1 Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.
2 Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.
3. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
4 Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others.
5 Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student.
6 Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.
7 Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.
8 Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.
9 Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.
10 Using technology that is effectively integrated to create technologically proficient learners.
11 Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance.
1 Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
2 Teacher evaluation. After August 31, 2013, an approved preparation program for teachers shall require candidates for a residency certificate to demonstrate knowledge of teacher evaluation research and Washington's evaluation requirements. At a minimum, teacher preparation programs must address the following knowledge and skills related to evaluations:
A Examination of Washington's evaluation requirements, criteria, four-tiered performance rating system, and the preferred instructional frameworks used to describe the evaluation criteria;
B Self-assessment, goal setting, and reflective practices;
C Evidence gathering over time;
D Use of student growth data and multiple measures of performance;
E Evaluation conferencing; and
F Use of an online tool to review observation notes and submit materials to be included in evaluation.
1 Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
2 Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
1 An approved preparation program for teachers shall require that each candidate engage in an assessment process approved by the professional educator standards board. The assessment will verify that the candidate for a residency teacher certificate can meet the teacher standards in (a), (b) and (c) of this subsection and understands teacher impact on student learning.