Teacher - Pre-Kindergarten (Pool)
for section headings (About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)
2. Use - for lists,
for prose
3. Do NOT repeat job title as heading
4. Do NOT put Job ID/requisition numbers as headings - fold into short
or drop
5. Preserve ALL substantive information
4. Remove boilerplate (cookie/navigation/legal/EEO/scam-warning), duplicated lines, application instructions
5. Include section ONLY when posting has real specific content - never emit heading followed by filler/placeholder text
6. Never create Pay/Schedule/Benefits sections unless posting actually states them
7. Prefer few substantive sections over many thin ones
8. Output ONLY HTML fragment - no /, no markdown code fences
Let me analyze the job posting content:
- Reports to: Principal
- Salary: Teacher Salary Schedule (See Attachment)
- Duty Days: 187
- FLSA Status: Exempt
- Position may be grant-funded and contingent on availability of funds
- POSITION PURPOSE (prose)
- Essential Job Functions with subsections:
- Curriculum, Instruction & Assessment (multiple bullet points)
- Student Growth and Development (multiple bullet points)
- Content Knowledge & Expertise (multiple bullet points)
- Classroom Environment (multiple bullet points)
- Data-Driven Practice (multiple bullet points)
- Professional Practices & Responsibilities (multiple bullet points)
- Shared Responsibilities (multiple bullet points)
- Safety (multiple bullet points)
- Personal Work Relationships (multiple bullet points)
- Other Duties As Assigned (prose)
- Knowledge, Skills & Abilities (list)
- Travel Requirements (prose)
- Physical & Mental Demands, Work Hazards (multiple subsections with details)
- Education Minimum Required Qualifications (list)
- Certification/License (prose)
- Experience (prose)
- Language (prose)
- Position may be grant-funded... (duplicate)
- Disclaimer at end
I need to organize this into logical sections. The posting has:
- Position purpose (could be "About the role")
- Essential Job Functions (could be "Responsibilities" with subsections)
- Knowledge, Skills & Abilities (could be "Requirements" or "Skills")
- Education, Certification, Experience, Language (could be "Qualifications")
- Travel Requirements (could be part of Requirements or separate)
- Physical & Mental Demands (could be "Requirements" or separate)
- Salary, Duty Days, FLSA Status, Reports to (could be "Pay" and "Schedule" sections)
Let me structure:
1. About the role (Position Purpose)
2. Responsibilities (Essential Job Functions - grouped)
3. Qualifications (Education, Certification, Experience, Language)
4. Skills (Knowledge, Skills & Abilities)
5. Pay (Salary info)
6. Schedule (Duty Days, FLSA Status, Travel Requirements)
7. Physical Requirements (Physical & Mental Demands)
I should not create Benefits section since none mentioned.
Let me write the HTML. I'll use
for main sections, and for subsections within Responsibilities, I could use or just within list items. The rules say use for section headings like "About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule". It doesn't mention subsections. I think for the subsections under Essential Job Functions, I can use or just make them part of the list. Since the rules only specify for those main headings, I'll use for subsections or just bold text.
Actually, looking at the rules: "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid other heading levels. But to be safe, I'll use for main sections and for subsections within Responsibilities.
Let me draft:
About the role
Delivers rigorous instruction to students in order to promote intellectual, social, and physical growth; ensures that regardless of socioeconomic factors every child is prepared for accelerated learning to compete in a global economy. Provides standards-based, data-driven, differentiated instruction that engages students. Creates a safe and supportive learning environment to maximize student learning. Provides high quality early childhood instruction in Pre-Kindergarten classroom setting in accordance with TEA Pre-Kindergarten Guidelines.
Responsibilities
Curriculum, Instruction & Assessment
- Designs clear, well organized, sequential lessons that build a strong foundation for learning; provides opportunities for project-based learning using the pedagogy of the district curriculum and frameworks to provide a collaborative classroom where students are thinking critically, and engaging in interactive lessons throughout the day, creative thinking, and extended interaction among students.
- Creates developmentally appropriate, early childhood lessons that reflect evidence-based best practices.
- Develops lessons to meet the needs of diverse learners by providing differentiated instruction for all learners and adapting methods as needed to stay student centered.
- Communicates clearly and accurately; engages students in a manner that encourages students persistence and best efforts.
- Promotes complex, higher-order thinking, engaging classroom experiences and activities that provide opportunities for deeper learning.
- Ensures student understanding by consistency monitoring, giving immediate feedback, and making lesson adjustments as needed in accordance to student data.
