February 1998 -- Reformatted 8/01

Professional Teaching Standards for Middle Childhood (Grades 3-6)

Teachers are responsible for implementing educational decisions and practices based on knowledge.

This is demonstrated by:

• development of the students’ abilities, interests, aspirations and basic tenants of citizenship.
  • Components include their heightened sense of justice, concern for others and the need for independence within structure.
• understanding subject matter, curriculum, and district frameworks.
• understanding the issues surrounding diversity, and providing curricular opportunities to constructively address those issues.
• making connections between the curriculum presented and the world outside.

Teachers are responsible for establishing a classroom environment which supports all students’ academic and social growth.

• designing/adjusting classroom physical space to allow for movement and for various groups of students.
• developing and discuss classroom rules, routines, consequences, and behaviors for effective learning.
  • Some indicators may be student-generated lists of expectations, class meetings and groups of students working effectively.
• fostering an environment in which students are intrinsically motivated self-managers and problem solvers.
  • Some indicators may be choices provided for students, a variety of readily available resources, a risk-free environment that allows students to contribute ideas in discussions and students working independent of adult intervention.
• holding students accountable for behavior and assigned tasks, thus increasing the intermediate child’s responsibility.
  • This may be indicated through clearly-articulated expectations and deadlines.
• working effectively with students at all levels including those with exceptional needs and learning disabilities, using school resources and personnel as necessary.
• providing educational opportunities that maximize and develop different learning styles in all children.
  • This may be indicated by use of various strategies in both presentation and production of material.
• assisting students in developing strategies for resolving conflicts.

Teachers are responsible for assessing student understanding and developing reflective practices.

 This is demonstrated by:

• utilizing a variety of techniques to assess student achievement.
  • Some indicators are use of portfolios, personal observations, performance tasks, tests or menus.
• engaging students in setting goals, assessing their own work and the work of their peers.
• using assessment results to help plan instruction.

Teachers are responsible for fostering connections between students, parents and community.

This is demonstrated by:

• encouraging student participation in the community.
  • Some examples might be food drives, Clothes for Kids, patrol, conflict managers, student council, and service projects.
•   communicating effectively with parents and families.
  • Some methods are conferences, report cards, progress reports, portfolios, newsletters and voice mail homework lines.
• working effectively with family and community volunteers in classroom and school activities to encourage continued involvement.

Teachers are responsible for maintaining a commitment to professional development.

This is demonstrated by:

• support of school community events.
• being involved in building/district level work that promotes understanding of the intermediate child and enhances curriculum at that level.
• reading literature regarding child development and learning.
• building and fostering positive relationships with colleagues.