Principles of SUPER6 and Learning Goals

 

Drawing on best practices and standards of teaching, UTEP developed six principles of teaching.  Known as the SUPER6, these principles encapsulate what the Department believes are core teaching proficiencies of a highly qualified urban educator and expected of its graduates. The table below contains the SUPER6 principles and learning goals for each.

 Principles of SUPER6

Learning Goals

P1: Subject Matter and Curriculum Aptitude

Teacher candidates know and understand the content area for which they are seeking New Jersey teacher certification.

P2: Understanding Your Learner

Teacher candidates understand the characteristics, abilities, and interests of learners and value the diversity of the students they teach.

P3: Pedagogical Content Knowledge

Teacher candidates plan and deliver effective instruction that advances the scholarship of each individual learner.

P4: Evaluation of Achievement

Teacher candidates understand and use varied assessments to inform instruction, evaluate and ensure student learning.

P5: Readiness for Establishing and Maintaining Effective Learning Environments

Teacher candidates create learning environments that promote high levels of learning and achievement for all learners.

P6: Educational Professionalism

Teacher candidates understand the responsibility for their professional growth, performance and involvement as an individual and as a member of a learning community.

Below are the descriptive statements and objectives for each SUPER6 principle.

Principle 1: Subject Matter and Curriculum Aptitude

Teacher candidates know and understand the content area for which they are seeking New Jersey teacher certification.

Descriptive Statement for Subject Matter and Curriculum Aptitude

An in-depth understanding of content is quintessential for teacher candidates to have the power to positively impact learning and achievement for their learners. Teacher candidates must understand the structures and the history of the content they will teach and recognize that their content is complex and ever evolving. Effective teacher candidates demonstrate reflective understanding of content-specific practices, processes and vocabulary. They connect content and skills of their disciplines to the New Jersey Core Content Competencies. These teacher candidates make content meaningful, relevant and applicable to learners by making connections between the content that they teach and other content areas, and real life experiences.

Objectives for Principle 1: Subject Matter and Curriculum Aptitude

Skill-Based Indicators

  • Effectively uses resources, curricular materials and representations
  • Implements lesson objectives are implemented in a way that are tied to the appropriate content standards
  • Connects content to students' prior knowledge
  • Provides closure to lesson that connects content to future concepts
  • Seeks to develop understanding of content and skills as they relate to underlying concepts
  • Uses technology in a productive way that fosters content understanding

Principle 2: Understanding Your Learner

Teacher candidates understand the development of learners and value the diversity of the students they teach.

Descriptive Statement for Understanding Your Audience:

It is essential for teacher candidates to provide targeted instruction that accounts for students’ needs, interests and prior knowledge. Teacher candidates need to understand the abilities and talents of their learners, and use that knowledge to determine appropriate learning activities and identify resources for learners that foster rich learning opportunities. 

Objectives for Principle 2: Understanding Your Learner

Skill-Based Indicators

  • Uses methods and techniques during instruction to modify the lesson to accommodate all learners
  • Differentiates content, process, and/or products for all learners
  • Incorporates students’ interests and/or cultural backgrounds

Principle 3: Pedagogical Content Knowledge

Teacher candidates plan and deliver effective instruction that advances the scholarship of each individual learner.

Descriptive Statement for Pedagogical Content Knowledge

Teacher candidates have high expectations for all learners and implement strategies to advance each learner. They continually reflect on learner outcomes to make appropriate decisions resulting in increased success for all learners. They use effective questioning strategies to stimulate thinking. Effective teacher candidates integrate various learning tools, including technology, to make content comprehensible to learners.

Objectives for Principle 3: Pedagogical Content Knowledge

Skill-Based Indicators

  • Provides opportunities that support learners’ development
  • Selects appropriate instructional methods
  • Employs a clear lesson structure and adjusts time allocations as needed
  • Empowers students to attain desired outcomes/objectives
  • Creates engaging experiences that make subject matter meaningful
  • Employs developmentally appropriate strategies to promote higher order skills, critical thinking, and problem solving
  • Manages group work by addressing students individually and/or in small groups
  • Poses and responds to questions effectively to encourage understanding
  • Uses written communication strategies effectively
  • Uses oral communication strategies effectively
  • Prepares students to think critically about sources
  • Demonstrates use of best instructional practices 

Principle 4: Evaluation of Achievement

Teacher candidates understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Descriptive Statement for Evaluation of Achievement

Effective teacher candidates use multiple assessments to discover the potential of each of their learners. They plan and adjust instruction and evaluate student learning. Teacher candidates have sufficient knowledge and skills in understanding a variety of assessment tools and are able to use that data to plan effectively for all learners. Teacher candidates use formal and informal assessment data. Teacher candidates encourage learners to critically examine their own work.  Teacher candidates provide learners with formative assessment results and provide them with strategies to improve their learning.

Objectives for Principle 4: Evaluation of Achievement

Skill-Based Indicators

  • Uses appropriate assessments to inform instruction
  • Provides fair, accurate, and constructive feedback to students
  • Appropriately documents the progress of each learner
  • Uses assessment data to modify instruction for all learners

Principle 5: Readiness for Establishing and Maintaining Effective Learning Environments

Teacher candidates create learning environments that promote high levels of learning and achievement for all learners.

Descriptive Statement for Readiness for Establishing and Maintaining Effective Learning Environments

Teacher candidates synchronize a learning environment that maximizes each learner’s potential to master the content and skills being taught. They create a learning environment where all learners feel safe, feel valued, and enjoy a sense of belonging. They create a reflective learning environment that promotes student self-motivation and self-respect.

Objectives for Principle 5: Readiness for Establishing and Maintaining Effective Learning Environments

Skill-Based Indicator

  • Maintains a classroom with effective rules and consequences that hold students accountable, and uses procedures, routines, and transitions to maximize instructional time

Principle 6: Educational Professionalism

Teacher candidates understand the responsibility for their professional growth, performance and involvement as an individual and as a member of a learning community.

Descriptive Statement for Educational Professionalism

Teacher candidates are professionals who recognize that they are in a position to influence the future of their learners. It is imperative that teacher candidates practice the highest standards of responsibility, honesty, and fairness.  Teacher candidates should constantly engage in a cycle of reflection, which identifies their strengths and weaknesses, and incorporates suggestions for improvement.

Objectives for Principle 6: Educational Professionalism

Expectations

  • Uses effective oral and written communication when speaking with others
  • Has neat and professional appearance
  • Works well with others
  • Designs effective lesson objectives that align with appropriate standards
  • Incorporates feedback into lessons