- Provides instructional guidance and monitors student progress by daily documentation of student performance using on-going authentic assessment and multiple assessment tools; employs interventions and formal/informal assessment procedures.
- Provides daily instruction in music, art, and physical movement/development.
Student Growth and Development
- Reinforces and demonstrates the belief that all students have the potential to achieve at high levels; supports all students in their pursuit of social-emotional learning and academic success.
- Acquires, analyzes, and uses background information (such as familial, cultural, educational, linguistic, and developmental characteristics) to engage students in the learning process.
- Facilitates each student's learning by employing evidence-based practices and concepts related to learning and social-emotional development.
Content Knowledge & Expertise
- Understands the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real-world applications of early childhood and all subjects and content.
- Designs and executes quality lessons that are consistent with the concepts of assigned discipline; aligns to TEA Pre-Kindergarten Guidelines and demonstrates expertise in child development.
- Demonstrates content-specific pedagogy that meets the needs of diverse learners using engaging instructional materials to connect prior content knowledge to new learning.
Classroom Environment
- Creates a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds.
- Organizes the classroom in a safe and accessible manner that maximizes learning.
- Establishes, implements, and communicates consistent routines for effective classroom management, including clear expectations for student behavior.
- Leads and maintains the classroom where students are actively engaged.
Data-Driven Practice
- Implements both formal and informal methods of measuring student progress.
- Sets individual and group learning goals for students by using preliminary data; communicates these goals with students and families to ensure mutual understanding of expectations.
- Collects, reviews, and analyzes data to monitor student progress on a regular basis.
- Accesses collected data to analyze and inform instructional strategies; adjusts short- and long-term plans accordingly.
Professional Practices & Responsibilities
- Reflects on teaching practice to improve instructional effectiveness; engages in continuous professional learning to gain knowledge/skills to refine professional judgment.
- Provides guidance for teacher assistant to ensure high quality Pre-Kindergarten Instruction and maximize student outcomes.
- Participates in campus and district learning communities to deepen knowledge and understanding of child development and early childhood education.
- Collaborates with colleagues and exhibits self-awareness in interpersonal interactions.
- Invites constructive feedback from peers and administrators.
- Seeks out opportunities to lead students, other educators, and community members within and beyond the classroom.
- Models ethical and respectful behavior; demonstrates integrity in all situations.
Shared Responsibilities
- Upholds accurate and efficient record-keeping of official attendance records, grade reports, student files, documentation of state and local assessment preparation, and other appropriate documents.
- Engages parents and families in the academic and behavioral progress of their child by initiating parent conferences and providing opportunities for parents to continually support student learning and school programs.
- Participates in faculty and committee meetings, as well as school events during and outside regular school hours as required.
Safety
- Follows established safety procedures to perform job duties including lifting and climbing, drills and lockdowns.
- Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to maintenance and/or supervisor.
- Observes student behavior outside the classroom at designated times, between classes, and at assigned duty stations; takes necessary action when appropriate.
Personal Work Relationships
- All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
- Exhibits high professionalism, standards of conduct and work ethic.
- Demonstrates high quality customer service; builds rapport/relationship with the consumer.
- Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
Other Duties As Assigned
Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
Qualifications
Education
- Bachelor's degree from accredited college or university.
- Major in Child Development, Early Childhood Education, Elementary Education, or a related field to Early Childhood.
Certification/License
Valid Texas Teacher certificate at the appropriate level for assignment OR accepted in an approved Alternative Certificate Program (ACP) and have passed the required prerequisite examinations.
Experience
Working at inner-city schools with diverse student populations preferred.
Language
If not bilingual (English/Spanish oral and written), ESL Certification is preferred.
Skills
- Knowledge of federal and state guidelines and District policies and procedures regarding education and students.
- Knowledge of current teaching methods and educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
- Knowledge of assigned content facts, concepts, theories, and principles that are being taught.
- Knowledge of data information systems, data analysis, and the formulation of action plans.
