1. Build a safe and positive classroom community of mutual respect, care, empathy, and support by setting and communicating expectations, modeling and highlighting appropriate behavior, encouraging students to make appropriate behavioral choices, explaining personal responsibility and the impacts of actions, and communicating about the school’s policies (including its disciplinary system)
2. Build strong relationships with students in ways that sustain and respect their cultural, socioeconomic, and familial backgrounds, experiences, and norms
3. Engage learners actively and equitably, considering time, space, and learner attention
4. Foster positive student-to-student interactions and relationships, including by modeling and highlighting kind and respectful behavior
5. Communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives of learners
6. Use supplementary resources and technologies to ensure accessibility and relevance for all learners
7. Make appropriate and timely accommodations for individual students with learning differences or needs
8. Implement behavioral management techniques (including positive behavioral supports, deescalation strategies, and peer mediation) to encourage productive and/or positive behavior and limit harmful, inappropriate, or disruptive behavior
9. Follow all ethics rules, professionalism standards of practice, and relevant laws and policies related to the profession, including around the Family Educational Rights and Privacy Act (FERPA)

1. Observe and assess how students are doing holistically (e.g., their social and emotional development, participation in the classroom, interactions with others, and physical health)
2. Help learners build confidence, stamina, and a growth mindset (e.g., by encouraging them in their efforts, reframing challenges as opportunities, and supporting them as they persevere with challenging tasks)
3. Encourage curiosity within learners, including by demonstrating the value of learning and encouraging them to ask questions
4. Help learners identify their interests, strengths, knowledge, and needs, and to self-advocate in areas where they have needs
5. Encourage learners to take individual and group responsibility (e.g., by facilitating both collaborative and self-directed work and implementing techniques that foster personal choice and ownership)
6. Teach students to engage responsibly with online platforms and content (including social media) by unpacking URLs for authenticity, being discerning consumers of information, and protecting their online privacy and safety
7. Encourage an awareness of and interest in local and global communities, including by incorporating local and global examples and connections into activities and lessons

1. Identify learning goals and outcomes for each subject that learners are required to master, based on content standards
2. Develop lesson plans aligned with learning goals and outcomes, based on formative and summative assessment data, prior learner knowledge and experiences, and learner interest and input
3. Incorporate current research–related to specific subjects and teaching practices as a whole—in the design of instruction
4. Evaluate and adapt instruction to ensure it is developmentally appropriate (i.e., adapted to the age, ability, and development level of learners), as defined by state standards
5. Incorporate multiple modes of instruction in instructional design to address diverse learning preferences and abilities and create opportunities for students to learn in different ways
6. Sequence learning experiences in appropriate ways, by breaking instruction into segments that build on one another, teaching simpler concepts and skills before moving to more complex ones, and creating links between new and previous concepts and experiences
7. Develop interactive activities to keep learners engaged, including by leveraging technology and planning experiential learning activities (e.g., field trips, visits by guest speakers)
8. Plan learning experiences that encourage learners to understand, question, analyze, and critique ideas from multiple perspectives
9. Design opportunities for students to solve problems using the information they have learned
10. Develop opportunities for learners to make connections between disciplines, including by developing projects that engage cross-discipline perspectives and skills
11. Select and use a variety of sources and materials from approved classroom libraries and/or approved curriculum from the school and district to create relevant learning experiences
12. Evaluate, select, and modify instructional resources and materials for their alignment to standards, accuracy for representing concepts in the discipline, and appropriateness for learners

1. Deliver differentiated instruction to achieve each student’s learning goals, through appropriate strategies, accommodations, resources, materials, and individual and small group interventions
2. Utilize the methods of culturally responsive teaching for learner motivation
3. Continuously monitor student learning and adjust instruction in real-time in response to student understanding, engagement, and misconceptions
4. Vary the amount of support, modeling, and scaffolding provided to students throughout the academic period as they gain knowledge, skills, and confidence
5. Vary role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, purposes of instruction, and learners’ needs
6. Engage learners in critical thinking and inquiry by encouraging them to generate new ideas and approaches, question or challenge assumptions and processes, and support opinions with data and verifiable facts
7. Help students articulate what they’re learning and why they’re learning it, including by clearly communicating the purpose of all lessons, units, and projects
8. Ask questions to serve various purposes (e.g., probe learner's understanding, help them describe their thinking process, provide evidence for assertions, stimulate curiosity, and question what they think they know)
9. Use a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes
10. Incorporate tools of language development in instruction, including strategies for making content accessible to English language learners (e.g., introduce new words in context of material, speak clearly with eye contact, use correct pronunciation, label items in the learning environment, make connections to existing schema).
11. Incorporate varied examples, explanations, and perspectives in lessons
12. Utilize and model the appropriate use of various technologies (including interactive and virtual platforms) in delivering instruction

