MTDS Level-Specific Learning Statements: Aspiring Teacher A
Domain: Community Builder
Priority: Promotes Diversity Sensitivity
Explains the meaning of *respect for all and understands the importance of *diversity sensitivity throughout the school and community.
Explains the meaning of *respect for all and understands the importance of *diversity sensitivity throughout the school and community.
Priority: Works in a Community of Practice
Applies collaborative skills to work productively wit a team to achieve common goals.
Applies collaborative skills to work productively wit a team to achieve common goals.
Domain: Classroom Manager
Monitors Progress towards Goals
Uses tools, such as success criteria, rubrics, scoring guides, performance analysis, evidence of performance, etc. to evaluate progress towards meeting learning goals
Uses tools, such as success criteria, rubrics, scoring guides, performance analysis, evidence of performance, etc. to evaluate progress towards meeting learning goals
Communicates Progress towards Goals
Uses samples of work, success criteria, rubrics, scoring guides, performance analysis, evidence of performance and *documentation structures to communicate progress towards meeting learning goals.
Uses samples of work, success criteria, rubrics, scoring guides, performance analysis, evidence of performance and *documentation structures to communicate progress towards meeting learning goals.
Domain: Instructional Designer
Priority: Differentiates to Meet Unique Student Needs
Develops a *personal learning profile based on *multiple sources of data.
Develops a *personal learning profile based on *multiple sources of data.
Aligns Instruction to Goals, Curriculum, and Assessments
Aligns learning goals and strategies to *lesson targets and/or *personal learning profile.
Aligns learning goals and strategies to *lesson targets and/or *personal learning profile.
Plans Student Progress Monitoring
Creates *documentation structures for monitoring personal progress toward learning goals.
Creates *documentation structures for monitoring personal progress toward learning goals.
Domain: Facilitator of Thinking & Learning
Priority: Facilitates Self-Directed Learning
Takes responsibility for learning by: (a) setting aligned goals based on data analysis; (b) selecting and applying strategies to learning; and (c) evaluating, documenting, and communicating progress.
Takes responsibility for learning by: (a) setting aligned goals based on data analysis; (b) selecting and applying strategies to learning; and (c) evaluating, documenting, and communicating progress.
Engages Students in Content
Analyzes their own learning experiences to identify characteristics of engagement and level of thinking.
Analyzes their own learning experiences to identify characteristics of engagement and level of thinking.
Promotes Connection of Prior Knowledge to New Information
Connects prior knowledge with new information to (a) challenge conventional assumptions and standard approaches; (b) connect ideas; (c) solve problems; and/or (d) draw new conclusions.
Connects prior knowledge with new information to (a) challenge conventional assumptions and standard approaches; (b) connect ideas; (c) solve problems; and/or (d) draw new conclusions.
Facilitates Student Inquiry & Research
Conducts an inquiry and/or research project about current local/global issues using discipline specific standards of evidence, *methods of inquiry, and forms of communication.
Conducts an inquiry and/or research project about current local/global issues using discipline specific standards of evidence, *methods of inquiry, and forms of communication.
Fosters Student Communication & Expression
Participates in opportunities to direct their own expression through speaking, writing, creating, and other media.
Participates in opportunities to direct their own expression through speaking, writing, creating, and other media.
Domain: Professional
Demonstrates Professional Growth & Development
Demonstrates new learning (e.g. reflective journaling, personal learning profile, data collection(s), artifacts, media, presentations, etc.).
Demonstrates new learning (e.g. reflective journaling, personal learning profile, data collection(s), artifacts, media, presentations, etc.).
Distinguishes between formal and informal modes of communication; discusses issues regarding ethical communication and confidentiality; and uses professional speaking and writing conventions.