Alaska Administrative Code
Title 4 - Education and Early Development
Chapter 04 - Statewide Goals
4 AAC 04.200 - Professional content and performance standards
Universal Citation: 4 AK Admin Code 4 AAC 04.200
Current through November 28, 2024
(a) The provision contained in subsections (b), (c), (e) and (f) of this section identify and describe content and performance standards that reflect the highest abilities and qualities of the teaching profession. The paragraphs within each of those subsections describe the content standards for teachers, and for teachers who are administrators, as applicable. The subparagraphs within those paragraphs identify performance standards upon which districts shall base district performance standards.
(b) The following content and performance standards apply to a teacher:
(1) A teacher can describe the teacher's
philosophy of education and demonstrate its relationship to the teacher's
practice. Performances that reflect attainment of this standard include
(A) engaging in thoughtful and critical
examination of the teacher's practice with others, including describing the
relationship of beliefs about learning, teaching, and assessment practice to
current trends, strategies, and resources in the teaching profession;
and
(B) demonstrating consistency
between a teacher's beliefs and the teacher's practice.
(2) A teacher understands how students learn
and develop, and applies that knowledge in the teacher's practice. Performances
that reflect attainment of this standard include
(A) accurately identifying and teaching to
the developmental abilities of students; and
(B) applying learning theory in practice to
accommodate differences in how students learn, including accommodating
differences in student intelligence, perception, and cognitive style.
(3) A teacher teaches students
with respect for their individual and cultural characteristics. Performances
that reflect attainment of this standard include
(A) incorporating characteristics of the
student's and local community's culture into instructional strategies that
support student learning;
(B)
identifying and using instructional strategies and resources that are
appropriate to the individual and special needs of students; and
(C) applying knowledge of Alaska history,
geography, economics, governance, languages, traditional life cycles and
current issues to the selection of instructional strategies, materials, and
resources.
(4) A teacher
knows the teacher's content area and how to teach it. Performances that reflect
attainment of this standard include
(A)
demonstrating knowledge of the academic structure of the teacher's content
area, its tools of inquiry, central concepts, and connections to other domains
of knowledge;
(B) identifying the
developmental stages by which learners gain mastery of the content area,
applying appropriate strategies to assess a student's stage of learning in the
subject, and applying appropriate strategies, including collaborating with
others, to facilitate students' development;
(C) drawing from a wide repertoire of
strategies, including, where appropriate, instructional applications of
technology, and adapting and applying these strategies within the instructional
context;
(D) connecting the content
area to other content areas and to practical situations encountered outside the
school; and
(E) staying current in
the teacher's content area and demonstrating its relationship with and
application to classroom activities, life, work, and community.
(5) A teacher facilitates,
monitors, and assesses student learning. Performances that reflect attainment
of this standard include
(A) organizing and
delivering instruction based on the characteristics of the students and the
goals of the curriculum;
(B)
creating, selecting, adapting, and using a variety of instructional resources
to facilitate curricular goals and student attainment of student content
standards;
(C) creating, selecting,
adapting, and using a variety of assessment strategies that provide information
about and reinforce student learning and that assist students in reflecting on
their own progress;
(D) organizing
and maintaining records of students' learning and using a variety of methods to
communicate student progress to students, parents, administrators, and other
appropriate audiences; and
(E)
reflecting on information gained from assessments and adjusting teaching
practice, as appropriate, to facilitate student progress toward learning and
curricular goals.
(6) A
teacher creates and maintains a learning environment in which all students are
actively engaged and contributing members. Performances that reflect attainment
of this standard include
(A) creating and
maintaining a stimulating, inclusive, and safe learning community in which
students take intellectual risks and work independently and
collaboratively;
(B) communicating
high standards for student performance and clear expectations of what students
will learn;
(C) planning and using
a variety of classroom management techniques to establish and maintain an
environment in which all students are able to learn; and
(D) assisting students in understanding their
role in sharing responsibility for their learning.
(7) A teacher works as a partner with
parents, families, and the community. Performances that reflect attainment of
this standard include
(A) promoting and
maintaining regular and meaningful communication between the classroom and
students' families;
(B) working
with parents and families to support and promote student learning;
(C) participating in schoolwide efforts to
communicate with the broader community and to involve parents and families in
student learning;
(D) connecting,
through instructional strategies, the school and classroom activities with
student homes and cultures, work places, and the community; and
(E) involving parents and families in setting
and monitoring student learning goals.
