General Competencies


Brian Betteridge







General Competency One: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

Specific Competency

Coursework Developing Competency

Experiences Developing Competency

A. Effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students’ prior understandings.



B.  Represents and uses differing viewpoints, theories, “ways of knowing,” and methods of inquiry in his/her teaching of subject matter concepts within and across disciplines.



C.  Evaluates teaching resources and curricula for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts and develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.



D. Creates interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas and engages students in generating knowledge and testing hypotheses according to methods of inquiry and standards of evidence used within and across disciplines.



E. Is committed to continuous learning and engages in professional discourse about subject matter knowledge and students’ learning of the disciplines.



General Competency Two: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

A. Assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.

ED150, ED150L

Discussed in Child and Adolescent Psychology and implemented in Field Placement at Feaser Middle School.

B. Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.



C. Respects the diverse talents of all learners and is disposed to use students strengths as a basis for growth and their errors as an opportunity for learning.


Field Placement at Feaser Middle School.

General Competency Three: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

A. Identifies and designs instruction appropriate to students’ learning styles, performance modes, experiences, background, strengths, and needs.



B. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs and/or identifies when and how to access appropriate services or resources to meet exceptional learning needs.



C. Creates a learning community in which individual differences are respected and students learn to respect and value each other.



D. Appreciates and values human diversity and shows respect for students’ different talents, perspectives, and experiences.



General Competency Four: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

A. Carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet students needs (ex. developmental stage, prior knowledge, learning styles, and interests).



B. Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.



C. Varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.



D. Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking.



E. Values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.



General Competency Five: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

A. Creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities that help them develop the motivation to achieve.


Working in a close group environment to discuss and present to the class topics raised by the Professor.

B. Organizes, allocates, and manages the resource of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks and maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals.



C. Helps the group to develop shared values and expectations for student interactions, academic discussion, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, motivation, engagement, and productive work.



D. Values the role of students in promoting each others learning and recognizes the importance of peer relationships in establishing a climate for learning.

ED105, ED150

Working in small and large groups for discussions and presentations.

E. Recognizes the need for intrinsic motivation in order to encourage life-long growth and learning.



General Competency Six: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

A. Models effective communication strategies in conveying ideas and information and in asking questions and knows how to ask questions and stimulate discussion in different ways for particular purposes.



B. Supports and expands learner expression in speaking, writing, and other media.



C. Communicates in ways that demonstrate sensitivity to cultural and gender differences.



D. Knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.



E. Is a thoughtful, sensitive, and responsive listener.



General Competency Eight: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

A. Selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving and build new skills on those previously acquired.)



B. Creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.


Teacher at Field Placement in Feaser Middle School implemented various learning activities to meet the needs of every student.

C. Creates short-range and long-range plans to unanticipated sources of input, and systematically adapts the plans to ensure student progress and motivation and to meet student needs and enhance learning.



D. Believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.



General Competency Eight: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

A. Appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made test, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.



B. Solicits and uses information about students’ experiences, learning behavior, needs, and progress from parents and colleagues, and involves learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.



C. Evaluates the effect of class activities on both individuals and the class as a whole and monitors his or her own teaching strategies and behavior in relation to student success, modifying plans, and instructional approaches accordingly.



D. Maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.



E. Is committed to using assessments to identify strengths and promote growth rather than to deny students access to learning opportunities.



General Competency Nine: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

A. Uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.



B. Seeks out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher.



C. Draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.



D. Values critical thinking and self-directed learning as habits of mind and is committed to reflection, assessment, and learning as an ongoing process.



E. Recognizes his/her professional responsibility for engaging in and supporting appropriate professional practice for self and colleagues.



General Competency Ten: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

A. Participates in collegial activities and designed to make the entire school a productive learning environment.



B. Makes links with the learners’ other environments on behalf of students, by consulting with parents, counselors, teachers of other classes, and professionals in other community agencies; establishes respectful and productive relationships with parents and guardians from diverse home and community situations; develops cooperative partnerships in support of student learning and well being; and identifies and uses community resources to foster student learning.



C. Talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as need and appropriate to remedy problems.


Field Placement at Feaser Middle School

D. Acts as an advocate for students.



E. Respects the privacy of students and the confidentiality of information.



F. Is willing to work with other professionals to improve the overall learning environment for students.



General Competency Eleven: The prospective teacher exhibits appropriate personal habits, social and emotional characteristics, and interaction and communication skills.

A. Demonstrates important personal and professional skills.



B. Demonstrates appropriate social and emotional characteristics.


Field Placement at Feaser Middle School

C. Demonstrates effective interaction and communication skills.


Field Placement at Feaser Middle School





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