Attitudes toward teaching methods

Content and assessment change alongside changes in the broader society and a teacher must understand and address those changes through effective planning, instruction, and assessment.  Lesson plans and methods should not be understood as guidelines written in stone but a reflection on possibilities that can be adapted to new and diverse situations. 

Rubric for assessing attitudes toward teaching methods

Attitudes toward teaching methods: Examples

Using multiple teaching methods and resources (including new and existing technologies) – not just the ones your teachers used, or the ones that allow you to teach the easiest, or the ones that you are most familiar and comfortable with

Valuing input from mentor teacher and UTK supervisors – which means actually using that input to change and adapt your instruction.

Flexibility and adaptability to your classroom situation (including new and existing technologies) - know that even the best plans can fail and your job is to adapt to the situation at hand and make it work!

Attitudes toward teaching methods: Related InTASC Standards

1(k) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.

2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.

5(r) The teacher values knowledge outside his/her own content area and how such knowledge enhances student learning.

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

7(q) The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

8(s) The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs. 

Attitudes toward students

 No two students are the same.  Effective teaching recognizes and values student differences and includes/respects differences it in all areas of planning, instruction, and assessment.

Rubric for assessing attitudes toward students

Attitudes toward students: Examples

#VolmeansAll – demonstrate high expectations and a commitment to success for ALL students. No Exceptions!

Including all students in lesson plans and activities – differentiate your instruction!

Beware of “Break-Room Gossip”  - do not engage in negative talk about students. Even the most challenging student deserves an education and a teacher who believes in them.

Attitudes toward students: Related InTASC Standards

2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.

3(o) The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.

8(q) The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication. 

Attitudes toward schools

While a teacher may be isolated to a single classroom, no classroom exists divorced from other classrooms or from its social context.  A teacher must value the input and experience of others in the development of effective planning, instruction, and assessment.

Rubric for assessing attitudes toward schools

Attitudes toward schools: Examples

Dedication to the success of the school as a whole - regardless of location, socio-economic status, grade or “ranking”

Beware of “Break-Room Gossip” – while constructive criticism is a part of teaching, disparaging talk about the school or community is not. Don’t do it. 

Attitudes toward schools: Related InTASC Standard

7(o) The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community