(8) A teacher participates in and contributes
to the teaching profession. Performances that reflect attainment of this
standard include
(A) maintaining a high
standard of professional ethics;
(B) maintaining and updating both knowledge
of the teacher's content area or areas and best teaching practice;
(C) engaging in instructional development
activities to improve or update classroom, school, or district programs;
and
(D) communicating, working
cooperatively, and developing professional relationships with
colleagues.
(c) In addition to the content and performance standards set out in (b) of this section, the following content and performance standards apply to a teacher who is an administrator in the public schools:
(1) An administrator provides
leadership for an educational organization. Performances that reflect
attainment of this standard include
(A)
working with and through individuals and groups;
(B) facilitating teamwork and collegiality,
including treating staff as professionals;
(C) providing direction, formulating plans
and goals, motivating others, and supporting the priorities of the school in
the context of community and district priorities and staff and student
needs;
(D) focusing on high
priority issues related to student learning and staff competence;
(E) recognizing and acknowledging outstanding
performance;
(F) solving or
convening others to solve problems and making sound judgments based on problem
analysis, best practice, and district goals and procedures;
(G) prioritizing and using resources
effectively to accomplish organizational goals through planning, involving
others, delegating, and allocating resources sufficiently to priority
goals;
(H) taking action to carry
out plans and accomplish goals; and
(I) maintaining the administrator's own
professional goals.
(2)
An administrator guides instruction and supports an effective learning
environment. Performances that reflect attainment of this standard include
(A) supporting the development of a
schoolwide climate of high expectations for student learning and staff
performance;
(B) ensuring that
effective instructional methods are in use;
(C) maintaining school or program-level
records of student learning and communicating students' progress to the
appropriate individuals or entities;
(D) developing and supporting instructional
and auxiliary programs for the improvement of teaching and learning;
and
(E) facilitating the
establishment of effective learning environments.
(3) An administrator oversees the
implementation of curriculum. Performances that reflect attainment of this
standard include
(A) demonstrating knowledge
of current major curriculum design models, including a standards-based
curriculum;
(B) interpreting school
district curricula in terms of school-level organization and program;
(C) facilitating staff's alignment of
materials, curricula, methods, and goals and standards for student performance;
and
(D) monitoring social and
technological developments as they affect curriculum.
(4) An administrator coordinates services
that support student growth and development. Performances that reflect
attainment of this standard include
(A)
implementing and overseeing student behavior and discipline procedures that
promote the safe and orderly atmosphere of the school;
(B) providing for student guidance,
counseling, and auxiliary services;
(C) coordinating outreach for students, staff
and school programs, community organizations, agencies and services;
(D) being responsive to parent and family
requests for information, involvement in student learning, and outreach
assistance;
(E) supporting the
development and use of programs that connect schooling with plans for adult
life; and
(F) supporting the
development and overseeing the implementation of a comprehensive program of
student activities.
(5)
An administrator provides for staffing and professional development to meet
student learning needs. Performances that reflect attainment of this standard
include
(A) supervising or arranging for the
supervision of staff for the purpose of improving their performance,
demonstrating the ability to apply, as appropriate, both collegial and
hierarchical models;
(B) working
with faculty and staff to identify individual and group professional needs and
to design appropriate staff development opportunities;
(C) evaluating staff for the purpose of
making recommendations about retention and promotion; and
(D) participating in the hiring of new staff
based upon needs of the school and district priorities.
(6) An administrator uses assessment and
evaluation information about students, staff, and the community in making
decisions. Performances that reflect attainment of this standard include
(A) developing tools and processes to gather
needed information from students, staff, and the community;
(B) using information to determine whether
student, school, or program goals have been met and implementing changes where
appropriate;
(C) interpreting
assessment information and evaluations for others; and
(D) relating programs to desired standards or
goals.
(7) An
administrator communicates with diverse groups and individuals with clarity and
sensitivity. Performances that reflect attainment of this standard include
(A) communicating clearly, effectively, and
with sensitivity to the needs and concerns of others, both orally and in
writing;
(B) obtaining and using
feedback to communicate more effectively;
(C) recognizing the influence of culture on
communication style and communicating with sensitivity to cultural differences;
and
(D) communicating a positive
image of the school in the community.