1. Regularly assess individual and group knowledge and understanding through both formative and summative assessments
2. Design assessments (in collaboration with other teachers) that align with learning outcomes and respect the gender and cultural, racial, and socioeconomic backgrounds of the students
3. Develop multiple ways for learners to demonstrate their knowledge and skills, including using technology
4. Examine assessment and other performance data to design and modify instruction to meet individual and group learning needs
5. Continuously identify and address sources of bias that can distort assessment results, including by examining how assessment instruments and processes may disadvantage learners based on gender, race, socioeconomic status, or cultural group
6. Make appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs
7. Access school and/or district-based resources to evaluate the learner’s content knowledge in the learner’s primary language
8. Provide effective, constructive, and timely feedback on student work that is specific to criteria

1. Collaborate with families—including by communicating with them through their preferred methods—to better understand and support the whole student, promote student growth and development, address behavioral and academic challenges, and extend learning into the home
2. Follow appropriate protocols to engage other professionals—including counselors, principals, social workers, and psychologists—to address issues related to student safety, security, and well-being.
3. Collaborate with administrators to resolve behavioral and academic problems in a manner that is culturally appropriate
4. Collaborate with other teachers and instructional coaches on the design and delivery of instruction and the design and validation of assessments
5. Work collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and deliver appropriate inclusive learning experiences to meet unique learning needs particularly diverse racial, socioeconomic, language, and gender backgrounds
6. Actively engage in the development of student individualized education programs (IEPs) and 504 Plans, including by attending meetings and contributing relevant insights and context about learners
7. Advocate to meet learners’ needs, strengthen the learning environment, and enact systems change when needed
8. Contribute to the school community by volunteering for relevant roles (e.g., serving on relevant staff committees, serving as a club advisor)

1. Engage in meaningful and appropriate professional learning opportunities (e.g., educational conferences, teacher training workshops) to continually improve as an educator
2. Use a variety of data and information (e.g., systematic peer observation, assessment data, results of self-reflection) to identify strengths and weaknesses, evaluate the outcomes of teaching, and adapt planning and practice to better meet learners' needs.
3. Identify and correct for personal biases when engaging students and families, planning and delivering instruction, and assessing and evaluating students
4. Learn and engage in transformational leadership and effective professional development which builds toward recognizing and unlearning unconscious bias and creating a culturally responsive mindset to meet the diverse needs of learners
5. Initiate meaningful research on education issues and policies
6. Seek leadership opportunities when possible, including modeling effective practices for colleagues, leading professional learning activities, and serving in leadership roles

1. Prepare for instruction, including preparing materials and classroom space for activities
2. Take and report student attendance, based on school policies
3. Maintain accurate and comprehensive student records as required by the school, district, and state
4. Perform administrative duties as assigned, to contribute to everyday functions of the school (e.g., performing bus duty, assisting in the library, monitoring the hall and cafeteria)
5. Enforce administration policies and rules relating to students

Sample learning objectives List the major developmental periods between birth and adolescence and describe the cognitive and behavioral changes typical during each stage. Discuss the importance of reading to children to enhance future literacy skills and cognitive development. Describe activities that can enhance the physical, social, and emotional development of children and help instill in children the capacity to exhibit selfcontrol, be resilient, demonstrate empathy, and engage in sharing. Discuss the causes of harmful behaviors such as bullying, self-isolation, and tantrums, as well as strategies that educators and parents can employ to resolve these harmful behaviors. Discuss the cause of common developmental delays, such as autism, ADHD, intellectual disabilities, and trauma, and describe techniques that teachers and caregivers can use to assist students in achieving optimal development. Plan activities that help children acquire language skills, employ logic, and engage in discovery. Discuss the importance of an involved father in the cognitive development of children and describe strategies for helping parents and other caregivers engage with children in ways that enhance their cognitive and emotional development.

