The apprentice understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

1. Drawing on their understanding of the established knowledge base for education, including the science of learning and child and adolescent development, the apprentice observes learners, noting changes and patterns in learners across areas of development, and seeks resources, including from families and colleagues, to adjust teaching.
2. The apprentice actively seeks out information about learner interests in order to engage learners in developmentally appropriate learning experiences.
3. The apprentice engages learners in a variety of learning experiences to capitalize on strengths and build areas of development that are weaker.

The apprentice uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

1. Drawing upon their understanding of emergent/multilingual learners, exceptional needs, and learners’ background knowledge, the apprentice observes individuals and groups of learners to identify specific needs and responds with individualized support, flexible grouping, and learning experiences.
2. Recognizing how diverse learners process information and develop skills, the apprentice incorporates multiple approaches to learning that engage a range of learner preferences.
3. Using information on learners’ language proficiency levels, the apprentice incorporates tools of language development into planning and instruction, including strategies for making content and academic language accessible to linguistically diverse learners.
4. The apprentice includes multiple perspectives in the presentation and discussion of content that include each learner’s personal, family, community, and cultural experiences and norms.
5. The apprentice applies interventions, modifications, and accommodations based on IEPs, IFSPs, 504s and other legal requirements, seeking advice and support from specialized support staff and families.
6. The apprentice follows a process, designated by a school or district, for identifying and addressing learner needs (e.g., Response to Intervention) and documents learner progress.

The apprentice works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation

1. The apprentice works with students in varying configurations as the apprentice’s instructional skills develop, progressing from one-on-one and small group settings to instruction of an entire classroom.
2. In collaboration with the mentor teacher, the apprentice sets expectations for the learning environment appropriate to school/district policies and communicates expectations clearly to families.
3. The apprentice articulates explicit expectations for a safe, positive learning environment, including norms for behavior that include respect for others, as well as responsibility for preparation and completion of work. The apprentice collaborates with the mentor teacher to develop and implement purposeful routines that support these norms.
4. The apprentice communicates verbally and nonverbally in ways that demonstrate respect for each learner.
5. The apprentice is a responsive and supportive listener, seeing the cultural backgrounds and differing perspectives learners bring as assets and resources in the learning environment.
6. The apprentice manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
7. The apprentice varies learning activities to involve whole group, small group, and individual work, to develop a range of learner skills.
8. The apprentice provides opportunities for learners to use interactive technologies responsibly.

The apprentice understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

1. The apprentice accurately and effectively communicates concepts, processes, and knowledge in the discipline, and uses vocabulary and academic language that is clear, correct, and appropriate for learners.
2. The apprentice draws upon initial knowledge of common misconceptions in the content area, uses available resources to address them, and consults with their mentor teacher and other colleagues on how to anticipate the learner's need for explanations and experiences that create accurate understanding in the content area.
3. The apprentice uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
4. The apprentice engages learners in applying methods of inquiry used in the discipline.
5. The apprentice links new concepts to familiar concepts and helps learners see them in connection to their prior experiences.
6. The apprentice models and provides opportunities for learners to understand academic language and to use vocabulary to engage in and express content learning.
7. The apprentice consults with other educators to make academic language accessible to learners with different linguistic backgrounds.

The apprentice understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

1. The apprentice helps learners see relationships across disciplines by making connections between curriculum materials in a content area and related perspectives from another content area or areas.
2. The apprentice engages learners in applying content knowledge and skills in authentic contexts.
3. The apprentice engages learners in learning and applying the critical thinking skills used in the content area(s). They introduce learners to the kinds of problems or issues addressed by the content area(s) as well as the local/global contexts for those issues.
4. The apprentice engages learners in developing literacy and communication skills that support learning in the content area(s). They help them recognize the disciplinary expectations for reading different types of text and for writing in specific contexts for targeted purposes and/or audiences and provide practice in both.
5. The apprentice provides opportunities for learners to demonstrate their understanding in unique ways, such as model making, visual illustration and metaphor.
6. The apprentice guides learners in gathering, organizing, and evaluating information and ideas from digital and other resources and from different perspectives.
7. The apprentice structures interactions among learners and with local and global peers to support and deepen learning.

The apprentice understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the apprentice’s and learner’s decision making.

