Core Competencies

Our POE Model Uses Three Core Competencies for All Educators.

All KRSD educators are expected to demonstrate proficiency in three foundational professional competencies:

1. Knowledge of Content and Pedagogy:
   
   A KRSD educator knows the subject matter well, has a strong understanding of child development and its impact on how students learn or interact with instructional supports. The educator designs effective and rigorous units of instruction consisting of lessons aligned to standards-based competencies, learning targets, and measurable outcomes for all students.

Key Indicators for Educator Reflection: 

● lesson and unit plans that reflect important concepts, academic language and scope and sequence 

● lesson and unit plans that integrate a variety of strategies to help students access information essential for learning 

● differentiation and scaffolding to support diverse learning needs 

● data-driven instructional decisions 

● selection and use of effective assessment strategies to monitor student learning

2. Professional and Effective Learning Environment:
   
   A KRSD Educator skillfully manages student relationships, fosters an environment of respect, rapport, and positive peer interactions. The educator creates a safe, collaborative learning atmosphere that encourages academic risk-taking and student ownership. Through instructional practices that reflect high expectations, the educator engages all students, catering to diverse learning styles, needs, interests, and readiness levels, ensuring access to necessary materials and resources.

Key Indicators for Educator Reflection:

● fairness and inclusivity 

● a safe environment 

● accessibility for all students including the posting of learning and language goals 

● effective use of physical resources, including computer technology, by both teacher and students 

● little or no loss of instructional time (smooth and efficient transitions) 

● high expectations, supported through both verbal and nonverbal behaviors, for both learning and participation 

● recognition of effort and persistence on the part of the students 

● use of behavior management plans and social contracts as appropriate 

● the implementation of shared expectations and norms 

● proactive and responsive classroom management

3. Professionalism:
    

A KRSD educator reflects and grows in their professional practice, actively participating in a culture of professional learning, collaboration, and communication, demonstrating an awareness of the diverse social and cultural backgrounds in the school community.

Key Indicators for Educator Reflection:

● professional relationships characterized by mutual respect, collaboration, and cooperation 

● use of an accurate, up to date, and effective system of record keeping 

● active participation in school and District initiatives 

● engagement in a culture of professional reflection, inquiry and growth 

● participation in opportunities to enhance content knowledge and pedagogical skills 

● engagement in professional dialogue by offering ideas and considering perspectives, backgrounds, and cultures of others 

● effective instructional planning, assessment of student learning, and reporting of student learning