R Core Proposition #4 and the AAT The Architecture of Accomplished Teaching is a complex, reiterative process that depends on paced and multistep process. Teachers: · Focus on students and their learning · Hold to rigorous and relevant goals · Establish and measure goal based outcomes · Use professionally accepted standards and practices · Look back and assess their practices on a regular basis. · Build and internalize continuous improvement. Accomplished Teachers: 1. Know your students - Teachers know their students well enough to match classroom pedagogy to the students’ strengths, interests and personal situations. From education, practice and experience, teachers learn how best to create learning environments that engage students and move their learning forward. 2. Set high goals according to subject specific standards - Teachers will set goals that reflect the academic ability of the students in the classroom. An accomplished teacher will set a goal that students believe they can reach; the teacher will set a high, scaffolded goal that students can reach. 3. Implement goals, according to goals and the subject specific standards: Accomplished teachers reflect during and after each activity to make adjustments, as needed, to move the students forward in their learning. Accomplished teachers focus on the goal of student learning: how to use specific activities to implement specific learning goals, adapting as needed during the lesson. 4. Evaluate student learning in light of goals and the subject specific standards: Expert teachers reflect and evaluate continuously. They use formative assessments to gather evidence of successful student learning. Accomplished teachers reflect on the extent of student learning and from experience, research, and collaboration. 5. Reflect on student learning and effectiveness of instruction from the subject specific standards: Master teachers regularly and frequently use research based assessments (formative and summative) to determine what the students learned. Accomplished teachers inherently know to reflect on and evaluate their practice. 6. Set new, high, worthwhile goals based on subject specific standards: Based on the results of student learning and effectiveness of instruction, accomplished educators will decide on new, more challenging goals. The new, attainable goals stretch the students; proper instructional support advances student learning.

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