Competency 1

The teacher understands human developmental processes and applies this knowledge to plan
instruction and ongoing assessment that motivate students and are responsive to their
developmental characteristics and needs.
A. Knows the typical stages of
cognitive, social, physical, and
emotional development of students in
early childhood through grade 12

B. Recognizes the wide range of

individual developmental differences
that characterizes students in early
childhood through grade 12 and the
implications of this developmental
variation for instructional planning

C. Analyzes ways in which

developmental characteristics of
students in early childhood through
grade 12 impact learning and
performance and applies knowledge of
students’ developmental variation for
instructional planning.

D. Demonstrates an understanding of
physical changes that occur in early
childhood though adolescence, factors
that affect students’ physical growth
and health 6 (e.g., nutrition, sleep,
prenatal exposure to drugs, abuse) and
ways in which physical development
impacts development in other domains
(e.g., cognitive, social, and
emotional).

E. Recognizes factors affecting the

social and emotional development of
students in early childhood through
grade 6 (e.g., lack of affection and
attention, parental divorce,
homelessness) and knows that
students’ social and emotional
development impacts their
development in other domains (i.e.
cognitive, physical).
F. Uses knowledge of cognitive
changes in students in early childhood
through adolescence (e.g. from an
emphasis on concrete thinking to the
emergence and refinement of abstract
thinking and reasoning, increased
ability to engage in reflective thinking,
increased focus on the world beyond
the school setting) to plan
developmentally appropriate
instruction and assessment that
promote learning and development.

G. Understands how development in

any one domain (i.e., cognitive, social,
physical, emotional) impacts
development in other domains.
H. Recognizes signs of
developmental delays of impairments
in students in early childhood through
grade 4.

I. Knows the stages of play

development (i.e. from solitary to
cooperative) and the important role of
play in young children’s learning and
development.
J. Uses knowledge of the
developmental characteristics and
needs of students in early childhood
through grade 4 to plan meaningful,
integrated and active learning and play
experiences that promote the
development of the whole child.
K. Recognizes that positive and
productive learning environments
involve creating a culture of high
expectations, equity throughout the
learning community and
developmental responsiveness.
L. Recognizes the importance of
helping students in early childhood
through grade 12 learn and apply life
skills (e.g., decision making skills,
organizational skills, goal setting
skills, self-direction, workplace skills).

M. Knows the rationale for

appropriate middle-level education
and how middle-level schools are
structured to address the
characteristics and needs of young
adolescents.
N. Recognizes typical challenges for
students during later childhood,
adolescence and young adulthood (e.g.
self-image, physical appearance,
eating disorders, feelings of
rebelliousness, identity formation,
educational and career decisions) and
effective ways to help students address
these challenges.

O. Understands ways in which student

involvement in risky behaviors (e.g.
drug and alcohol use, gang
involvement) impacts development
and learning.

P. Demonstrates knowledge of the

importance of peers, peer acceptance,
and conformity to peer group norms
and expectations for adolescents, and
understands the significance of peer-
related issues for teaching and
learning
 Competency 2

The teacher understands student diversity and knows how to plan learning experiences and
design assessments that are responsive to differences among students and
that promote all students’ learning.
A. Demonstrates knowledge of
students with diverse personal and
social characteristics (e.g., those
related to ethnicity, gender, language
background, exceptionality) and the
significance of student diversity for
teaching, learning, and assessment

B. Accepts and respects students with

diverse backgrounds and needs

C. Knows how to use diversity in the

classroom and the community to
enrich all students’ learning
experiences

D. Knows strategies for enhancing

one’s own understanding of students’
diverse backgrounds and needs

E. Knows how to plan and adapt

lessons to address students’ varied
backgrounds, skills, interests, and
learning needs, including the needs of
English language learners and students
with disabilities

F. Understands cultural and

socioeconomic differences (including
differential access to technology) and
knows how to plan instruction that is
responsive to cultural and
socioeconomic differences among
students

G. Understands the instructional

significance of varied student learning
needs and preferences
H. Knows the ELPS in the domains of
listening and speaking in accordance
with the proficiency-level descriptors
for beginning, intermediate, advanced
and advanced-high levels.
I.Knows the ELPS in the domains of
reading and writing in accordance
with the proficiency-level descriptors
for beginning, intermediate, advanced
and advanced-high levels.
 Competency 3

The teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.
A.Understands the significance of the
Texas Essential Knowledge and Skills
(TEKS) and of prerequisite knowledge
and skills in determining instructional
goals and objectives

B. Uses appropriate criteria to

evaluate the appropriateness of
learning goals and objectives (e.g.,
clarity; relevance; significance; age-
appropriateness; ability to be assessed;
responsiveness to students’ current
skills and knowledge, background,
needs, and interests; alignment with
campus and district goals)

C. Uses assessment to analyze

students’ strengths and needs, evaluate
teacher effectiveness, and guide
instructional planning for individuals
and groups

D. Understands the connection

between various components of the
Texas statewide assessment program,
the TEKS, and instruction, and
analyzes data from state and other
assessments using common statistical
measures to help identify students’
strengths and needs

E. Demonstrates knowledge of various

types of materials and resources
(including technological resources and
resources outside the school) that may
be used to enhance students learning
and engagement, and evaluates the
appropriateness of specific materials
and resources for use in particular
situations, to address specific
purposes, and to meet varied students
needs
F. Plans lessons and structures units so
that activities progress in a logical
sequence and support instructional
goals

G. Plans learning experiences that

provide students with developmentally
appropriate opportunities to explore
content from integrated and varied
perspectives (e.g., by presenting
thematic units that incorporate
different disciplines, providing
intradisciplinary and interdisciplinary
instruction, designing instruction that
enables students to work
cooperatively, providing multicultural
learning experiences, prompting
students to consider ideas form
multiple viewpoints, encouraging
students’ application of knowledge
and skills to the word beyond the
school).

H. Allocates time appropriately within

lessons and units, including providing
adequate opportunities for students to
engage in reflection, self-assessment,
and closure
 Competency 4

The teacher understands learning processes and factors that impact student leaning
and demonstrates this knowledge by planning effective, engaging instruction
and appropriate assessments.
A. Understands the role of learning
theory in the instructional process and
uses instructional strategies and
appropriate technologies to facilitate
student learning (e.g., connecting new
information and ideas to prior
knowledge, making learning
meaningful and relevant to students)

B. Understands that young children

think concretely and rely primarily on
motor and sensory input and direct
experience for development of skills
and knowledge, and uses this
understanding to plan effective,
developmentally appropriate learning
experiences and assessments.

C. Understands that the middle level

years are a transitional stage in which
students may exhibit characteristics of
both older and younger children, and
that these are critical years for
developing important skills and
attitudes (e.g., working and getting
along with others, appreciating
diversity, making a commitment to
continued schooling).
D. Recognizes how emotional
characteristics of students at different
developmental levels (e.g., limited
attention span and need for physical
activity and movement for younger
children; importance of peers, search
for identity, questioning of values and
exploration of long-term career and
life goals for older students) impact
teaching and learning.

E. Stimulates reflection, critical

thinking and inquiry among students
(e.g. supports the concept of play as a
valid vehicle for young children’s
learning; provides opportunities for
young children to manipulate
materials and to test ideas and
hypotheses; engages students in
structured, hands-on problem-solving
activities that are challenging;
encourages exploration and risk-
taking; creates a learning community
that promotes positive contributions,
effective communication and the
respectful exchanges of ideas).

F. Enhances learning for students by

providing age-appropriate instruction
that encourages the use and refinement
of higher-order thinking skills (e.g.
prompting students to explore ideas
from diverse perspectives; structuring
active learning experiences involving
cooperative learning; problem solving,
open-ended questioning and inquiry;
promoting students’ development of
research skills).
G. Teaches, models and monitors
organizational and time-management
skills at an age-appropriate level (e.g.
establishing regular places for
classroom toys and materials for
young children, keeping related
materials together, using
organizational tools, using effective
strategies for locating information and
organizing information
systematically).

