1. Ohio Standards for the Teaching Profession EHHS Conceptual Framework

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

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

5. 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

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

9. 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

11. Recognize characteristics of gifted students, students with

12. disabilities and at-risk students in order to assist in

13. appropriate identification, instruction and intervention?

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

17. Know the content I teach and use my knowledge of content

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

20. Understand and use content-specific instructional

21. 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

22. Seeks out and uses innovative, content-appropriate teaching methods

24. Understand school and district curricula priorities and

25. the Ohio academic content standards?

26. Understand the relationship of knowledge within the

27. discipline to other content areas?

28. Connect content to relevant life experiences and career

29. opportunities?

30. 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

31. Exemplifies the highest ethical standards of the education profession

32. Understands the importance of public education in a democracy