(8) An administrator acts in accordance with
established laws, policies, procedures, and good business practices.
Performances that reflect attainment of this standard include
(A) acting in accordance with federal and
state statutes, regulations, and other law;
(B) working within local policy, procedures,
and directives; and
(C)
administering contracts and financial accounts responsibly, accurately,
efficiently, and effectively.
(9) An administrator understands the
influence of social, cultural, political, and economic forces on the
educational environment and uses this knowledge to serve the needs of children,
families, and communities. Performances that reflect attainment of this
standard include
(A) acting with awareness
that schools exist in a political environment and are affected by other systems
with which they intersect and interact;
(B) identifying relationships between public
policy and education;
(C)
recognizing the appropriate level at which an issue should be resolved,
including home, classroom, building, and district levels, and taking
appropriate action;
(D) engaging in
and supporting efforts to affect public policy to promote quality education for
students;
(E) addressing ethical
issues that arise in the educational environment, acting with care and good
judgment within appropriate time frames; and
(F) enlisting public participation in and
support for school programs, student achievement, and the schoolwide climate
for learning.
(10) An
administrator facilitates the participation of parents and families as partners
in the education of children. Performances that reflect attainment of this
standard include
(A) supporting and respecting
the responsibilities of parents and families, recognizing the variety of
parenting traditions and practices in the community;
(B) ensuring that teachers and staff engage
parents and families in assisting student learning;
(C) maintaining a school or program climate
that welcomes parents and families and invites their participation;
and
(D) involving parents and
community in meaningful ways in school or program decision-making.
(d) Nothing in this section requires an educator to disclose information or communicate about students to others if disclosure or communication is otherwise prohibited by law.
(e) The content and performance standards that apply to a beginning teacher for purposes of completion of a teacher preparation program include the standards described in the Guidelines for Preparing Culturally Responsive Teachers for Alaska's Schools, published by the Alaska Native Knowledge Network, revised as of February 2, 1999, and adopted by reference, and the following:
(1) A beginning teacher can describe the
teacher's philosophy of education and demonstrate its relationship to the
teacher's practice. Performances that reflect attainment of this standard
include
(A) stating a personal philosophy of
education supported by research, professional literature, and experience with
students;
(B) identifying teaching
practices that are consistent or inconsistent with the teacher's personal
philosophy of education; and
(C)
demonstrating teaching practices that represent the teacher's philosophy of
education.
(2) A
beginning teacher understands how students learn and develop and applies that
knowledge in the teacher's practice. Performances that reflect attainment of
this standard include
(A) identifying the
abilities of students based on a developmental continuum through formal and
informal assessment, including observation, documentation, developmental
profiles required under
4
AAC 06.712, and state standards-based assessments
under 4 AAC 06.737;
(B) providing instructional opportunities to
meet the needs of students based on
(i)
theories of learning and motivation; and
(ii) the individual and special needs of
students, including students with different learning styles, students at
different stages of development, students with disabilities, limited English
proficient students, and gifted students.
(3) A beginning teacher teaches students with
respect for their individual and cultural characteristics. Performances that
reflect attainment of this standard include
(A) making connections with local cultures
and with the individual and cultural characteristics of the students to promote
learning;
(B) using resources and
information about the community and the state in planning and delivery of
instruction;
(C) recognizing and
minimizing bias in instructional materials and practice;
(D) using culturally appropriate
communication, instructional strategies, and ways of knowing, and using
knowledge of the cultural standards adopted by reference in
4
AAC 04.180 in practice; and
(E) identifying and using instructional
strategies and resources that are appropriate to the individual and special
needs of students.
(4) A
beginning teacher knows the teacher's content area and how to teach it.
Performances that reflect attainment of this standard include
(A) identifying the connections in
instructional plans to the
(i) student content
standards adopted by reference in
4
AAC 04.140; and
(ii) district curriculum; and
(B) developing and teaching
lessons or units that demonstrate
(i) accurate
and current knowledge of the content;
(ii) instructional strategies that are suited
to teaching the content area, integrating technology where
appropriate;
(iii) consideration of
students' developmental stages of content mastery using an analysis of various
qualitative and quantitative assessment data;
(iv) a variety of teaching strategies that
encourage students' development of critical thinking, problem solving,
creativity, and performance skills; and
(v) connections across disciplines that
enable students to apply their content knowledge and process skills to real
world situations.