H. Teaches, models and monitors age-

appropriate study skills (e.g., using
graphic organizers, outlining, note
taking, summarizing, test taking) and
structures research projects
appropriately (e.g., teaches students
the steps in research, establishes
checkpoints during research projects,
helps students use time management
tools)
I.Analyzes ways in which teacher
behaviors (e.g. teacher expectations,
student grouping practices, teacher-
student interactions) impact student
learning and plans instruction and
assessment that minimizes the effects
of negative factors and enhance all
students’ learning.
J. Analyzes ways in which factors in
the home and community (e.g., parent
expectations, availability of
community resources, community
problems) impact student learning,
and plans instruction and assessment
with awareness of social and cultural
factors to enhance all students’
learning.
K. Understands the importance of self-
directed learning and plans instruction
and assessment that promote students’
motivation and their sense of
ownership of and responsibility for
their own learning

L. Analyzes ways in which various

teacher roles (e.g., facilitator, lecturer)
and student roles (e.g., active learner,
observer, group participant) impact
student learning.
M. Incorporates students’ different
approaches to learning (e.g., auditory,
visual, tactile, kinesthetic) into
instructional practices.

N. Provides instruction to ensure that

students can apply various learning
strategies (e.g. using prior knowledge,
metacognition, graphic organizers)
across content areas, in accordance
with the ELPS.
O. Provides instruction in a manner
that is linguistically accommodated
(communicated, sequenced and
scaffolded) to the student’s level of
English-language proficiency to
endure that the student learns the
knowledge and skills across content
areas, in accordance with the ELPS.

P. Applies knowledge of the

implications for learning and
instruction of the range of thinking
abilities found among students in any
one grade level and students’
increasing ability over time to engage
in abstract thinking and reasoning.
 Competency 5

The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence
and uses this knowledge to create a physical and emotional environment that is safe and productive.
A. Uses knowledge of the unique
characteristics and needs of students at
different developmental levels to establish a
positive, productive classroom environment
(e.g., encourages cooperation and sharing,
teaches children to use language to express
their feelings, provides opportunities to
collaborate with peers, promotes students’
awareness of how their actions and attitudes
affect others, includes kinesthetic
experiences and active learning within a
planned, structured environment)

B. Establishes a classroom climate that

emphasizes collaboration and supportive
interactions, respect for diversity and
individual differences, and active
engagement in learning by all students

C. Analyzes ways in which teacher-student

interactions and interactions among students
impact classroom climate and student
learning and development

D. Presents instruction in ways that

communicate the teacher’s enthusiasm for
learning

E. Uses a variety of means to convey high

expectations for all students

F. Knows characteristics of physical spaces

that are safe and productive for learning,
recognizes the benefits and limitations of
various arrangements of furniture in the
classroom, and applies strategies for
organizing the physical environment to
ensure physical accessibility and facilitate
learning in various instructional contexts
G. Creates a safe, nurturing, and inclusive
classroom environment that addresses
students’ emotional needs and respects
students’ rights and dignity
 Competency 6

The teacher understands strategies for creating an organized and productive

learning environment and for managing student behavior.
A. Analyzes the effects of classroom
routines and procedures on student learning,
and knows how to establish and implement
routines and procedures to promote an
organized and productive learning
environment

B. Demonstrates an understanding of how

young children function in groups and
designs group activities that reflect a
realistic understanding of the extent of
young children’s ability to collaborate with
others. and applies an understanding of how

C. Organizes and manages group activities

that promote students’ ability to work
together cooperatively and productively,
assume responsible roles and develop
collaborative skills and individual
accountability.

D. Recognizes the importance of creating a

schedule for young children that balances
restful and active movement activities and
that provides large blocks of time for play,
projects, and learning centers

Schedules activities and manages time in

ways that maximize student learning,
including using effective procedures to
manage transitions; to manage materials,
supplies, and technology, and to coordinate
the performance of noninstructional duties
(e.g., taking attendance) with instructional
activities

E. Schedules activities and manages time in

ways that maximize student learning,
including using effective procedures to
manage transitions; to manage materials,
supplies, and technology, and to coordinate
the performance of noninstructional duties
(e.g., taking attendance) with instructional
activities
F. Uses technological tools to perform
administrative tasks such as taking
attendance, maintaining grade books, and
facilitating communication

G. Works with volunteers and

paraprofessionals to enhance and enrich
instruction and applies procedures for
monitoring the performance of volunteers
and paraprofessionals in the classroom

H. Applies theories and techniques related

to managing and monitoring student
behavior

I. Demonstrates awareness of appropriate

standards and expectations for students at
various developmental levels

J. Applies effective procedures for

managing student behavior and for
promoting appropriate behavior and ethical
work habits (e.g., academic integrity) in the
classroom (e.g., communicating high and
realistic behavior expectations, involving
students in developing rules and procedures,
establishing clear consequences for
inappropriate behavior, enforcing behavior
standards consistently, encouraging students
to monitor their own behavior and to use
conflict resolution skills, responding
appropriately to various types of behavior)
 Competency 7

The teacher understands and applies principles and strategies for communicating
effectively in varied teaching and learning contexts.

