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  • The Standards For Effective Pedagogy: The TOOL


    Standard &



    Teacher Indicators

    Standard 1:

    Joint Productive Activity 



    Teachers and students producing together

    Facilitate learning through joint productive activity among teachers and students

    Teacher Indicators for JPA: 

    • Designs instructional activities requiring student collaboration to accomplish a joint product
    • Matches the demands of the joint productive activity to the time available for accomplishing them
    • Arranges classroom seating to accomodate students' individual and group needs to communicate and work jointly
    • Participates with students in joint productive activity
    • Organizes students in a variety of groupings, such as by friendships, mixed academic ability, language, project, or interest, to promote interaction
    • Plans with students how to work in groups and move from one activity to another, such as from large group introduction to small group activity, for clean-up, dismissal, and the like
    • manages student and teacher access to materials and technology to facilitate joint productive activity
    • Monitors and supports student collaboration in positive ways  

    Standard 2:

    Language and Literacy Development 



    Developing Language and Literacy Across the Curriculum

    Develop competence in the language and literacy of instruction throughout all instructional activities

    Teacher Indicators for LLD: 

    • Listens to student talk about familiar topics such as home and community
    • Responds to students' talk and questions, making "in-flight" changes during conversations that directly relate to students' comments.
    • Assists writeen and oral language development through modeling, eliciting, probing, restating, clarifying, questioning, praising, etc., in purposeful conversations and writing. 
    • Interacts with students in ways that respect students' preferences for speaking that may be different from the teacher's, such as wait-time, eye contact, turn-taking, and spotlighting
    • Connects student language with literacy and content area knowledge through speaking, listening, reading, and writing activities
    • Encourages students to use content vocabulary to express their understanding
    • Provides frequent opportunity for students to interact with each other and the teacher during instructional activities
    • Encourages students' use of first and second languages in instructional activities

    Standard  3:



    Identifier: Meaning Making: Connecting School to Student's Lives

    Contextualize teaching and curriculum in the experiences and skills of home and community

    Teacher Indicators of Contextualization: 

    • Begins activities with what students already know from home, community, and school
    • Designs instructional activities that are meaningful to students in terms of local community norms and knowledge
    • Acquires knowledge of local norms and knowledge by talking to students, parents or family members, community members, and by reading pertinent documents
    • Assists students to connect and apply their learning to home and community
    • Plans jointly with students to design community-based learning activites
    • Provides opportunities for parents or families to participate in classroom instructional activities
    • Varies activities to include students' preferences, from collective and cooperative to individual and competitive
    • Varies styles of conversation and participation to include students' cultural preferences, such as co-narration, call-and-response, and choral, among others. 

    Standard  4:

    Challenging Activities 



    Teaching Complex Thinking

    Challenge students toward cognitive complexity

    Teacher Indicators for Challenging Activities:

    • Assures that students-- for each instructional topic-- see the whole picture as a basis for understanding the parts
    • Presents challenging standards for student performance
    • Designs instructional tasks that advance student understanding to more complex levels
    • Assists students to accomplish more complex understanding by building from their previous success
    • Gives clear, direct feedback about how student performance compares with the challenging standards 

    Standard  5:

    Instructional Conversations


    Teaching through Conversation

    Engage students through dialogue, especially the instructional conversation

    Teacher Indicators of Instructional Conversations:

    • Arranges the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent basis
    • Has a clear academic goal that guides conversation with students
    • Ensures that student talk occurs at higher rates than teacher talk
    • Guides conversation to include students' views, judgments, and rationales using text evidence and other substantive support
    • Ensures that all students are included in the conversation according to their preferences 
    • Listens carefully to assess levels of students' understanding
    • Assists students' learning throughout the conversation by questioning, restating, praising, encouraging, etc. 
    • Guides the students to prepare a product that indicates the Instructional Conversation's goals was achieved

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