Standards of Professional Practice

Central Christian School Standards of Professional Practice

 

The CCS Standards of Professional Practice focus on instructional quality and professional responsibilities that ensure student and teacher learning.  They guide the work of our school, particularly in the areas of teacher evaluation and professional development. 

 

As a school, we will define these standards through ongoing professional conversations as we shape our shared vision for teachers as professionals.  In doing so, we will create a common language throughout the school for discussions about teaching and learning.  Evaluators will use these standards to discuss and recognize teachers’ accomplishments and to identify specific areas for growth.  The standards can be used to create short and long-term goals and/or design professional development plans.  The standards are designed to be broad enough to fit the wide range of teachers we have at CCS, yet specific enough to provide guidance to teachers as they continually strive to improve their practice.  They are not designed to be a checklist or rating system that teachers need to complete.  Instead, the standards are used for reflection and professional conversation, providing a lens for focusing on both the art and science of teaching. 

 

The CCS Standards of Professional Practice are divided into five categories: instructional process, content knowledge, classroom management, interpersonal relationships and professional responsibilities.  Potential indicators for each of these standards are listed under each category heading.  Although delineated separately, the standards actually describe the essential characteristics of teaching and need to take place simultaneously. 

 

Our goal is for all CCS teachers to demonstrate an understanding of these standards and to incorporate them into their practice.

 

 

 Standard #1:  Instructional Process

 

The teacher…

 

Planning

 

  • 1.     Demonstrates appropriate long and short-term preparation for classroom instruction that is logical and sequential, appropriate for students, and reflective of the CCS curriculum.
  • 2.     Develops, communicates and implements clear, achievable learning goals.
  • 3.     Communicates clearly and effectively with students (clear & concise directions, checks for comprehension, uses verbal and nonverbal communication, elicits and responds to students’ questions or requests for support).
  • 4.     Teaches the school’s curriculum as outlined in the curriculum documents.
  • 5.     Uses CCS goals and objectives, both short and long-term, to guide assessment and instruction

 

Differentiation

 

  • 6.     Provides opportunities for students to examine events from multiple points of view.
  • 7.     Holds and communicates high expectations for ALL students, respecting the dignity of each.
  • 8.     Understands diversity and respects/responds to the influence of culture and background on learning.
  • 9.     Differentiates instruction by organizing and using a variety of instructional techniques (effective discussion and questioning techniques to engage students in learning and promote deeper understanding of content), strategies (demonstrations, hands-on, inquiry based, etc.), materials, and technology to motivate and maximize the learning of each child, individually and in group settings
  • 10.  Provides opportunities for academic support and challenge
  • 11.  Differentiates instruction to accommodate the needs and strengths of all learners, when appropriate working with support staff to meet the needs of students with exceptional needs, obtain information, training, or assistance
  • 12.  Demonstrates an understanding of child and adolescent developmental theory and uses that knowledge to make decision.
  • 13.  Engages students in meaningful learning that provides opportunities for creative, higher level, critical thinking and in-depth understandings using a variety of questioning levels and probes.
  • 14.  Captures “teachable moments” to maximize student engagement
  • 15.  Knows content and responsibilities outlined in Individual Student Plans (ISPs) and, when appropriate, works with support staff to meet the defined needs, obtain training, and assist as needed.
  •  
  • Assessment

 

  • 16.  Understands and uses effective, ongoing formative and summative assessment data, which outlines students’ prior/current knowledge and skills, to plan and adjust instruction
  • 17.  Uses a variety of formal and informal assessment techniques including tests, quizzes, projects, rubrics, anecdotal records, etc. that are developmentally appropriate and congruent with curriculum goals.
  • 18.  Provides students and parents with timely and specific feedback about student learning
  • 19.  Maintains accurate records of assessments and handles records professionally (confidentially as needed)
  • 20.  Maintains fairness and consistency in assessing and recording students’ progress and work


  

 Standard #2:  Content Knowledge

 

The teacher…

 

  • 1.     Commands a thorough knowledge of the content subject matter that is historically and culturally accurate
  • 2.     Biblically integrates
  • 3.     Demonstrates an understanding of how knowledge in their subject areas is created and organized, linked to other disciplines, and applied to real life and world experiences.
  • 4.     Keeps abreast of current developments in their fields in order to maintain relevance of materials and practices
  • 5.     Continues to deepen their understanding of their discipline and how to convey the context, importance and relevance of subject matter to their students and link it with the student experiences as appropriate
  • 6.     Uses depth and breadth of content knowledge to develop critical thinking and analytical capacities of their students
  • 7.     Understands national, state and CCS standards and curriculum frameworks
  •  

