Assessment,
Planning, and Instruction
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The
candidate prepares lesson plans for all curricular lessons.
- The candidate's
lessons have clear objectives and the learning activities are organized
sequentially and logically.
- Candidate's teaching
of concepts and skills moves from simple to complex and from concrete
to abstract
- The candidate provides
learning tasks and experiences that relate to what the children already
know and are appropriate to each child's level of development.
- The candidate listens
to children and responds in ways that stimulate further questions, observations,
and explorations.
- The candidate uses
methods of assessment and evaluation which let children know when they
are successful and which provoke questions, involvement and a desire
for further learning.
- The candidate takes
initiative in trying a variety of teaching strategies, techniques, and
materials.
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Classroom
Management
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- The candidate knows
classroom and school routines and works to establish a positive learning
environment.
- The candidate establishes
respect and rapport with children.
- The candidate makes
children aware of standards of behaviour expected and deals with discipline
problems in a fair, consistent and sensitive manner.
- The candidate ensures
that the goals of each activity (academic, social, behavioural) are
understood by the children.
- The candidate develops
skill in planning and managing transitions from whole-class to small-group
to individual activities.
- The candidate develops
skill in managing those whole-class events that mark turning points
in the classroom day: opening circle; discussions of "what we have
accomplished today" and "what we will do tomorrow"; and
cleanup times.
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Understanding
Curriculum and the Learner
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- The candidate demonstrates
knowledge of the expectations, content, teaching strategies, and assessment
techniques set out in Ministry curriculum documents.
- The candidate provides
learning experiences/activities appropriate for the children's age,
level of maturity, and prior knowledge and experience.
- The candidate develops
skill in selecting and teaching curriculum content that satisfies children's
search for pattern by building concepts that can be developed and related
to other learning.
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Diversity/Equity
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- The candidate attempts
to work with all children in an effective and caring manner.
- The candidate acknowledges
and values diversity and aims to deal with equity issues tactfully and
effectively.
- The candidate develops
skill in planning and using instructional strategies that are inclusive
an equitable.
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Professionalism
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- The candidate is
punctual and is prepared to teach.
- The candidate is
open to the suggestions of the Associate.
- The candidate treats
staff and children with respect.
- The candidate is
enthusiastic and participates actively.
- The candidate strives
to meet the professional Standards of Practice as set out by the Ontario
College of Teachers.
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Involvement
in School/Community Life
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- The candidate interacts
with professional colleagues in the school.
- The candidate is
willing to interact with children in school events beyond the classroom.
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