- Skill in planning and providing professional learning; lesson planning with
for prose 3. Do NOT repeat job title as heading 4. Do NOT put Job ID/requisition numbers as headings - fold into short
or drop 5. Preserve ALL substantive information 4. Remove boilerplate (cookie/navigation/legal/EEO/scam-warning), duplicated lines, application instructions 5. Include section ONLY when posting has real specific content - never emit heading followed by filler/placeholder text 6. Never create Pay/Schedule/Benefits sections unless posting actually states them 7. Prefer few substantive sections over many thin ones 8. Output ONLY HTML fragment - no /, no markdown code fences Let me analyze the job posting content: - Reports to: Principal - Salary: Teacher Salary Schedule (See Attachment) - Duty Days: 187 - FLSA Status: Exempt - Position may be grant-funded and contingent on availability of funds - POSITION PURPOSE (prose) - Essential Job Functions with subsections: - Curriculum, Instruction & Assessment (multiple bullet points) - Student Growth and Development (multiple bullet points) - Content Knowledge & Expertise (multiple bullet points) - Classroom Environment (multiple bullet points) - Data-Driven Practice (multiple bullet points) - Professional Practices & Responsibilities (multiple bullet points) - Shared Responsibilities (multiple bullet points) - Safety (multiple bullet points) - Personal Work Relationships (multiple bullet points) - Other Duties As Assigned (prose) - Knowledge, Skills & Abilities (list) - Travel Requirements (prose) - Physical & Mental Demands, Work Hazards (multiple subsections with details) - Education Minimum Required Qualifications (list) - Certification/License (prose) - Experience (prose) - Language (prose) - Position may be grant-funded... (duplicate) - Disclaimer at end I need to organize this into logical sections. The posting has: - Position purpose (could be "About the role") - Essential Job Functions (could be "Responsibilities" with subsections) - Knowledge, Skills & Abilities (could be "Requirements" or "Skills") - Education, Certification, Experience, Language (could be "Qualifications") - Travel Requirements (could be part of Requirements or separate) - Physical & Mental Demands (could be "Requirements" or separate) - Salary, Duty Days, FLSA Status, Reports to (could be "Pay" and "Schedule" sections) Let me structure: 1. About the role (Position Purpose) 2. Responsibilities (Essential Job Functions - grouped) 3. Qualifications (Education, Certification, Experience, Language) 4. Skills (Knowledge, Skills & Abilities) 5. Pay (Salary info) 6. Schedule (Duty Days, FLSA Status, Travel Requirements) 7. Physical Requirements (Physical & Mental Demands) I should not create Benefits section since none mentioned. Let me write the HTML. I'll use
for main sections, and for subsections within Responsibilities, I could use or just within list items. The rules say use for section headings like "About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule". It doesn't mention subsections. I think for the subsections under Essential Job Functions, I can use or just make them part of the list. Since the rules only specify for those main headings, I'll use for subsections or just bold text.
Actually, looking at the rules: "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid other heading levels. But to be safe, I'll use for main sections and for subsections within Responsibilities.
Let me draft:
About the role
Delivers rigorous instruction to students in order to promote intellectual, social, and physical growth; ensures that regardless of socioeconomic factors every child is prepared for accelerated learning to compete in a global economy. Provides standards-based, data-driven, differentiated instruction that engages students. Creates a safe and supportive learning environment to maximize student learning. Provides high quality early childhood instruction in Pre-Kindergarten classroom setting in accordance with TEA Pre-Kindergarten Guidelines.
Responsibilities
Curriculum, Instruction & Assessment
- Designs clear, well organized, sequential lessons that build a strong foundation for learning; provides opportunities for project-based learning using the pedagogy of the district curriculum and frameworks to provide a collaborative classroom where students are thinking critically, and engaging in interactive lessons throughout the day, creative thinking, and extended interaction among students.
- Creates developmentally appropriate, early childhood lessons that reflect evidence-based best practices.
- Develops lessons to meet the needs of diverse learners by providing differentiated instruction for all learners and adapting methods as needed to stay student centered.
- Communicates clearly and accurately; engages students in a manner that encourages students persistence and best efforts.
- Promotes complex, higher-order thinking, engaging classroom experiences and activities that provide opportunities for deeper learning.
- Ensures student understanding by consistency monitoring, giving immediate feedback, and making lesson adjustments as needed in accordance to student data.
- Provides instructional guidance and monitors student progress by daily documentation of student performance using on-going authentic assessment and multiple assessment tools; employs interventions and formal/informal assessment procedures.
- Provides daily instruction in music, art, and physical movement/development.
Student Growth and Development
- Reinforces and demonstrates the belief that all students have the potential to achieve at high levels; supports all students in their pursuit of social-emotional learning and academic success.
- Acquires, analyzes, and uses background information (such as familial, cultural, educational, linguistic, and developmental characteristics) to engage students in the learning process.
- Facilitates each student's learning by employing evidence-based practices and concepts related to learning and social-emotional development.
Content Knowledge & Expertise
- Understands the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real-world applications of early childhood and all subjects and content.
- Designs and executes quality lessons that are consistent with the concepts of assigned discipline; aligns to TEA Pre-Kindergarten Guidelines and demonstrates expertise in child development.