A. Demonstrates clear, accurate

communication in the teaching and
learning process and uses language
that is appropriate to students’ ages,
interests, and backgrounds

B. Engages in skilled questioning and

leads effective student discussions,
including using questioning and
discussion to engage all students in
exploring content; extends students’
knowledge; and fosters active student
inquiry, higher-order thinking,
problem solving, and productive,
supportive interactions, including
appropriate wait time

C. Communicates directions,
explanations, and procedures
effectively and uses strategies for
adjusting communication to enhance
student understanding (e.g., by
providing examples, simplifying
complex ideas, using appropriate
communication tools)

D. Practices effective communication

techniques and interpersonal skills
(including both verbal and nonverbal
skills and electronic communication)
for meeting specified goals in various
contexts
 Competency 8
The teacher provides appropriate instruction that actively engages students in the learning
process.

A. Employs various instructional techniques (e.g.,

discussion, inquiry) and varies teacher and
student roles in the instructional process, and
provides instruction that promotes intellectual
involvement and active student engagement and
learning

B. Applies various strategies to promote student

engagement and learning (e.g., by structuring
lessons effectively, using flexible instructional
grouping, pacing lessons flexibly in response to
student needs, including wait time)

C. Presents content to students in ways that are

relevant and meaningful and that link with
students’ prior knowledge and experience

D. Applies criteria for evaluating the

appropriateness of instructional activities,
materials, resources, and technologies for
students with varied characteristics and needs

E. Engages in continuous monitoring of

instructional effectiveness

F. Applies knowledge of different types of

motivation (i.e., internal, external, and factors
affecting student motivation)

G. Employs effective motivational strategies and

encourages students’ self-motivation

H. Provides focused, targeted and systematic

second language acquisition to English-language
learners in grade 3 or higher who are at the
beginning or intermediate level of English-
language proficiency in listening and/or speaking
in accordance with the ELPS.
I.Provides focused, targeted and systematic
second language acquisition instruction to
English-language learners in grade 3 or higher
who are at the beginning or intermediate level of
English-language proficiency in reading and/or
writing in accordance with the ELPS.
J. Develops the foundation of English language
vocabulary, grammar, syntax and mechanics
necessary to understand content-based instruction
and accelerated learning of English in accordance
with the ELPS.
 Competency 9

The teacher incorporates the effective use of technology to plan, organize, deliver, and
evaluate instruction for all students

A. Demonstrates knowledge of basic terms and

concepts of current technology (e.g., hardware,
software applications and functions, input/output
devices, networks)

B. Understands issues related to the appropriate

use of technology in society and follows guidelines
for the legal and ethical use of technology and
digital information (e.g., privacy guidelines,
copyright laws, and acceptable use policies)

C. Applies procedures for acquiring, analyzing,

and evaluating electronic information (e.g.,
locating information on networks, accessing and
manipulating information from secondary storage
and remote devices, using on-line help and other
documentation, evaluating electronic information
for accuracy and validity)

D. Knows how to use task-appropriate tools and

procedures to synthesize knowledge, create and
modify solutions, and evaluate results to support
the work of individuals and groups in problem-
solving situations and project-based learning
activities (e.g., planning, creating, and editing
word-processing documents, spreadsheet
documents, and databases; using graphic tools;
participating in electronic communities as learner,
initiator, and contributor; sharing information
through on-line communication)

E. Knows how to use productivity tools to

communicate information in various formats (e.g.,
slide show, multimedia presentation, newsletter)
and applies procedures for publishing information
in various ways (e.g., printed copy, monitor
display, Internet document, video)

F. Knows how to incorporate the effective use of

current technology; use technology applications in
problem-solving and decision-making situations;
implement activities that emphasize collaboration
and teamwork; and use developmentally
appropriate instructional practices, activities, and
materials to integrate the Technology Application
TEKS into the curriculum

G. Knows how to evaluate students’

technologically produced products and projects
using established criteria related to design, content
delivery, audience, and relevance to assignment

H. Identifies and addresses equity issues related to

the use of technology
 Competency 10

The teacher monitors student performance and achievement; provides students with
timely, high-quality feedback; and responds flexibly to promote learning for all students.

