Teaching Standards, Resources and Support

Core Proposition 1. Teachers are committed to students and their learning.

  • Standard Indicator 1.1. Understanding of Students. The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and uses this information to differentiate his or her approaches to students and instruction.
  • Standard Indicator 1.2. Application of Learning Theory. The teacher demonstrates an understanding of how students develop and learn.
  • Standard Indicator 1.3. Classroom Climate. The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions toward learning.

Core Proposition 2. Teachers know the subjects they teach and how to teach those subjects to students.

  • Standard Indicator 2.1. Subject Knowledge. The teacher demonstrates an understanding of how knowledge and skills in his or her subject domain are created, organized, and linked to those of other disciplines as appropriate.
  • Standard Indicator 2.2. Pedagogical Content Knowledge. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.
  • Standard Indicator 2.3. Goal-Focused Planning. The teacher plans instruction rich in higher order thinking to meet clearly identified goals and objectives for student learning.

Core Proposition 3. Teachers are responsible for managing and monitoring student learning.

  • Standard Indicator 3.1. Managing Classroom Routines and Expectations. The teacher creates an organized and efficient learning environment that involves and engages all students, maximizes learning time, and enhances student learning in a variety of individual and group settings.
  • Standard Indicator 3.2. Student Engagement. The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.
  • Standard Indicator 3.3. Assessment of Student Progress. The teacher employs multiple methods to regularly measure student growth and progress and uses this information to provide feedback and adjust instructional decision making.

Core Proposition 4. Teachers think systematically about their practice and learn from experience.

  • Standard Indicator 4.1. Reflective Practice. The teacher analyzes sources of evidence as he or she continually reflects on professional practice, using information about the needs of students to make decisions about goals for professional growth.
  • Standard Indicator 4.2. Continuous Professional Growth. The teacher uses research-based resources, feedback from others, and professional learning opportunities to accomplish professional growth.

Core Proposition 5. Teachers are members of learning communities.

  • Standard Indicator 5.1. Professional Collaboration. Teacher contributes to school effectiveness by collaborating with other professionals on activities that contribute to school improvement and student learning.
  • Standard Indicator 5.2. Engagement With Caregivers and Community. Teacher engages in ongoing communication and collaboration with students’ home and caregivers and takes advantage of community resources to enhance student learning and school effectiveness.

Teacher Connect!

Stay in touch with your content-area colleagues through this on-line discussion board – a simple way to share information, ideas, and resources that can enhance professional growth, instruction, and student learning.

CACE Partnership

University of Maine at Presque Isle
181 Main Street
Presque Isle, ME 04769


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Mark Stanley, Executive Director
18 Preble Hall
University of Maine at Presque Isle

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