(5) A beginning teacher facilitates,
monitors, and assesses student learning. Performances that reflect attainment
of this standard include
(A) teaching lessons
based on
(i) the student content standards
adopted by reference in
4
AAC 04.140;
(ii) the district curriculum; and
(iii) individual and special needs of
students;
(B) selecting
appropriate assessments that measure what students know, understand, and are
able to do;
(C) analyzing and using
data from formative, interim, and summative assessments to guide instruction
and planning;
(D) identifying and
using a variety of instructional strategies and resources that are appropriate
to the individual and special needs of students, including students with
disabilities, limited English proficient students, and gifted
students;
(E) assisting students to
reflect on their own progress using assessment data;
(F) using a record keeping system to monitor
and report student progress and attendance; and
(G) communicating ongoing student progress in
a timely manner to students, parents, administrators, and other appropriate
audiences.
(6) A
beginning teacher creates and maintains a learning environment in which all
students are actively engaged and contributing members. Performances that
reflect attainment of this standard include
(A) creating and maintaining a learning
environment that is physically, emotionally, and intellectually safe;
(B) establishing a culture of learning for
all students by
(i) setting clear
expectations of high standards for student performance;
(ii) promoting pride in student
accomplishments;
(iii) teaching
students to be responsible for their individual and collaborative learning and
decision-making;
(iv) promoting
respect for individual differences; and
(v) responding appropriately to student
behavior; and
(C)
implementing routines, procedures, scheduling, a classroom physical
arrangement, and other elements of a classroom management plan that
(i) establishes an environment in which
students are actively engaged, contributing members;
(ii) establishes an environment in which time
is managed for maximum learning, by means of transitions, pacing,
administrative procedures, and other time management techniques; and
(iii) includes a discipline plan
incorporating district, school, and classroom standards of behavior.
(7) A beginning teacher
works as a partner with parents, families, and the community. Performances that
reflect attainment of this standard include
(A) promoting regular communication between
the classroom and students' families;
(B) participating in schoolwide efforts, if
available, that involve families and the public in the school
community;
(C) relating curriculum
to local lifestyles, using culturally relevant lesson plans, using local
experts, local artists, and field trips, and using other instructional
strategies that connect classroom activities with students' cultures and
families and with the local community; and
(D) providing parents and families the
opportunity to set and monitor student learning goals.
(8) A beginning teacher participates in and
contributes to the teaching profession. Performances that reflect attainment of
this standard include
(A) complying with
20 AAC 10.020 (code of ethics and
teaching standards), and explaining how it impacts decision-making;
(B) committing to continuous professional
growth by
(i) setting professional goals
based on identified strengths, weaknesses, and feedback from colleagues,
supervisors, administrators, mentors, and other professionals;
(ii) reflecting upon the teacher's own
teaching practices, including progress towards goals; and
(iii) pursuing certification advancement,
professional organization affiliation, district in-services, or other
professional development opportunities;
(C) working cooperatively with colleagues,
supervisors, administrators, mentors, and other professionals;
(D) demonstrating compliance with federal,
state, district, and school laws, regulations, policies, procedures, and
schedules; and
(E) considering
feedback from colleagues, supervisors, administrators, mentors, and other
professionals.
(f) The following cultural standards for educators apply to a teacher, including a teacher who is an administrator or a special service provider:
(1) a
culturally-responsive educator incorporates local ways ofknowing and teaching
in the educator's work;
(2) a
culturally-responsive educator uses the local environment and community
resources on a regular basis to link what the educator is teaching to the
everyday lives of the students;
(3)
a culturally-responsive educator works closely with parents to achieve a high
level of complementary educational expectations between home and
school;
(4) a culturally-responsive
educator recognizes the full educational potential of each student and provides
the challenges necessary for the student to achieve that potential.
Copies of the Guidelines for Preparing Culturally Responsive Teachers for Alaska's School and the Cultural Standards for Educators adopted by reference in 4 AAC 04.200 may be obtained by writing to the Department of Education and Early Development, 801 West 10th Street, Suite 200, P.O.Box 110500, Juneau, Alaska 99811-0500.
Authority:AS 14.03.015
AS 14.07.020
AS 14.07.060
AS 14.20.010
AS 14.20.020
Disclaimer: These regulations may not be the most recent version. Alaska may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