1. The apprentice uses, designs, or adapts a variety of classroom formative assessments, matching the method with the type of learning objective.
2. The apprentice uses data from multiple types of assessments to draw conclusions about learner progress toward learning objectives that lead to standards and uses this analysis to guide instruction to meet learner needs. They use digital and/or other records to support their analysis and reporting of learner progress.
3. The apprentice participates in collegial conversations to improve individual and collective instructional practice based on formative and summative assessment data.
4. The apprentice engages each learner in examining samples of quality work on the type of assignment being given. They provide learners with criteria for the assignment to guide performance. Using these criteria, they point out strengths in performance and offer concrete suggestions for how to improve. They structure reflection prompts to assist each learner in examining their work and making improvements.
5. The apprentice makes digital and/or other records of learning performance so that they can monitor each learner’s progress.
6. The apprentice matches learning goals with classroom assessment methods and gives learners multiple practice assessments to promote growth.
7. The apprentice engages in ethical practice of formal and informal assessment implementing various kinds of assessments in the ways they were intended to be used and accurately interpreting the results.
8. The apprentice implements required accommodations in assessments and testing conditions for learners with disabilities and language learning needs.
9. The apprentice differentiates assessments, which may include providing more challenging learning goals for learners who are advanced academically.

The apprentice plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

1. The apprentice uses the provided curriculum materials and content standards to identify measurable learning objectives based on target knowledge and skills.
2. The apprentice plans and sequences common learning experiences and performance tasks linked to the learning objectives and makes content relevant to learners.
3. The apprentice identifies learners who need additional support and/or acceleration and designs learning experiences to support their progress.
4. The apprentice integrates technology resources into instructional plans.
5. The apprentice plans instruction using formative and summative data from digital and/or other records of prior performance together with what s/he knows about learners, including developmental levels, prior learning, and interests.
6. The apprentice uses data from formative assessments to identify and make adjustments in planning.
7. The apprentice identifies learners with similar strengths and/or needs and groups them for additional learning opportunities.
8. The apprentice uses learner performance data and their knowledge of learners to identify learners who need significant intervention to support or advance learning. They seek assistance from colleagues and specialists to identify resources and refine plans to meet learner needs.
9. The apprentice uses data on learner performance over time to inform planning, making adjustments for recurring learning needs.
10. The apprentice uses information from informal interactions with families to adjust their plans and to incorporate home-based resources to provide further support.

The apprentice understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

1. The apprentice directs students’ learning experiences through instructional strategies linked to learning objectives and content standards.
2. The apprentice makes the learning objective(s) explicit and understandable to learners, providing a variety of graphic organizers, models, and representations for their learning.
3. As appropriate to the learning objective, the apprentice prepares learners to use specific content-related processes and academic language. They also incorporate strategies to build group work skills.
4. The apprentice analyzes individual learner needs (e.g., language, thinking, processing) as well as patterns across groups of learners and uses instructional strategies to respond to those needs.
5. The apprentice integrates primary language resources into instruction.
6. The apprentice seeks assistance in identifying general patterns of need in order to support language learners.
7. The apprentice helps learners use a variety of sources and tools, including technology, to access information related to an instructional objective. They help students learn to evaluate the trustworthiness of sources and to organize the information in a way that would be clear to an authentic audience.
8. The apprentice poses questions that elicit learner thinking about information and concepts in the content areas as well as learner application of critical thinking skills such as inference making, comparing, and contrasting.
9. The apprentice models the use of non-linguistic representations, concept mapping, and writing to show how learners can express their understanding of content area concepts and assigns work that allows the learners to practice doing so.
10. The apprentice develops learners’ abilities to participate in respectful, constructive discussions of content in small and whole group settings. They establish norms that include thoughtful listening, building on one another’s questioning for clarification.

The apprentice uses evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

1. The apprentice observes and reflects upon learners’ responses to instruction to identify areas and set goals for improved practice.
2. The apprentice seeks and reflects upon feedback from colleagues to evaluate the effects of their actions on learners, colleagues, and community members.
3. The apprentice gathers, synthesizes, and analyzes a variety of data from sources inside and outside of the school to adapt instructional practices and other professional behaviors to better meet learners’ needs.
4. The apprentice understands and acts in accordance with ethical codes of conduct and professional standards.
5. The apprentice understands and complies with laws and policies related to learners’ rights and teachers’ responsibilities.
6. The apprentice accesses information and uses technology in safe, legal, and ethical ways.
7. The apprentice follows established rules and policies to ensure learners access information and technology in safe, legal, and ethical ways.
8. The apprentice recognizes how their identity affects perceptions and biases and reflects on the fairness and equity of their decisions.
9. The apprentice accesses resources to deepen their understanding of the cultural, ethnic, gender and learning differences among learners and their communities.
10. The apprentice reflects on the needs of individual learners and how well they are being addressed, seeking to build support for all learners.

The apprentice collaborates with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

1. The apprentice participates on the instructional team(s) and uses advice and support from colleagues to meet the needs of all learners.
2. The apprentice participates in school-wide efforts to implement a shared vision and contributes to a supportive culture.
3. The apprentice elicits information about learners and their experiences from families and communities and uses this ongoing communication to support learner development and growth.
4. The apprentice uses technology and other forms of communication to develop collaborative relationships with learners, families, colleagues, and the local community.