Sample learning objectives Demonstrate the ability to use correct mathematics vocabulary to describe integers, natural numbers, whole numbers, negative numbers, rational and irrational numbers, fractions, and decimals, as well as basic arithmetic manipulations such as addition, subtraction, multiplication, and division. Describe the base ten system and provide examples of activities that can be used to help children understand the system. Explain the concept of place value and the importance of understanding place value to enable students to accurately add, subtract, multiply, and divide. Demonstrate the ability to add, subtract, multiply, and divide, and develop classroom activities designed to effectively teach students the standard algorithms for those mathematical functions. Demonstrate the ability to engage in measurement and calculation of area, circumference, diameter, volume, distance, money, time, and rates of change, and develop a set of learning activities that help children understand and use these concepts and related formulas. Demonstrate the ability to manipulate fractions, such as adding, subtracting, multiplying, and dividing fractions, and provide examples of real-world activities that require the accurate manipulation of fractions. Demonstrate the ability to use the correct order of operations when solving more complicated mathematical problems, including those involving one or more unknown variables. Describe the importance of mathematics memory, fluency, and automaticity. Explain the importance of instructional sequencing to ensure there are no gaps in a student’s numerical literacy or skills in arithmetic. Demonstrate the ability to use ratios and proportions to solve for unknown variables or take operations to larger scales. Design activities to teach students about time and money. Demonstrate the ability to differentiate between causal relationships and correlation, and therefore the ability to identify valid research on the science of mathematics learning (research that relies on experimental or quasiexperimental design). Explain the findings of the National Mathematics Panel that distinguishes between fact and theory regarding how students learn math. Demonstrate the ability to properly sequence the learning experience to help students build mathematics competency and fluency, and to reinforce earlier lessons while helping students develop new knowledge and skill.

Sample learning objectives Describe the use of alliteration, rhyming words, and word families to help students develop the ability to sound out words and develop reading skills. Demonstrate the ability to accurately identify, use, and teach the primary parts of speech (noun, verb, pronoun, adverb, adjective, preposition, conjunction, article, determiner, interjection, etc.). Explain the importance of reading to children and demonstrate the ability to identify age-appropriate books and stories that teach children important academic skills and enhance their personal and social development. Develop effective lesson plans for teaching students the basic rules of grammar, punctuation, spelling, and usage based on their age and personal literacy level. Correctly distinguish between valid research studies (those that rely on experimental or quasi-experimental design) and less reliable studies that comprise a body of knowledge referred to as the “science of reading,” and describe ways in which the science of learning can inform the process of teaching. Describe the role of the National Reading Panel and its findings in improving reading instruction in the US. Discuss various causes of delayed reading or insufficient reading comprehension in children, effective methods for diagnosing the source of reading challenges in individual children, and evidence-based strategies for assisting students with reading challenges to become capable and confident readers. Describe effective methods for engaging children who are nonnative English speakers in learning to read, speak, and write in English. Demonstrate the ability to identify age-appropriate reading materials, sequence learning properly, and use reading instruction as a mechanism for reinforcing other curricular elements, such as civics, mathematics, science, and history.

Sample learning objectives Explain and demonstrate an ability to apply critical components of the scientific method and prepare age appropriate lesson plans that introduce students to the concept of experimental design, the evaluation of evidence, and the difference between causality and correlation. Accurately describe the solar system and prepare lessons appropriate to learners’ ages and development to help students understand the relative size, location, and composition of the plants, stars, earth, and moon, as well as the way in which the solar system determines seasons, weather, climate, temperature, and so on. Discuss the relative position of the earth to the sun and moon and describe the role of gravity in determining physical characteristics of matter and relationships between planets and their moons. List and describe the function of the basic parts of plants, process of photosynthesis, role of trees and plants in absorbing carbon dioxide and releasing oxygen, and necessary conditions for growing plants. Demonstrate the ability to teach students about domestic and wild animals, including helping children correctly identify various mammals, reptiles, amphibians, birds, and fish; identify where specific animals typically live; describe the optimal habitat for their survival; describe how animals interact in nature; and discuss how humans can impact the survival of certain species. Demonstrate the ability to provide age-appropriate instruction about basic anatomy and physiology, healthy habits to maintain wellness, critical body systems, and the causes of diseases within those systems. Demonstrate the ability to provide age-appropriate instruction about how the earth was formed, how geographic and topographic features were formed, what ecosystems are and what impact they have on the living world, and how basic cycles (such as the rain cycle, the carbon cycle, etc.) are important to life and sustainability. Describe the structure and function of matter, including atomic and molecular structure, the forms of matter (solids, liquids, gases), and the role of the periodic table in understanding the characteristics of elements.