A. Demonstrates knowledge of the

characteristics, uses, advantages, and
limitations of various assessment methods
and strategies, including technological
methods that reflect real-world applications

B. Creates assessments that are congruent

with instructional goals and objectives and
communication assessment criteria and
standards to students based on high
expectations for learning

C. Uses appropriate language and formats to

provide students with timely, effective
feedback that is accurate, constructive,
substantive, and specific

D. Knows how to promote students’ ability

to use feedback and self-assessment to
guide and enhance their own learning

E. Responds flexibly to various situations

(e.g., lack of student engagement in an
activity, the occurrence of an unanticipated
learning opportunity) and adjusts
instructional approaches based on ongoing
assessment of student performance
 Competency 11
The teacher understands the importance of family involvement in children’s education and knows
how to interact and communicate effectively with families.
A. Applies knowledge of appropriate ways
(including electronic communication) to work
and communicate effectively with families in
various situations

B. Engages families, parents, guardians, and other

legal caregivers in various aspects of the
educational program

C. Interacts appropriately with all families,

including those that have diverse characteristics,
backgrounds, and needs

D. Communicates effectively with families on a

regular basis (e.g., to share information about
students’ progress) and responds to their concerns
.

E. Conducts effective conferences with parents,

guardians, and other legal caregivers

F. Effectively uses family support resources

(e.g., community, interagency) to enhance family
involvement in student learning
 Competency 12

The teacher enhances professional knowledge and skills by effectively interacting with
members of the educational community and participating in various types of professional
activities.
A. Interacts appropriately with other
professionals in the school community (e.g.,
vertical teaming, horizontal teaming, team
teaching, mentoring)

B. Maintains supportive, cooperative

relationships with professional colleagues and
collaborates to support students’ learning and to
achieve campus and district goals.

C. Knows the roles and responsibilities of

specialists and other professionals at the building
and district levels (e.g., department chairperson,
principal, board of trustees, curriculum
coordinator, technology coordinator, special
education professional)

D. Understands the value of participating in

school activities and contributes to school and
district (e.g., by participating in decision making
and problem solving, sharing ideas and expertise,
serving on committees, volunteering to
participate in events and projects)

E. Uses resources and support systems effectively

(e.g., mentors, service centers, state initiatives,
universities) to address professional development
needs

F. Recognizes characteristics, goals, and

procedures associated with teacher appraisal and
uses appraisal results to improve teaching skills
G. Works productively with supervisors,
mentors, and other colleagues to address issues
and to enhance professional knowledge and
skills

H. Understands and uses professional

development resources (e.g., mentors and other
support systems, conferences, online resources,
workshops, journals, professional associations,
coursework) to enhance knowledge, pedagogical
skills and technological expertise

I. Engages in reflections and self assessment to

identify strengths, challenges, and potential
problems; improve teaching performance; and
achieve professional goals
 Competency 13

The teacher understands and adheres to legal and ethical requirements for educators and
is knowledgeable of the structure of education in Texas.

A. Knows legal requirements for educators (e.g., those

related to special education, students’ and families’
rights, student discipline, equity, child abuse) and
adheres to legal guidelines in education-related situations

B. Knows and adheres to legal and ethical requirements

regarding the use of educational resources and
technologies (e.g., copyright, Fair Use, data security,
privacy, acceptable use policies)

C. Applies knowledge of ethical guidelines for educators

in Texas (e.g., those related to confidentiality,
interactions with students and others in the school
community), including policies and procedures described
in the Code of Ethics and Standard Practices for Texas
Educators.

D. Follows procedures and requirements for maintaining

accurate student records.

E. Understands the importance of and adheres to

required procedures for administering state- and district-
mandated assessments

F. Uses knowledge of the structure of the state education

system, including relationships among campus, local,
and state components, to seek information and
assistance

G. Advocates for students and for the profession in

various situations.