| (4) Standard 4--Learning Environment. Teachers interact
with students in respectful ways at all times, maintaining a physically
and emotionally safe, supportive learning environment that is characterized
by efficient and effective routines, clear expectations for student
behavior, and organization that maximizes student learning.
(A) Teachers create a mutually respectful, collaborative,
and safe community of learners by using knowledge of students' development
and backgrounds.
(i) Teachers embrace students' backgrounds and experiences
as an asset in their learning environment.
(ii) Teachers maintain and facilitate respectful, supportive,
positive, and productive interactions with and among students.
(iii) Teachers establish and sustain learning environments
that are developmentally appropriate and respond to students' needs,
strengths, and personal experiences.
(B) Teachers organize their classrooms in a safe and
accessible manner that maximizes learning.
(i) Teachers arrange the physical environment to maximize
student learning and to ensure that all students have access to resources.
(ii) Teachers create a physical classroom set-up that
is flexible and accommodates the different learning needs of students.
(C) Teachers establish, implement, and communicate
consistent routines for effective classroom management, including
clear expectations for student behavior.
(i) Teachers implement behavior management systems
to maintain an environment where all students can learn effectively.
(ii) Teachers maintain a strong culture of individual
and group accountability for class expectations.
(iii) Teachers cultivate student ownership in developing
classroom culture and norms.
(D) Teachers lead and maintain classrooms where students
are actively engaged in learning as indicated by their level of motivation
and on-task behavior.
(i) Teachers maintain a culture that is based on high
expectations for student performance and encourages students to be
self-motivated, taking responsibility for their own learning.
(ii) Teachers maximize instructional time, including
managing transitions.
(iii) Teachers manage and facilitate groupings in order
to maximize student collaboration, participation, and achievement.
(iv) Teachers communicate regularly, clearly, and appropriately
with parents and families about student progress, providing detailed
and constructive feedback and partnering with families in furthering
their students' achievement goals.
(5) Standard 5--Data-Driven Practice. Teachers use
formal and informal methods to assess student growth aligned to instructional
goals and course objectives and regularly review and analyze multiple
sources of data to measure student progress and adjust instructional
strategies and content delivery as needed.
(A) Teachers implement both formal and informal methods
of measuring student progress.
(i) Teachers gauge student progress and ensure student
mastery of content knowledge and skills by providing assessments aligned
to instructional objectives and outcomes that are accurate measures
of student learning.
(ii) Teachers vary methods of assessing learning to
accommodate students' learning needs, linguistic differences, and/or
varying levels of background knowledge.
(B) Teachers set individual and group learning goals
for students by using preliminary data and communicate these goals
with students and families to ensure mutual understanding of expectations.
(i) Teachers develop learning plans and set academic
as well as social-emotional learning goals for each student in response
to previous outcomes from formal and informal assessments.
(ii) Teachers involve all students in self-assessment,
goal setting, and monitoring progress.
(iii) Teachers communicate with students and families
regularly about the importance of collecting data and monitoring progress
of student outcomes, sharing timely and comprehensible feedback so
they understand students' goals and progress.
(C) Teachers regularly collect, review, and analyze
data to monitor student progress.
(i) Teachers analyze and review data in a timely, thorough,
accurate, and appropriate manner, both individually and with colleagues,
to monitor student learning.
(ii) Teachers combine results from different measures
to develop a holistic picture of students' strengths and learning
needs.
(D) Teachers utilize the data they collect and analyze
to inform their instructional strategies and adjust short- and long-term
plans accordingly.
(i) Teachers design instruction, change strategies,
and differentiate their teaching practices to improve student learning
based on assessment outcomes.
(ii) Teachers regularly compare their curriculum scope
and sequence with student data to ensure they are on track and make
adjustments as needed.
(6) Standard 6--Professional Practices and Responsibilities.
Teachers consistently hold themselves to a high standard for individual
development, pursue leadership opportunities, collaborate with other
educational professionals, communicate regularly with stakeholders,
maintain professional relationships, comply with all campus and school
district policies, and conduct themselves ethically and with integrity.
(A) Teachers reflect on their teaching practice to
improve their instructional effectiveness and engage in continuous
professional learning to gain knowledge and skills and refine professional
judgment.
(i) Teachers reflect on their own strengths and professional
learning needs, using this information to develop action plans for
improvement.
(ii) Teachers establish and strive to achieve professional
goals to strengthen their instructional effectiveness and better meet
students' needs.
(iii) Teachers engage in relevant, targeted professional
learning opportunities that align with their professional growth goals
and their students' academic and social-emotional needs.
(B) Teachers collaborate with their colleagues, are
self-aware in their interpersonal interactions, and are open to constructive
feedback from peers and administrators.
(i) Teachers seek out feedback from supervisors, coaches,
and peers and take advantage of opportunities for job-embedded professional
development.
(ii) Teachers actively participate in professional
learning communities organized to improve instructional practices
and student learning.
(C) Teachers seek out opportunities to lead students,
other educators, and community members within and beyond their classrooms.
(i) Teachers clearly communicate the mission, vision,
and goals of the school to students, colleagues, parents and families,
and other community members.
(ii) Teachers seek to lead other adults on campus through
professional learning communities, grade- or subject-level team leadership,
committee membership, or other opportunities.
(D) Teachers model ethical and respectful behavior
and demonstrate integrity in all situations.
(i) Teachers adhere to the educators' code of ethics
in §247.2 of this title (relating to Code of Ethics and Standard
Practices for Texas Educators), including following policies and procedures
at their specific school placement(s).
(ii) Teachers communicate consistently, clearly, and
respectfully with all members of the campus community, including students,
parents and families, colleagues, administrators, and staff.
(iii) Teachers serve as advocates for their students,
focusing attention on students' needs and concerns and maintaining
thorough and accurate student records.
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