Sample learning objectives Describe the importance of planning effective lessons and demonstrate the ability to plan lessons, evaluate their effectiveness in teaching key concepts, make corrective changes to improve the efficacy of lesson plans, and illustrate how lesson plans address core concepts in state or district learning goals. Demonstrate the use of effective classroom management techniques, including those that teach empathy, encourage all students to participate, identify students who need additional help or challenge, model equity and inclusion, and teach self-control and discipline. Explain the role of formative and summative assessment in teaching and learning, and demonstrate the ability to select or prepare formative and summative assessments that accurately assess student knowledge, student ability to apply knowledge in formulating correct conclusions, and student ability to engage in critical thinking and logic to solve more challenging problems or answer questions that require independent thinking. Discuss various grading strategies, the importance of accountability in improving educational outcomes, and the use of data and analytics in assessing student learning. Demonstrate professional behavior in communicating with students, other teachers, administrators, parents, and resource personnel. Demonstrate the use of effective strategies to engage students who have learning challenges, are dealing with trauma or illness, are not English speakers, or who have learning, cognitive or physical disabilities. Discuss the problem of bullying, the various manifestations of bullying, and effective strategies for reforming the behavior of bullies and supporting the victims of bullying, including by engaging with parents, school mental health providers, school administrators, and other teachers to develop effective action plans for involved students. Demonstrate effective and age-appropriate behavioral modification techniques to address inappropriate behavior such as defiant nonparticipation, speaking out of turn, not following directions, not paying attention, not sitting still, inappropriately expressing anger or frustration, and fighting or inflicting harm or injury on others. Explain the importance of physical activity in helping students learn and develop and provide lesson plans or daily learning schedules that include sufficient physical activity that is age-appropriate and supports academic learning. Discuss the ways in which instructional practice and classroom management has resulted in discrimination against girls in the past, and boys presently, and demonstrate effective strategies to appropriately engage boys and girls in learning and help them develop confidence in their intellectual abilities. Explain the requirements of laws that protect student privacy, ensure ethical practice among teachers, and provide examples of actions that would adhere to or violate those laws when communicating about student needs and challenges to parents or guardians, other educators, and individuals in outside organizations or providers (such as tutors, social workers, law enforcement agents, etc.)

Sample learning objectives Explain the role of neuroscience and social science in understanding how learning and cognition occurs. Discuss the opportunities and limitations provided by the current domain of education research because of the small number of studies that meet accepted standards for experimental or quasi-experimental design. Differentiate between studies that suggest correlation versus those that provide evidence for causal relationships between the variables tested and the observed outcomes. Provide examples of effective translations that have occurred between the science of learning and the practice of teaching. Use the Institute for Education Science’s What Works Clearinghouse to identify education research results that meet minimum experimental design standards to qualify as results derived through experimental or quasi-experimental design. Discuss the role and findings of the National Reading Panel and the National Mathematics Advisory Panel in transitioning teaching from a theory- to an evidence-based practice. Describe papers that use experimental or quasiexperimental design and explain how those papers can be used to improve the practice of teaching. Differentiate between statistically significant and statistically insignificant experimental results and discuss the types of statistical analysis used commonly when performing social science research, including education research.

Sample learning objectives Create an accurate timeline for the founding of the United States of America, including the history of Indigenous people in North America, the discovery of North America by non-Indigenous people, the process of colonization by Europeans, and the people and events that led to American Independence. Explain the ways in which students best learn about the importance of communities, being a good citizen, following the law, and the basic rights guaranteed to all Americans. Identify the states and territories that are part of the United States. Identify and prepare effective lesson plans to teach students about the continents, countries, regions, and cultures of the world, and to enable them to use maps, globes, and electronic resources to identify the location and geography of each world region, country, and continent. Discuss the role of the Ancient Romans and Ancient Greeks in creating the conditions for future democracies, identify key Roman and Greek leaders and their contributions to modern history, and create lesson plans that teach students about the role of the ancients in art, mythology, architecture, religion, and our current views about citizenship. Demonstrate an understanding and ability to teach in correct historical context the origins of human existence, the rise and fall of empires, the global age, and the birth of the modern world. Identify the period during which the Industrial Revolution took place, the countries and world regions involved in the Industrial Revolution and what each contributed and explain the major technological advances and social priorities that led to the industrial revolution. Describe the role and impact of the Industrial Revolution on the lives, environment, and culture of past and current populations. Develop age-appropriate lessons to create cultural curiosity and acceptance among students and help them identify the ways in which various cultures are similar and different. Develop age-appropriate lessons to help students understand how cultures have changed over time and throughout history as a result of advances in science, philosophy, art, and literature, as well as through the hard work of individuals and groups who fought for civil rights, women’s rights, worker’s rights, children’s rights, the rights of Indigenous peoples, racial and gender equity, and social good in the US and around the world.