 

Standard #3:  Classroom Management

 

The teacher…

 

Preventative

 

  • 1.     Establishes and maintains a positive, functional, organized and safe environment that builds a sense of community, manages student behavior effectively, and creates a climate for student learning
  • 2.     Establishes and clearly communicates expectations for student behavior
  • 3.     Establishes routines and procedures for both transition and instructional time that demonstrates organizational skills, which facilitate effective teaching and learning (pacing, opening, closing)
  • 4.     Assesses and maintains an inviting and organized appearance/physical arrangement and changes it as necessary

 

Responsive

 

  • 5.     Manages discipline in accordance with school policies and procedures
  • 6.     Develops a repertoire of motivational and behavior management strategies to guide and respond to student behavior in a manner that is respectful and nurturing, while it is also constructive and encourages individual responsibility, self-control, self-discipline, and effective decision-making
  • 7.     Engages student questions in creating a supportive learning community
  • 8.     Implements Individual Student Behavior Plans as needed, working to determine underlying cause and change undesired behavior

 

 

Standard #4: Interpersonal Relationships

 

The Teacher…

 

Students

 

  • 1.     Knows students as individuals and treats students with dignity and equitably.
  • 2.     Interacts with students in a positive, respectful and caring manner
  • 3.     Promotes positive self-esteem and character development in students
  • 4.     Listens to students and respects ideas and values

 

Parents

 

  • 5.     Recognizes and facilitates the role of parents as partners in education by communicating, building rapport, and cooperating with parents in a friendly and professional manner
  • 6.     Initiates communication and works with parents regarding student progress, achievement, behavior, and/or attendance
  • 7.     Responds promptly and professionally to parent requests, concerns, and/or questions
  • 8.     Identifies and welcomes community resource personnel who support curriculum and instruction
  • 9.     Listens effectively to parents

 

Colleagues

 

  • 10.  Listens to colleagues and respects different teaching styles and ideas
  • 11.  Demonstrates a tactful, ethical, respectful, caring and cooperative manner with adults in the school community, including parents and colleagues.
  • 12.   Honors our CCS School Faculty Norms

 

CCS Community at Large

 

  • 13.  Uses discretion in managing and handling confidential information and difficult situations
  • 14.  Demonstrates positive attitudes and behaviors that contribute to a positive climate and culture in the classroom and school.
  • 15.  Acts calmly, objectively, and professionally in all situations.
  • 16.  Uses effective decision-making strategies in interactions with others and assumes responsibility for seeking solutions to problems.
  •  

 

Standard #5:  Professional Responsibilities

 

The Teacher…

 

Professional Development

 

  • 1.     Is committed to life-long learning, seeking opportunities to expand and deepen their practice, knowledge, and skills and grow professionally
  • 2.     Recognizes own talents and areas of growth
  • 3.     Uses reflection to ask questions about and improve his/her teaching
  • 4.     Seeks and uses feedback from students, colleagues and others constructively to improve his/her teaching
  • 5.     Collaborates and seeks opportunities for professional growth and development via educational research, educational journals, professional organizations, school opportunities (via colleagues, action research, etc.) and/or conferences
  • 6.     Acts as a professional development resource to colleagues when appropriate through the sharing of ideas, materials, and methods.
  • 7.     Keeps abreast of current technology and integrates it within curriculum, teaching and communication processes
  • 8.     Contributes to the effectiveness of CCS by working collaboratively on instructional policy, curriculum, and staff development

 

School Operations

 

  • 9.     Stays informed and works cooperatively with the school’s administration to follow and implement the policies and procedures of the school
  • 10.  Supports team and school decisions and goals
  • 11.  Is punctual, manages time effectively
  • 12.  Maintains and provides necessary records, and completes duties in a timely, dependable, accurate manner
  • 13.  Contributes to the effective functioning of the school by assuming responsibility for daily building operations, including necessary non-instructional assignments and student management throughout the entire building
  • 14.  Collaborates with other professionals and participates in school activities
  • 15.  Communicates and works collaboratively with parents to promote parent and patron involvement within the school and builds strong partnerships with them
  • 16.  Communicates with administrators and/or appropriate personnel in regard to school-related matters
  • 17.  Recognizes and responds appropriately in crisis situations
  • 18.  Selects appropriate channels for resolving concerns or problems