Legend:
(B) baseline proficiency,
(I) intermediate proficiency,
(M) mastery-level proficiency
Performance Indicators
- Students and all classroom personnel are thoroughly informed of safety and operating procedures in the learning environment. (B)
- Student are engaged to create behavior standards that value diverse perspectives, foster a welcoming environment, and (code of conduct, students’ rights and responsibilities) are consistently and
constructively reinforced (B) - Learning and curriculum aligns with program and student outcomes/competencies. (B)
- Group and individual instruction accurately and effectively model and teach industry standards and
workplace requirements. (I) - Students are effectively oriented to the learning task, including method of delivery, outcomes, assessments, syllabus and relevance of prior and related skills and abilities. (I)
- Student instruction is effective and appropriate for the method of delivery, and recognizes and supports diverse learning styles, cultures, and lived experiences. (I)
- Learning is facilitated with clear and effective presentations, demonstrations, and
active learner involvement. (I) - Regular opportunities are provided for students to practice, perform, and receive timely feedback on all required skills, knowledge, competencies, and abilities. (I)
- Student learning styles, questions and discussions are effectively acknowledged, guided and integrated into the learning process in a positive way. (M)
- Students are encouraged to actively mentor other students based on instructional modeling. (M)
Technical Knowledge
- Knowledge of safety and operating procedures as related to individual circumstances and
surrounding environment. (B) - Knowledge of group and individual instruction models and adult learning principles. (B)
- Knowledge of industry standards, workplace requirements and competencies, and the ability to adapt them to instruction. (B)
- Knowledge of learning tasks, outcomes, methods of delivery, assessments, and the contribution of prior and related skills and abilities. (B)
- Knowledge of student behavior standards and the ability to constructively reinforce them. (B)
- Ability to integrate questions from students into the learning process. (B)
- Ability to adapt and demonstrate subject matter knowledge relevant to the field. (B)
- Ability to prepare a comprehensive and equitable syllabus. (B)
- Ability to adapt student instruction, identify and implement equitable accessibility, to mode of delivery. (I)
- Ability to recognize and implement anti-racism, anti-bias, and equity centered teaching strategies. (I)
- Ability to develop numerous, equitable opportunities to practice, perform, and receive feedback for students, peers, community, etc. (I)
- Knowledge of student engagement options and differences and the ability to constructively foster them. (I)
- Ability to include the retention, application, and transfer of learning in instruction. (M)
- Ability to model and mentor professionalism, collaboration, and leadership. (M)
- Ability to support diverse students and integrate cultural humility, anti-racism, and critical awareness. (M)