Core Proposition 2:Â Teachers know the subjects they teach and how to teach those subjects to students.
Standard Indicator 2.1 Subject Knowledge
The teacher demonstrates an understanding of how knowledge and skills in their subject domain are created, organized, and linked to those of other disciplines as appropriate.
Standard Indicator 2.1 emphasizes the importance of subject knowledge in effective teaching. Teachers who are successful in this area demonstrate a deep understanding of how knowledge and skills in their subject domain are created, organized, and linked to those of other disciplines as appropriate. They have a thorough knowledge of the content they are teaching and can articulate how it fits within broader disciplinary and interdisciplinary frameworks. Successful teachers also have a comprehensive understanding of the prerequisite knowledge and skills required for student mastery of the subject, and use this understanding to design instruction that is appropriate for their students. By having a strong foundation in subject knowledge, teachers can effectively engage students in learning, differentiate instruction, and support student achievement. Overall, Standard Indicator 2.1 underscores the critical role of subject knowledge in effective teaching and highlights the importance of teachers having a deep understanding of the content they are teaching.
Standard Indicator 2.2 Pedagogical Content Knowledge
The teacher creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.
Standard Indicator 2.2 highlights the importance of pedagogical content knowledge in effective teaching. Teachers who are successful in this area are able to create learning experiences that make the discipline accessible and meaningful for learners, ensuring mastery of the content. They have a deep understanding of the cognitive processes that students use to learn and use this understanding to design instruction that is appropriate for their students. Successful teachers also have a comprehensive knowledge of instructional strategies and techniques that are effective in promoting student learning and use this knowledge to design instruction that engages and motivates students. By having a strong foundation in pedagogical content knowledge, teachers can effectively communicate subject matter to their students, foster critical thinking, and support student achievement. Overall, Standard Indicator 2.2 underscores the critical role of pedagogical content knowledge in effective teaching and highlights the importance of teachers having a deep understanding of instructional strategies that engage and motivate students in the learning process.
Standard Indicator 2.3 Goal-Focused Planning
The teacher plans instruction rich in higher-order thinking to meet clearly identified goals and objectives for student learning.
Standard Indicator 2.3 highlights the importance of goal-focused planning in effective teaching. Teachers who are successful in this area plan instruction that is rich in higher-order thinking and designed to meet clearly identified goals and objectives for student learning. They begin the planning process by identifying learning goals and objectives that are aligned with relevant content standards and use these goals to inform their selection of instructional materials and activities. Successful teachers also employ a variety of instructional strategies and techniques that engage students in higher-order thinking, such as problem-solving, critical thinking, and creative thinking. By planning instruction that is rich in higher-order thinking, teachers can effectively challenge and motivate students, foster deeper understanding of content, and support student achievement. Overall, Standard Indicator 2.3 underscores the critical role of goal-focused planning in effective teaching and highlights the importance of teachers having a deep understanding of instructional strategies that promote higher-order thinking in the learning process.