The three standards in the first section of the Utah Effective Teaching Standards booklet.
What are LEARNER DEVELOPMENT, LEARNING DIFFERENCES & LEARNING ENVIRONMENTS?
100
Standard 4: Content Knowledge;
Standard 5: Assessment;
Standard 6: Instructional Planning;
Standard 7: Instructional Strategies
What is INSTRUCTIONAL PRACTICE? (page 3-4)
100
Standard 8: Reflection and Continuous Growth;
Standard 9: Leadership and Collaboration;
Standard 10: Professional and Ethical Behavior
What is PROFESSIONAL RESPONSIBILITY? (page 5-6)
100
10
What is THE NUMBER OF STANDARDS?
100
A style of interaction between individuals engaged in shared decision making as they work toward a common goal.
What is COLLABORATION? (page 37)
200
When the teacher works with learners to create environments that support individual and collaborative learning, positive social interactions, active engagement in learning, and self-motivation.
What is STANDARD 3: LEARNING ENVIRONMENTS? (page 2)
200
Multiple methods of ___________ to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
What is ASSESSMENT? (page 3)
200
A reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
What is A TEACHER? (page 5 or 20)
200
The Utah State Office of Education--Educator Effectiveness Project.
Who are THE CREATORS OF THE UTAH MEASUREMENT OF INSTRUCTIONAL EFFECTIVENESS DOCUMENT?
200
This occurs when the teacher responds to individual student's readiness, interest, and mode of learning often enough and in enough ways to support each student's engagement with and understanding of essential content goals.
What is DIFFERENTIATION? (page 38)
300
Teaching begins with ____________.
What is THE LEARNER? (page 1)
300
Systematically plans instruction based on approved standards.
What is EFFECTIVE INSTRUCTIONAL PLANNING? (page 16)
300
Seven (a-g)
What is THE NUMBER OF INDICATORS FOR STANDARD 10? (page 6)
300
Standard, Performance Expectations, Not Effective, Emerging/Minimally Effective, Effective, Highly Effective.
What are THE COLUMN HEADINGS OF THE UTAH MEASUREMENT OF INSTRUCTIONAL EFFECTIVENESS TABLE?
300
Teaching activities grounded in theory and designed to have specific effects and an extensive line of inquiry and research. They involve a sequence of steps or a number of related elements. They have an intended effect on student learning.
What are INSTRUCTIONAL STRATEGIES? (page 39)
400
Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity.
What is AN INDICATOR OF STANDARD 2: LEARNING DIFFERENCES? (page 1)
400
The standard that has the most indicators.
What is STANDARD 7: INSTRUCTIONAL STRATEGIES? (page 18)
400
The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.
What is STANDARD 9: LEADERSHIP AND COLLABORATION? (page 5 or 22)
400
...and
What is THE WORD THAT CONNECTS EACH COLUMN?
400
An ongoing, job-embedded process that supports transfer of newly-learned knowledge and skills to practice. Such learning also needs to be continuously evaluated and refined.
What is PROFESSIONAL LEARNING? (page 40)
500
The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.
What is STANDARD 1: LEARNER DEVELOPMENT (page 1)
500
Engages students in applying methods of inquiry and standards of evidence of the discipline.
What is INDICATOR 'C' OF STANDARD 4: CONTENT KNOWLEDGE? (page 13)
500
Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher's primary responsibility.
What is PROFESSIONAL RESPONSIBILITY? (page 5)
500
Performance Expectation
What is THE COLUMN THAT CONSOLIDATES THE 54 INDICATORS TO 24 INDICATORS?
500
The process of certifying learning at the culmination of a given period of time to evaluate the extent to which instructional objectives have been met.