Ohio Standards for the Teaching Profession EHHS Conceptual Framework

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach. Learner-Centered Pedagogy

Display knowledge of how students learn and of the developmental characteristics of age groups? Understands how students learn

Understand what students know and are able to do and use this knowledge to meet the needs of all students? Facilitates inquiry-based learning and authentic assessment

Demonstrate the expectation that all students will achieve to their full potential? Creates a learning environment that helps students build on prior knowledge

Model respect for students’ diverse cultures, language skills and experiences? Uses technology in an ethical, critical, and competent manner as a means to acquire, provide, organize, and communicate knowledge

Recognize characteristics of gifted students, students with

disabilities and at-risk students in order to assist in

appropriate identification, instruction and intervention?

Standard 2: Teachers know and understand the content area for which they have instructional responsibility. In-Depth Content Knowledge

Know the content I teach and use my knowledge of content

specific concepts, assumptions and skills to plan instruction? Knows and understands discipline-specific content and pedagogy

Understand and use content-specific instructional

strategies to effectively teach the central concepts and skills of the discipline? Places knowledge in a broader context and integrates it with other content areas

Seeks out and uses innovative, content-appropriate teaching methods

Understand school and district curricula priorities and

the Ohio academic content standards?

Understand the relationship of knowledge within the

discipline to other content areas?

Connect content to relevant life experiences and career

opportunities?

Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. Informed Reflective Practice Draws on research, theory, and multiple fields of knowledge, and aesthetic awareness for the development of curriculum, pedagogy, and educational programs Employs the iterative process of action, observation, and reflection as the basis of improving practice Uses multiple sources of data to plan, revise, and enact curriculum and educational programs

Exemplifies the highest ethical standards of the education profession

Understands the importance of public education in a democracy