual,
social, and personal development of students.

Teacher Assistance Program

Professional Certificate Prograra

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(b) The subject matter content for the area(s)

they teach, including relevant methods course work
and the essential areas ot study for each
endorsement area for which the candidate is
Para Educators

applying (chapter 180-79A WAC).

(c) TIte social, historical, and philosophical
foundations of education, including an
understanding of the moral, social, and political
dimensions of classrooms, teaching, and schools.
(d) The impact of technological and societal
changes on schools.

N o n - Tr a d i t i o n a l S t u d e n t s

Assess prior learning

"Extended Teacher

(e) Theories of human development and

learning.

(m) Different student approaches to learning for

creating instructional opportunities adapted to
learners from diverse culiurnt or linguistic

and community members.

(n) Areas of exceptionality and learning-

including, but not limited to, learning disabilities,

visual and perceptual difficulties, and special

physical or mental challenges.

I (d) Designing and/or adapting cluillenging

curriculum that is developmcnUiIIy appropriate.

(o) Effective instructional strategies for students

(0 Inquiry and research.

3(b) Participating in professional and/or

community organizations.

3(c) Advocating for curriculum, instruction

and learning environments, which meet the diverse
needs of students.

and/or strategies that facilitate group decision

making.
3(e) Participating collaboratively in school

(p) Instructional strategics for developing

reading, writing, critical thinking, and problem

2) Teachers know the subjects they teach, ar

how to teach those subjects to students.

mm

3(d) Demonstrating communication skills

at all levels of academic abilities andtalents.

improvement activities.

solving skills.

Education" program

N a t i o n a l B o a r d C e r t i fi c a t i o n
I) Teachers are committed to students and t
learning.

1(e) Demonstrating cultural sensitivity in

leaching and in relationships with students, parents,

backgrounds.

3(a) Participating in activities within the school

community to improve curriculum and instructional
practices.

3) Teachers are responsible for managing ai

monitoring student learning.

4) Teachers think systematically about their

practice and learn from experience.
5) Teachers are members of learning
communities.

(q) The prevention and diagnosis of reading

difficulties and research-based intervention

siraienies.
(g) School law and cducitional policy.

(r) Classroom management and discipline,

including:

Community College

(i) Individual and group motivation for

encouraging positive social interaction, active
engagement in learning, and selfmotivation.

(ii) Effective verbal, nonverbal, and media

communication for fostering active inquiry,
collaboration, and supportive interactions in llie

1(a) Use effective teaching practices including

Subject-specific standards.

classroom management.

1(c) Establishing and maintaining a positive,

iitudent-focused learning envirormenl.

classroom.

(h) Professional ethics.

(s) Planning and management of instruction

based on knowledge of the content area, the
community, and curriculum goals.

(i) The responsibilities, structure, and activitis

of the professioa

(t) Formal and informal assessment strategics

for evaluation and ensuring the continuous
intellectual, social, and physical development of the

1(b) Using assessment to monitor and improve

instruction.

l e a r n e r.

(J) Issues related to abuse including the

identification of physical, emotional, sexual, and
substance abuse, infonnation on the impact of abuse
on the behavior and learning abilities of students,
discussion of the responsibilities of a teacher to
report abuse or provide assistance to students who

are the victims of abuse, and methods for teaching

students about abuse of all types and their
prevention.

(u) Collaboration with school colleagues,

parents, and agencies in the larger community for
supponing students' learning and well being.
(v) Effective interactions with parents to
support students' learning and well-being
(x) Educational technology including the use of
computer and other technologies in instructbn,
assessment and professional productivity

Draft Professional Growth Plan (PGP)

Primary Endorsement

(y) Strategies for effective participation in group

1(0 Using information about student

achievement and performance to advise and involve

students, parents, and community membcs.
1 (h) Informing, involving, and collaborating with
parents and families as partners in the educational
process.

Kg) Integrating technology into instruction and

lisscssment.

I(i) Incorporating democrriic priiKiples into

decision making

his/her practice.

(w) The opportunity for candidates to reflect on

their teaching and its effecu on student growth and

through feedback and reflection.

2(a) Evaluating tlie effects of his/her teaching

learning.

2(c) Remaining current in subject area(s),

tlieories, practice, research, and ethical practice.
(k) The standards, criteria and other

requirements for obtaining the pofessionat

2(b) Designing and implementing personal

professional growth programs.

PGP Implementation

PGP Contracts