Standard+1

1. Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

Narrative Subject matter knowledge is a foundation for effective teaching. Since this knowledge is not static but instead is complex and continually evolving, the effective teacher keeps abreast of the new ideas and understandings in his or her discipline. A commitment to professional discourse with other professionals about subject matter knowledge and students’ learning of the discipline is apparent in the teacher’s daily activities. Materials and practices, which reflect the teacher’s enthusiasm for learning, are evident in the classroom. To demonstrate the relevance of the content being taught, the teacher models an appreciation of diverse ways of learning and continually makes connections of subject matter with the everyday life of students and their families. Because students live in and interact with a society that values interdisciplinary knowledge and skills, the teacher maintains knowledge of multiple disciplines.

Knowledge • understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. • understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. • can relate his/her disciplinary knowledge to other subject areas.

Dispositions • realizes that subject matter knowledge is not a fixed body of facts but is complex and ever evolving. S/he seeks to keep abreast of new ideas and understandings in the field. • appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower. • has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. • is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.

Performance • displays solid content knowledge. • makes connections between the content and other disciplines. • is aware of interdisciplinary approaches to teaching and learning and regularly incorporates these strategies. • routinely discusses multiple perspectives in subject matter. • strives to include content that relates to students’ personal, family and community experiences. • respects individual differences. • creates learning activities that are relevant to students’ needs and match instructional goals. • develops unit plans that are keyed to the district curriculum and the Maine Learning Results. • routinely checks for understanding within the lesson. • makes minor adjustments to lessons or units and the adjustments occur smoothly.