La. Admin. Code tit. 28 § CXXV-1701
STAR-Students Teaching and Reaching Objectives | |
1A-1 | Develop a working definition of moral leadership. |
1A-2 | Examine components of moral leadership and relate them to students' development of personal ethics. |
1B-1 | Create moral leadership life journey maps. |
1B-2 | Create personal moral leadership statement. |
1C-1 | Identify major educational philosophies and ethics. |
1C-2 | Apply educational philosophies and ethics to classroom situations. |
1C-3 | Develop personal leadership growth plan. |
1D-1 | Develop a teaching philosophy that incorporates personal values. |
1D-2 | Expand teaching philosophy to include professional ethics and moral leadership. |
1E-1 | Describe characteristics of critical friends groups (CFG). |
1E-2 | Relate characteristics of CFG to leadership goals. |
1E-3 | Plan process for how critical friends groups will operate. |
1E-4 | Relate characteristics of self-efficacy to teaching effectiveness, persistence, and CFG. |
2A-1 | Research lesson plans to find lesson plans that address student thinking preferences. |
2A-2 | Analyze lesson plans to determine whether all student thinking preferences have been addressed. |
2B-1 | Create lesson plans that address all student thinking preferences. |
2B-2 | Demonstrate the use of a variety of resources to create lesson plans that address all student preferences. |
3A-1 | Identify characteristics of major categories of students with exceptionalities. |
3A-2 | Research and identify needs of students with exceptionalities through a detailed student profile. |
3B-1 | Research and list teaching strategies to facilitate constructing and teaching a differentiated lesson that will differentiate between age-appropriate and developmentally appropriate learning materials. |
3B-2 | Research "best practice" for facilitating learning of students with exceptionalities. |
3C-1 | Construct and teach differentiated lesson for students with exceptionalities. |
3C-2 | Incorporate lesson activities that address students' individual strengths. |
4A-1 | Observe behavior management plans in classrooms. |
4A-2 | Analyze behavior management plans in classrooms. |
4B-1 | Analyze personal time management skills. |
4B-2 | Integrate technology to create an effective time management plan. |
4C-1 | Observe patterns of traffic and student interaction in classroom physical environments. |
4C-2 | Analyze patterns of traffic and student interaction in classroom physical environments. |
5A-1 | Describe characteristics of problem-based learning. |
5B-1 | Develop a lesson plan implementing either: problem-based learning; project-based learning; or inquiry-based learning. |
5B-2 | Teach a problem-based, project-based, or inquiry-based lesson. |
5C-1 | Identify the elements of a cross-discipline lesson. |
5D-1 | Implement a cross-discipline lesson plan. |
6A-1 | Identify components of Web Quest. |
6A-2 | Create a Web Quest lesson that meets specified higher-level learning targets. |
6A-3 | Teach a Web Quest lesson. |
7A-1 | Review basic parts of lesson plans (i.e., anticipatory set, modeling, guided practice, independent practice, evaluation, closure). |
7B-1 | Identify components of a rubric. |
7B-2 | Design a rubric that is adaptable to different types of lessons. |
8A-1 | Define characteristics of teacher professional development. |
8A-2 | Develop qualities of teacher professionalism into toolkit. |
8A-3 | Define professional development growth plan (PDGP). |
8A-4 | Identify components of PDGP. |
8B-1 | Locate and synthesize skill-building training opportunities. |
8B-2 | Develop an implementation plan for PDGP. |
8C-1 | Demonstrate the roles that teachers play in the classroom. |
8C-2 | Analyze the roles that teachers play in the classroom. |
8C-3 | Identify the qualities of reflective practice. |
8C-4 | Identify the constraints of becoming reflective. |
8D-1 | Develop an action plan to implement new practice/strategies/actions as part of lessons. |
8E-1 | Identify need of a community partner school. |
8E-2 | Develop a service learning proposal. |
8E-3 | Submit a service learning proposal for approval and implementation. |
8F-1 | Identify the differences and similarities in the Louisiana Center for Educational Technology (LCET), Interstate New Teacher Assessment and Support Consortium (INTASC), and National Board of Professional Teaching Standards (NBPTS) assessments. |
8G-1 | Implement a test review strategy in preparation for PRAXIS and teacher licensure. |
9A-1 | Identify educational policy such as, "No Child Left Behind" (NCLB). |
9B-1 | Describe the stages of development in the relationship between educational policy and court case decisions. |
9B-2 | Develop a flowchart for a strategic plan to address a specific concern from NCLB. |
10A-1 | Identify components of school improvement plans. |
10B-1 | Research and critique at least one school improvement plan using evaluative standards based on research. |
10C-1 | Interpret a School Performance Score (SPS) and compare this data to the school improvement plan. |
La. Admin. Code tit. 28, § CXXV-1701