Practices in Pedagogy

"To Teach is to Learn Twice Over"

Principles of HOPE Introduction

H – Honor student diversity, development and their right to learn.

To demonstrate a positive impact on student learning, teacher-candidates…


H1 – Honor student diversity and development: Teacher-candidates plan and/or adapt learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.

H2 – Honor student access to content material: Teacher-candidates use multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.

H3 – Honor the classroom/school community as a milieu for learning: Teacher-candidates implement classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others.

H4 – Honor family/community involvement in the learning process: Teacher-candidates inform, involve, and collaborate with families/neighborhoods, and communities in each student’s educational process, including using information about student cultural identity, achievement and performance.

H5 – Honor student potential for roles in the greater society: Teacher-candidates prepare students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

Offer an organized and challenging curriculum.

To demonstrate a positive impact on student learning, teacher-candidates…


O1. – Offer an organized curriculum aligned to standards and outcomes: Teacher-candidates align instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.

O2. – Offer appropriate challenge in the content area: Teacher-candidates plan and/or adapt curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.



 P – Practice effective teaching: inquiry, planning, instruction & assessment.

To demonstrate a positive impact on student learning, teacher-candidates…


P1 – Practice intentional inquiry and planning for instruction: Teacher-candidates plan and/or adapt standards-based curricula that are personalized to the diverse needs of each student.

P2 – Practice differentiated instruction: Teacher-candidates apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language  development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.

P3 – Practice standards-based assessment: Teacher-candidates use standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.

P4 – Practice the integration of appropriate technology with instruction: Teacher-candidates use technology that is effectively integrated to create technologically proficient learners.



E – Exemplify service to the teaching profession.

To demonstrate a positive impact on student learning, teacher-candidates…


E1 – Exemplify professionally-informed, growth-centered practice: Teacher-candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.

E2 – Exemplify collaboration within the school: Teacher-candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

E3 – Exemplify an understanding of professional responsibilities and policies: Teacher-candidates demonstrate knowledge of professional, legal, and ethical responsibilities and policies.


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