ODE Standards

Ohio Department of Education - Standards for the Teaching Profession

These standards guide teachers in self-assessing their knowledge and practices and considering their professional growth along a continuum of practice. This continuum of practice is also defined more fully in the career ladder developed by the Educator Standards Board.

Standard 1: Students - Teachers understand student learning and development and respect the diversity of the students they teach.

Reflection on Standard: Educators must be able to understand the students they teach in order to reach them. Having a firm understanding of the way your students develop and being able to appreciate and respect the diversity in your classroom is key to helping your students learn and grow. Whether they are diverse in learning styles, learning levels, growth, or culture, the savvy teacher needs to be able to understand this diversity and differentiate their teaching in order to help every student under their tutelage.

Elements

• 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
• 1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
• 1.3 Teachers expect that all students will achieve to their full potential.
• 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
• 1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

Standard 2: Content - Teachers know and understand the content area for which they have instructional responsibility.

Reflection on Standard: Educators must have a substantive knowledge of their content area in order to relay it to their students. Without knowledge in the content area that one is teaching, the best educational resources and strategies in the world won't teach knowledge that isn't there. Teachers must have a firm understanding of what they teach and know multiple ways to teach it so as to reach and help as many students as possible.

Elements

• 2.1 Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction.
• 2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
• 2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards.
• 2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
• 2.5 Teachers connect content to relevant life experiences and career opportunities.

Standard 3: Assessment - Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Reflection on Standard: Educators must be able to assess what their students are learning in order to evaluate their own teaching. Being aware of and using multiple assessment types will help the successful teacher to keep him/herself informed on how their students are doing and what adjustments need to be made to help those who are not learning the material as fast as others.

Elements

• 3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate
• 3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.
• 3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.
• 3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.
• 3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

Standard 4: Instruction - Teachers plan and deliver effective instruction that advances the learning of each individual student.

Reflection on Standard: Educators must have the capability and pre-thought to lesson plan for each of their sessions in class. This enables each teacher to set him/herself up for success in the classroom. Each educator must not only be able to plan their instruction, but to deliver it in an effective manner that allows them to reach each student in a way that allows them to learn in their own way.

Elements

• 4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.
• 4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.
• 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
• 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
• 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
• 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. 4.7 Teachers use resources effectively, including technology, to enhance student learning.

Standard 5: Learning Environment - Teachers create learning environments that promote high levels of learning and achievement for all students.

Reflection on Standard: Educators must create a learning environment that enables students to be engaged with their work and promotes learning and higher thinking. Teachers can do this through many means and may need to continually change their set-up in order to achieve the results they want. Flexibility for this standard is what creates excellence.

Elements

• 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
• 5.2 Teachers create an environment that is physically and emotionally safe.
• 5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
• 5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
• 5.5 Teachers maintain an environment that is conducive to learning for all students.

Standard 6: Collaboration and Communication - Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

Reflection on Standard: Educators must be willing to take other opinions and strategies into account and even incorporate them into their repertoire. Being a collaborative instructor enables teachers to always be growing and morphing to meet the needs of their students. Having good communication with parents, students, and administrators means being well-informed of student progress and other things going on in their lives. Teaching doesn't stop when students leave the classroom.

Elements

• 6.1 Teachers communicate clearly and effectively.
• 6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
• 6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
• 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

Standard 7: Professional Responsibility and Growth - Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

Reflection on Standard: Educators must embark on personal growth from time to time in order to grow as a teacher. It is their responsibility to be on the cusp of new learning theory and to be aware of other strategies that could be used. Growing as an educator can only benefit the students in the classroom. Professional development also allows for the creation of relationships and collaborations that would otherwise be impossible.

Elements

• 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
• 7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.
• 7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and students.