Washington Teacher Standards-Based Benchmarks
There are three standards 1) effective teaching, 2) professional development, and 3) teaching as a profession. Each standard is comprised of multiple criteria; for each criteria t
here are three levels of the career continuum (residency, professional, and career).
Standard 1 Effective Teaching
Criteria 1 -- Using multiple instructional strategies to address individual student needs.
Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.
Using instructional strategies, including the principles of second language acquisition, to make learning meaningful and show positive impact on student learning.
Identifying standards, targeting learning outcomes and selecting instructional strategies, including the principles of second language acquisition, carefully chosen to reach the standard appropriate for the particular learning needs of assigned students.
Criteria 2 -- Integrating subjects across content areas
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.
Applying the theories of language acquisition and stages of language development in the integration of subject matter across the content areas of mathematical, scientific, and aesthetic reasoning.
Ensuring application of theories of language acquisition and stages of language development in the integration of subject matter across the content areas of mathematical, scientific, and aesthetic reasoning.
Criteria 3 -- Using a variety of assessments to monitor and improve instruction
Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
Using a variety of assessment strategies and data to monitor and improve instruction.
Selecting and implementing ongoing formative and summative assessment strategies to inform instruction.
Criteria 4 -- Creating a safe, productive learning environment.
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.
Using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment.
Applying consistent and intentional approaches to classroom management which directly support engagement and learning.
Criteria 5 -- Planning curricula for diverse student needs
Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.
Designing and/or adapting challenging curriculum that is based on the diverse needs of each student.
Employing intentional assessment strategies to understand variations within diverse and special needs population of learners and then responding with specific and appropriately challenging curriculum including supports/extensions for individual students.
Criteria 6 -- Ensuring cultural sensitivity/competence
Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.
Demonstrating cultural sensitivity in teaching and in relationships with students, families, and community members.
Demonstrating cultural competency in teaching and relationships with students, families and communities and using this knowledge to select engaging, relevant learning goals and activities.
Criteria 7 -- Integrating technology
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. Using technology that is effectively integrated to create technologically proficient learners.
Integrating technology into instruction and assessment.
Consistently, skillfully and intentionally integrating available technology to design & deliver instruction and assessment.
Criteria 8 -- Involving and collaborating with families, neighborhoods and communities
Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected,and diverse society. 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.
Informing, involving and collaborating with families and community members as partners in each student's cultural identity, educational process, including using information about student achievement and performance.
Actively engaging and pursuing partnerships with respect to student's cultural identity within and beyond their teaching context, including parent and community partnerships that result in greater educational opportunities.
Standard 2 Professional Development
Criteria 1 -- Utilizing feedback and reflection to improve teaching practice
Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
Evaluating the effects of his/her teaching through feedback and reflection.
Evaluating the effects of his/her teaching by seeking feedback from families, students, colleagues, administrators and through self reflection.
Criteria 2 -- Using standards for self-assessment, plan and implement professional growth
Using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities.
Drawing on a variety of data sources to assess professional performance, articulating short and long-term professional learning goals, implementing a PGP and evaluating the impact of that learning on classroom performance.
Criteria 3 -- Seeking new learning to remain current in field
Remaining current in subject area(s), theories, practice, research and ethical practice.
Seeking out new learning from the field and applying to teaching assignment and student learning.
Standard 3 Teaching as a Profession
Criteria 1 -- Advocating for diverse needs of each student
Advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student
Championing development or selection of curricula, programs, instructional materials or assessments that challenge all students to meet high academic standards, including those who have special education needs or language differences.
Criteria 2 -- Collaborating in and contributing to school improvement
Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
Participating collaboratively in school improvement activities and contributing to collegial decision-making.
Demonstrating competency involved with teaching adult learners in order to appropriately collaborate and lead in workgroups, professional learning communities, workshops, or other contexts. Sharing the impact of professional learning on student learning.
Criteria 3 -- Serving in formal and informal leadership roles
Serving in formal and informal leadership roles, such as a team leader, teacher educator, mentor, instructional coach, professional development facilitator or school improvement team leader, peer reviewer, or contributing to cultural relevance and education policy at the local, state or national level.
Criteria 4 -- Providing meaningful feedback to colleagues
Providing meaningful feedback that helps colleagues improve as they continuously revise their work toward meeting ever-higher standards.
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.