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Architecture of Accomplished Teaching (1) 

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Architecture of Accomplished Teaching (1) 

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Your Students- Who are they? Where are they now? Where do they need and in what order do they need it? Where should I begin?

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Accomplished teachers understand thier students individual differences (personalities, learning style, language practices, background, etc.) and adapt instuction to best support each student's individual needs.

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Architecture of Accomplished Teaching (3) 

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Architecture of Accomplished Teaching (3) 

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Implement instruction designed to attain those goals.

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Architecture of Accomplished Teaching (4) 

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Architecture of Accomplished Teaching (4) 

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Evaluate student learning in light of the goals and the instruction.

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Architecture of Accomplished Teaching (5)

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Architecture of Accomplished Teaching (5)

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Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues.

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Architecture of Accomplished Teaching (2)

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Architecture of Accomplished Teaching (2)

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Set high, worthwhile goals for these students in this setting.

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Setting goals are important; they allow students to build on their prior knowledge, helps teachers measure student's progress, helps students focus on one goal at a time, and establishes a sense of purpose in thier learning.

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Accomplished educators teach students how to apply subject matter in various contexts. Accomplished educators understand the basic contexts within each subject and how all subjects are interrelated.

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Accomplished educators create meaningful and authentic experiences for students to understand all subject matter.

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Accomplished educators help students develop critical thinking skills. Accomplished teachers understand how important it is for students to develop critical thinking skills; critical thinking allows students to analyze a problem, find solutions, make new discoveries and advance thier own learning.

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Accomplished early childhood educators can use assessments to monitor/measure students progress. Accomplished educators also set clear purposes for assessment. Accomplished educators are updated on educational standards, (ex: state, national, common core), and use them when analyzing students progress.

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Architecture of Accomplished Teaching (6) 

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Architecture of Accomplished Teaching (6) 

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Set new goals for these students at this time.

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Accomplished early childhood teachers know how and when to adapt thier instructional practice in order to support thier students diverse learning styles. Accomplished educators also understands how to work with and communicate with different groups of students. Accomplished teachers develop classroom customs based on thier students, their language practices/customs, and learning obkectives.

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It is important for accomplished early childhood educators to find strategies that continually engage students. Accomplished educators model strategies students can utilize when they are frustrated or in doubt, which teaches students learning can occur when they are frustrated. This gives students and teachers a sense of accomplishment.

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Accomplished early childhood teachers reflect on thier instructional practices in order to gain a deeper understanding of their teaching and determine what is working and what is not. By reflecting, teachers are able to collect information on thier teaching practices and their students' learning in order to improve their practice as well as students' engagement.

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Accomplished early chldhood teachers use students' work to assess thier own teaching practice and help them build on students knowledge when planning instruction.

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Accomplished early childhood educators reflect with other teachers to help eachother improve thier teaching strategies and instructional delivery. Reflection provides accomplished teachers with new knowledge on strategies or practices which they can implement in the classroom.

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Accomplished teachers collaborate with other educators in order to be able to improve school effectiveness. Accomplished early childhood educators also collaborate with other teachers to design instructional programs that engage students and support inclusive/equitable education.

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Communicating With and Understanding Families

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Communicating With and Understanding Families

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Accomplished early childhood teachers provide parents/families with information and resources they can use at home to support thier child's learning and development. Parents/families can also provide teachers with crucial information about their child, which teachers can use when planning instruction in order to best support the child.

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Accomplished early chldhood educators encourage families involvement in schools and play an active role in students learning/development. Accomplished educators can aslo thouroughly explain the specific process behind a decision (ex: testing, policies, special programs, etc). Providing families and community members with opportunities to be involved in the classroom can also support individual students and students' various cultural groups, which fosters a sense of community and belonging.

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Accomplished early education teachers understand how crucial learning and development are in early childhood. Teachers understand how each domain of child development varies from child to child. Teachers understand the factors that can promote or inhibit development, and apply this knowledge when teaching/planning instruction in order to meet all student's needs and provide students with equity in education.