- Demonstrates content-specific pedagogy that meets the needs of diverse learners using engaging instructional materials to connect prior content knowledge to new learning.
Classroom Environment
- Creates a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds.
- Organizes the classroom in a safe and accessible manner that maximizes learning.
- Establishes, implements, and communicates consistent routines for effective classroom management, including clear expectations for student behavior.
- Leads and maintains the classroom where students are actively engaged.
Data-Driven Practice
- Implements both formal and informal methods of measuring student progress.
- Sets individual and group learning goals for students by using preliminary data; communicates these goals with students and families to ensure mutual understanding of expectations.
- Collects, reviews, and analyzes data to monitor student progress on a regular basis.
- Accesses collected data to analyze and inform instructional strategies; adjusts short- and long-term plans accordingly.
Professional Practices & Responsibilities
- Reflects on teaching practice to improve instructional effectiveness; engages in continuous professional learning to gain knowledge/skills to refine professional judgment.
- Provides guidance for teacher assistant to ensure high quality Pre-Kindergarten Instruction and maximize student outcomes.
- Participates in campus and district learning communities to deepen knowledge and understanding of child development and early childhood education.
- Collaborates with colleagues and exhibits self-awareness in interpersonal interactions.
- Invites constructive feedback from peers and administrators.
- Seeks out opportunities to lead students, other educators, and community members within and beyond the classroom.
- Models ethical and respectful behavior; demonstrates integrity in all situations.
Shared Responsibilities
- Upholds accurate and efficient record-keeping of official attendance records, grade reports, student files, documentation of state and local assessment preparation, and other appropriate documents.
- Engages parents and families in the academic and behavioral progress of their child by initiating parent conferences and providing opportunities for parents to continually support student learning and school programs.
- Participates in faculty and committee meetings, as well as school events during and outside regular school hours as required.
Safety
- Follows established safety procedures to perform job duties including lifting and climbing, drills and lockdowns.
- Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to maintenance and/or supervisor.
- Observes student behavior outside the classroom at designated times, between classes, and at assigned duty stations; takes necessary action when appropriate.
Personal Work Relationships
- All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
- Exhibits high professionalism, standards of conduct and work ethic.
- Demonstrates high quality customer service; builds rapport/relationship with the consumer.
- Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
Other Duties As Assigned
Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
Qualifications
Education
- Bachelor's degree from accredited college or university.
- Major in Child Development, Early Childhood Education, Elementary Education, or a related field to Early Childhood.
Certification/License
Valid Texas Teacher certificate at the appropriate level for assignment OR accepted in an approved Alternative Certificate Program (ACP) and have passed the required prerequisite examinations.
Experience
Working at inner-city schools with diverse student populations preferred.
Language
If not bilingual (English/Spanish oral and written), ESL Certification is preferred.
Skills
- Knowledge of federal and state guidelines and District policies and procedures regarding education and students.
- Knowledge of current teaching methods and educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
- Knowledge of assigned content facts, concepts, theories, and principles that are being taught.
- Knowledge of data information systems, data analysis, and the formulation of action plans.
- Skill in planning and providing professional learning; lesson planning with
for section headings like "About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule". It doesn't mention subsections. I think for the subsections under Essential Job Functions, I can use or just make them part of the list. Since the rules only specify for those main headings, I'll use for subsections or just bold text.
Actually, looking at the rules: "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid other heading levels. But to be safe, I'll use for main sections and for subsections within Responsibilities.
Let me draft:
About the role
for those main headings, I'll use for subsections or just bold text.
Actually, looking at the rules: "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid other heading levels. But to be safe, I'll use for main sections and for subsections within Responsibilities.
Let me draft:
About the role
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)". It doesn't forbid other heading levels. But to be safe, I'll use for main sections and for subsections within Responsibilities.
Let me draft:
About the role
for subsections within Responsibilities.
Let me draft:
About the role
Delivers rigorous instruction to students in order to promote intellectual, social, and physical growth; ensures that regardless of socioeconomic factors every child is prepared for accelerated learning to compete in a global economy. Provides standards-based, data-driven, differentiated instruction that engages students. Creates a safe and supportive learning environment to maximize student learning. Provides high quality early childhood instruction in Pre-Kindergarten classroom setting in accordance with TEA Pre-Kindergarten Guidelines.
Responsibilities
Curriculum, Instruction & Assessment
- Designs clear, well organized, sequential lessons that build a strong foundation for learning; provides opportunities for project-based learning using the pedagogy of the district curriculum and frameworks to provide a collaborative classroom where students are thinking critically, and engaging in interactive lessons throughout the day, creative thinking, and extended interaction among students.
