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I.A. Curriculum & Planning Indicator

1. Subject Matter Knowledge

Demonstrates sound knowledge of the subject matter by:

• Using evidence-based pedagogical practices that enable all students to develop and apply grade-level knowledge and skills in authentic contexts.
• Supporting all students to make connections between the subject matter and real-world issues with an impact on their communities and their world.
• Understanding the difference between social and academic language and the importance of this difference in planning, differentiating, and delivering effective instruction for English learners at various levels of English language proficiency and literacy.Ìý

I.C. Analysis Indicator

2. Adjustment to Practice

Uses analysis and conclusions from a wide range of assessment data and feedback from colleagues, students, and families to adjust practice and implement differentiated and scaffolded supports for improved and more equitable student learning outcomes.

II.A. Instruction Indicator

1. High Expectations and Support

Supports all students to meet or exceed high expectations for grade-appropriate, standards-aligned learning, produce high-quality work, and develop self-awareness and skills for independent learning by:

• Using evidence-based, culturally and linguistically sustaining instructional practices to provide equitable opportunities for grade-level learning.
• Providing flexible and responsive supports, scaffolds, and tools to meet students’ needs.
• Communicating clear criteria for success (e.g., models, rubrics, exemplars).
• Reinforcing perseverance and effort with challenging content and tasks.Ìý

II.A. Instruction Indicator

3. Inclusive Instruction

Accommodates and supports individual differences in all students’ learning needs, abilities, interests, and levels of readiness, including those of students with disabilities (in accordance with relevant IEPs or 504 plans), English learners and former English learners, academically advanced students, and students who have been historically marginalized, by:

• Using appropriate inclusive practices, such as tiered supports, educational and assistive technologies, scaffolded instruction, and leveraging students’ native language and linguistic resources to make grade-level content accessible and affirming for all students.
• Providing students with multiple ways to learn content and demonstrate understanding, as appropriate.Ìý

II.B. Learning Environment Indicator

2. Safe Learning Environment

Creates and maintains a safe, supportive, and inclusive environment by:

• Establishing, with student input, classroom routines and systems to support student learning.
• Modeling and reinforcing respect for and affirmation of their own and others’ differences related to background, identity, language, strengths, and challenges (self- and social awareness).·ÌýÌýÌýÌýÌýÌý Supporting student accountability for the impact of their actions.
• Enabling students to take academic risks and share ideas freely.
• Seeking feedback from students on their experience of the classroom learning environment and making aligned adjustments to practice.

III.C. Collaboration Indicator

1. Collaboration on Student Learning and Well-Being

Partners with families to support students’ learning and well-being by:

• Leveraging families’ cultural and linguistic knowledge and expertise as assets.
• Engaging with families about what students are learning in the classroom and expectations for student success.
• Collaboratively identifying and seeking family input on strategies and resources for supporting student learning and growth in and out of school.

IV.A: Reflection, Practice and Professional Growth Indicator

1. Reflective Practice

Reflects on the effectiveness of instruction and how one’s identities, biases, and practices impact student learning and well-being; and works to improve practice and eliminate learning inequities across race, gender, ethnicity, language, disability and ability, and other aspects of student identities, such that all students can meet or exceed grade-level standards.Ìý