Alaska Department of Education and Early Development
Beginning Teacher Standards
The following content and performance standards apply to a beginning teacher:
Standard 1 -- Philosophy A beginning teacher can describe the teacher’s philosophy of education and demonstrate its relationship to the teacher’s practice.
Performances that reflect attainment of this standard include
a. stating a personal philosophy of education supported by research, professional literature, and experience with students;
b. identifying teaching practices that are consistent or inconsistent with the teacher’s personal philosophy of education; and
c. demonstrating teaching practices that represent the teacher’s philosophy of education.
Standard 2 -- Learning Theory A beginning teacher understands how students learn and develop and applies that knowledge in the teacher’s practice.
Performances that reflect attainment of this standard include
a. identifying the abilities of students based on a developmental continuum through formal and informal assessment (e.g., observation, documentation, Alaska Developmental Profile, standards based assessments);
b. providing instructional opportunities to meet the needs of students based on
i. theories of learning and motivation; and
ii. the individual and special needs of students (e.g., learning styles, stages of development, students with disabilities, English language learners, gifted students).
Standard 3 -- Diversity A beginning teacher teaches students with respect for their individual and cultural characteristics.
Performances that reflect attainment of this standard include
a. making connections with local cultures and with the individual and cultural characteristics of the students to promote learning;
b. using resources and information about the community and Alaska in planning and delivery of instruction;
c. recognizing and minimizing bias in instructional materials and practice;
d. using culturally appropriate communication and instructional strategies, ways of knowing, and knowledge of the Alaska Cultural Standards in practice; and
e. identifying and using instructional strategies and resources that are appropriate to the individual and special needs of students.
Standard 4 -- Content A beginning teacher knows the teacher’s content area and how to teach it.
Performances that reflect attainment of this standard include
a. identifying the connections in instructional plans to
i. Alaska’s Performance Standards (Grade Level Expectations) where developed,
ii. Alaska’s State Content Standards, and
iii. district curriculum,
b. developing and teaching lessons/units that demonstrate
i. accurate and current knowledge of the content,
ii. instructional strategies that are suited to teaching the content area, integrating technology where appropriate,
iii. consideration of students’ developmental stages of content mastery using an analysis of various assessment data (qualitative and quantitative),
iv. a variety of teaching strategies that encourage students’ development of critical thinking, problem solving, creativity, and performance skills, and
v. connections across disciplines that enable students to apply their content knowledge and process skills to real world situations.
Standard 5 -- Instruction and Assessment A beginning teacher facilitates, monitors, and assesses student learning.
Performances that reflect attainment of this standard include
a. teaching lessons based on
i. the Alaska Performance Standards (Grade Level Expectations) where developed;
ii. Alaska Content Standards;
iii. district curriculum; and
iv. individual and special needs of students;
b. selecting appropriate assessments that measure what students know, understand, and are able to do;
c. analyzing and using data from formative, interim, and summative assessments to guide instruction and planning;
d. identifying and using a variety of instructional strategies and resources that are appropriate to the individual and special needs of students, including students with disabilities, English language learners, gifted students;
e. assisting students to reflect on their own progress using assessment data;
f. using a record keeping system to monitor and report student progress and attendance; and
g. communicating ongoing student progress in a timely manner to students, parents, administrators, and other appropriate audiences.
Standard 6 -- Learning Environment A beginning teacher creates and maintains a learning environment in which all students are actively engaged and contributing members.
Performances that reflect attainment of this standard include
a. creating and maintaining a learning environment that is physically, emotionally, and intellectually safe;
b. establishing a culture of learning for all students by
i. setting clear expectations of high standards for student performance;
ii. promoting pride in student accomplishments;
iii. teaching students to be responsible for their individual and collaborative learning and decision-making; and
iv. promoting respect for individual differences, and responding appropriately to student behavior;
c. implementing a classroom management plan (e.g., routines, procedures, scheduling, classroom physical arrangement) that establishes an environment in which
i. students are actively engaged, contributing members;
ii. time is managed for maximum learning (e.g., transitions, pacing, administrative procedures); and
iii. the discipline plan incorporates district, school, and classroom standards of behavior.
Standard 7 -- Family and Community Involvement A beginning teacher works as a partner with parents, families, and the community.
Performances that reflect attainment of this standard include
a. promoting regular communication between the classroom and students’ families;
b. participating in school wide efforts, where available, that involve families and the public in the school community;
c. using instructional strategies that connect classroom activities with students’ cultures, families, and the local community, for example, relating curriculum to local lifestyles, culturally relevant lesson plans, local experts, local artists, and field trips; and
d. providing parents and families the opportunity to set and monitor student learning goals.
Standard 8 -- Professionalism A beginning teacher participates in and contributes to the teaching profession.
Performances that reflect attainment of this standard include
a. adhering to the Alaska Code of Ethics and Teaching Standards (20 AAC 10.020) and explain how it impacts decision-making;
b. committing to continuous professional growth by
i. setting professional goals based on identified strengths, weaknesses, and feedback from colleagues, supervisors, administrators, mentors, and other professionals;
ii. reflecting upon own teaching practices including progress towards goals; and
iii. pursuing professional development opportunities (e.g., certification advancement, professional organization affiliation, district in-services);
c. working cooperatively with colleagues, supervisors, administrators, mentors, and other professionals;
d. demonstrating compliance with the federal, state, district, and school laws, regulations, policies, procedures, and schedules; and
e. considering feedback from colleagues, supervisors, administrators, mentors, and other professionals.