- Creates developmentally appropriate, early childhood lessons that reflect evidence-based best practices.
- Develops lessons to meet the needs of diverse learners by providing differentiated instruction for all learners and adapting methods as needed to stay student centered.
- Communicates clearly and accurately; engages students in a manner that encourages students persistence and best efforts.
- Promotes complex, higher-order thinking, engaging classroom experiences and activities that provide opportunities for deeper learning.
- Ensures student understanding by consistency monitoring, giving immediate feedback, and making lesson adjustments as needed in accordance to student data.
- Provides instructional guidance and monitors student progress by daily documentation of student performance using on-going authentic assessment and multiple assessment tools; employs interventions and formal/informal assessment procedures.
- Provides daily instruction in music, art, and physical movement/development.
Student Growth and Development
- Reinforces and demonstrates the belief that all students have the potential to achieve at high levels; supports all students in their pursuit of social-emotional learning and academic success.
- Acquires, analyzes, and uses background information (such as familial, cultural, educational, linguistic, and developmental characteristics) to engage students in the learning process.
- Facilitates each student's learning by employing evidence-based practices and concepts related to learning and social-emotional development.
Content Knowledge & Expertise
- Understands the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real-world applications of early childhood and all subjects and content.
- Designs and executes quality lessons that are consistent with the concepts of assigned discipline; aligns to TEA Pre-Kindergarten Guidelines and demonstrates expertise in child development.
- Demonstrates content-specific pedagogy that meets the needs of diverse learners using engaging instructional materials to connect prior content knowledge to new learning.
Classroom Environment
- Creates a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds.
- Organizes the classroom in a safe and accessible manner that maximizes learning.
- Establishes, implements, and communicates consistent routines for effective classroom management, including clear expectations for student behavior.
- Leads and maintains the classroom where students are actively engaged.
Data-Driven Practice
- Implements both formal and informal methods of measuring student progress.
- Sets individual and group learning goals for students by using preliminary data; communicates these goals with students and families to ensure mutual understanding of expectations.
- Collects, reviews, and analyzes data to monitor student progress on a regular basis.
- Accesses collected data to analyze and inform instructional strategies; adjusts short- and long-term plans accordingly.
Professional Practices & Responsibilities
- Reflects on teaching practice to improve instructional effectiveness; engages in continuous professional learning to gain knowledge/skills to refine professional judgment.
- Provides guidance for teacher assistant to ensure high quality Pre-Kindergarten Instruction and maximize student outcomes.
- Participates in campus and district learning communities to deepen knowledge and understanding of child development and early childhood education.
- Collaborates with colleagues and exhibits self-awareness in interpersonal interactions.
- Invites constructive feedback from peers and administrators.
- Seeks out opportunities to lead students, other educators, and community members within and beyond the classroom.
- Models ethical and respectful behavior; demonstrates integrity in all situations.
Shared Responsibilities
- Upholds accurate and efficient record-keeping of official attendance records, grade reports, student files, documentation of state and local assessment preparation, and other appropriate documents.
- Engages parents and families in the academic and behavioral progress of their child by initiating parent conferences and providing opportunities for parents to continually support student learning and school programs.
- Participates in faculty and committee meetings, as well as school events during and outside regular school hours as required.
Safety
- Follows established safety procedures to perform job duties including lifting and climbing, drills and lockdowns.
- Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to maintenance and/or supervisor.
- Observes student behavior outside the classroom at designated times, between classes, and at assigned duty stations; takes necessary action when appropriate.
Personal Work Relationships
- All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
- Exhibits high professionalism, standards of conduct and work ethic.
- Demonstrates high quality customer service; builds rapport/relationship with the consumer.
- Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
Other Duties As Assigned
Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
Qualifications
Education
- Bachelor's degree from accredited college or university.
- Major in Child Development, Early Childhood Education, Elementary Education, or a related field to Early Childhood.
Certification/License
Valid Texas Teacher certificate at the appropriate level for assignment OR accepted in an approved Alternative Certificate Program (ACP) and have passed the required prerequisite examinations.
Experience
Working at inner-city schools with diverse student populations preferred.
Language
If not bilingual (English/Spanish oral and written), ESL Certification is preferred.
Skills
- Knowledge of federal and state guidelines and District policies and procedures regarding education and students.
- Knowledge of current teaching methods and educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
- Knowledge of assigned content facts, concepts, theories, and principles that are being taught.
- Knowledge of data information systems, data analysis, and the formulation of action plans.
- Skill in planning and providing professional learning; lesson planning with