Sample learning objectives Explain the role of education in helping children with intellectual and physical limitations achieve their maximum potential. Describe the most common types of intellectual and physical limitations among students who attend school with nondisabled children and summarize the etiology or known causes of those limitations. Identify and interpret valid research articles that provide useful information to teachers regarding effective instruction of students with intellectual or physical limitations. Review and interpret Individual Education Plans for children with various learning challenges and design appropriate instructional interventions to enable these students to succeed. Demonstrate the ability to communicate with various specialists, such as school psychologists, school nurses, speech pathologists, physical therapists, and occupational therapists to help develop and appropriately implement instructional plans for students with individualized education programs (IEPs). Demonstrate the ability to communicate with parents about a student’s IEP plan, the accommodations being provided to a student, and the success of those accommodations. Demonstrate the ability to provide parents with appropriate information to enable them to support the successful implementation of a student’s IEP plan. Describe the mechanisms for differentiating between normal and abnormal behaviors and discuss the steps teachers should take when he or she has concerns about a child’s development, behavior, participation, academic performance, interactions with others, or physical abilities. Describe the purpose of universal design and demonstrate the ability to employ universal design strategies and techniques to meet each student’s instructional and learning needs. Demonstrate the use of adaptive technologies for teaching students with various intellectual or physical disabilities.

Sample learning objectives Describe the various educational philosophies and theories that have dominated pedagogical practice in the US since the 1800s. Discuss the challenges of proving the accuracy of educational theories and the damage that has been done over time as a result of adopting popular, but unproven, educational theories. Identify education research papers that employ appropriate research techniques (experimental and quasi-experimental designs) to more accurately evaluate the accuracy of education theory. Discuss the scientific method and compare and contrast correlation with causality. Explain the harm that has been inflicted upon children as a result of inappropriate extrapolation from correlation to causality. List the individuals whose education and teaching philosophies have most significantly impacted the way schools are designed and students are taught in the US. Describe the types of inequities that have existed in primary education dating back to the founding of our nation, and the types of legislative reforms, community activism, and social changes that have been employed to resolve those inequities. Discuss how each of these efforts was effective or ineffective in reducing inequities, the challenges that continue to exist and the risks and benefits of contemporary solutions to the challenges of gender, racial, ethnic, and socioeconomic inequity that empower students rather than victimize them. Describe methods of designing instruction that meet each student’s needs, depending on their learning style, cognitive abilities, educational and social experiences, and academic potential. Discuss ways to effectively engage exceptional learners, average learners, and challenged learners in group and individual settings. Discuss the importance of learning and behavioral objectives in developing instructional materials and communicating expectations to students. Compare and contrast the various models for using behavioral objectives in instructional design (such as the GNOME; Tyler and Kemp theories) and demonstrate the ability to create accurate, relevant, and effective learning and behavioral objectives that are age-appropriate, align with curriculum design, and meet state, county, or other administrative learning goals. Describe effective strategies for sequencing the learning experience to present new information in an age appropriate manner—in a way that builds on and reinforces prior knowledge and that challenges students to solve challenges or create novel works. Explain the importance of socialization at each state of child development and demonstrate the ability to assess and enhance a student’s confidence and social skills and help them interact effectively with peers, parents, teachers, and others. Discuss the importance of integrating effective strategies across the curriculum for helping students develop self-control, expand their attention span, demonstrate empathy, and appropriately exhibit and act on their concern for others. Demonstrate the ability to integrate lessons and activities across the curriculum that teach effective behavioral modification techniques to help students develop appropriate interpersonal communication and social skills. Discuss the role of technology in instruction and assessment and demonstrate the ability to use technology to provide instruction and assessment in the classroom, through distance learning and in other virtual settings. Discuss the benefits and appropriate uses of virtual reality technologies, adaptive learning technologies, and immersion and simulation technologies. Demonstrate the ability to protect technology from cyberattack and to maintain security for sensitive and personal student information. (Note: with the expansion of distance learning during the COVID-19 pandemic, some apprenticeship sponsors may wish to expand teacher competency in technology-based learning and may wish to establish this as a separate course.)