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Our Promise To You

Northeastern University's Professional Standard for Urban Teachers

Here are the Professional Standards for graduating from our teacher preparation programs. These five standards represent a merging of the urban mission of the School of Education and the five "Professional Standards" for beginning educators put forward by the Massachusetts Department of Education:

• Standard I : Plans Curriculum and Instruction
• Standard II : Delivers Effective Instruction
• Standard III : Manages Classroom Climate and Operation
• Standard IV : Promotes Equity
• Standard V : Meets Professional Responsibilities

What follows is our conception of what these "Standards" should mean for the graduates of the Northeastern University School of Education.

This is what each student admitted to the NU School of Education should expect to know and be able to do after completing our program of study.

Please note: We employ the term "Beginning Community Teacher" to designate the particular emphasis of our Mission and Goals with respect to the State's expectations for a "Beginning Educator."

Standard I: Planning for Curriculum and Instruction

Essential Practices

The Beginning Community Teacher:

1. Incorporates content of the relevant State curriculum frameworks in planning activities that will advance students' level of content knowledge by:
   • Identifying prerequisite skills, concepts, and vocabulary that students need to know in order to be successful in a learning activity
   • Identifying reading and writing needs that must be addressed for successful learning.
2. Plans coherent units of study that make learning cumulative and that advance student achievement.
3. Plans pedagogy appropriate to the specific discipline and to students': a) age, b) cognitive level, c) learning styles and d) diverse socio/economic and cultural backgrounds.
4. Draws on the results of formal and informal assessment as well as knowledge of human development to plan learning activities appropriate for all students.
5. Develops partnerships with colleagues, families, and the community to augment resources and enhance learning.
6. Plans lessons with clear objectives and relevant measurable outcomes.
7. Writes, updates, evaluates, and implements IEPs in ways consonant with an understanding of the educational needs of exceptional students along the full continuum of settings.
8. Reflects on prior instructional practices to improve instruction and enhance student learning.

Standard II: Demonstrating Effective Instructional Practice.

Essential Practices

The Beginning Community Teacher:

1. Communicates standards of performance and achievement by:
Engaging students in dialogue about learning objectives; Helping students draw connections to themselves and their personal and cultural experiences; Building on students' prior knowledge; Communicating to students and parents clearly in writing and speaking; Using questions to stimulate thinking, and encouraging all students to respond.
2. Uses instructional approaches that respond to diverse student leaning styles by:
   • Employing a variety of teaching techniques, including student-centered approaches such as discussion, problem-solving, cooperative learning, and research projects, as well as teacher-directed approaches such as Socratic dialogue, direct instruction, and practice;
   • Integrating literacy development in achieving all academic objectives;
   • Engaging parent and community participation in literacy development;
   • Integrating current technologies into instructional and organizational practices.
3. Uses assessment strategies that continuously reinforce student learning by:
   • Accurately measuring student achievement of, and progress toward, the learning objective with a variety of formal and informal assessments, and uses results to plan further instruction;
   • Using culturally, linguistically and developmentally appropriate assessments;
   • Using assessments to help students monitor their own progress, and encourages student self-assessment wherever appropriate;
   • Providing timely and accurate feedback on student progress to students, parents and guardians, and school personnel;
   • Being able to read, interpret and communicate the results of standard measurements.

Standard III: Creating an Environment for Learning

Essential Practice

The Beginning Community Teacher:

1. Creates a classroom environment where all students are valued, actively engaged in the learning process, and able to take risks and make mistakes.
2. Assesses student skills and experiences and modifies instruction to maximize student engagement and learning.
3. Creates a physical, intellectual and emotional environment that supports a range of learning activities.
4. Maintains classroom norms, routines and procedures that promote learning.
5. Encourages positive interaction between teacher and students and among students.

Standard IV: Promoting Equity in All Aspects of Teaching and Learning

Essential Practices

The Beginning Community Teacher:

1. Acknowledges inequities that have traditionally worked to the disadvantage of certain categories of students, families, and neighborhoods, while working to promote achievement by all students without exception.
2. Knows the history of efforts, past and current, to redress educational inequity.
3. Accepts personal responsibility to question existing classroom and community practices, and participates in equity-enhancing endeavors to achieve excellence.

Standard V: Fulfilling the Role and Responsibilities of a 21st Century Professional Teacher

Essential Practices

The Beginning Community Teacher:

1. Reflects on practice, experiments to enhance practice, and seeks continuous feedback and development as an adult learner.
2. Conveys knowledge of and passion for one's discipline, and works to evolve an engaging pedagogy that embraces all students.
3. Develops the confidence to be an open human being with students.
4. Integrates current research, in both content and pedagogy, to inform classroom practice.
5. Engages families as partners in their children's academic activities and performance, through reciprocal communication.
6. Participates in networking and building community with school colleagues, parents, and community partners to improve student achievement and enhance the school culture.
7. Follows legal procedures related to the education and safety of children.