Michelle czaja. Michelle Czaja Harper Portfolio

Michelle Czaja (6 images)

Michelle czaja

The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. Standard 7 - Assessment — The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. A listing of all appeals filed within the past thirty days is included in this report. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

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Michelle Czaja (6 images)

Michelle czaja

If an action is appealed, a court ordered stay may delay the imposition of a Board action. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. You may verify a license on-line at or by calling. Standard 2 - Content Area and Pedagogical Knowledge — The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. Last Updated — January 30 , 2020 Decisions and Orders - January 2020 Name License No. Sta Standard 8 - Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development.

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Michelle Czaja Harper Portfolio

Michelle czaja

. Standard 6 - Reading, Writing, and Oral Communication — The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge. The teacher uses these experiences to create instructional opportunities that maximize student learning. All previously enacted executive orders on all closures, distancing, and safety measures have been extended through at least May 20. Copies of documents referenced in this report, including Memoranda of Decision following a hearing, Consent Orders, Voluntary Surrenders, and Summary Suspensions are available on the. Standard 9 - Professionalism, Leadership, and Advocacy — The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

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Nurse Disciplinary Actions

Michelle czaja

Standard 1 - Teaching Diverse Students — The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. Please note that effective dates of all actions are included. Standard 5 - Instructional Delivery — The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. Standard 3 - Planning for Differentiated Instruction - The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. For the latest information and guidance, visit Nurse Disciplinary Actions The following is a listing of public actions taken by the Board of Examiners for Nursing or the Connecticut Department of Public Health.

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Michelle Czaja Harper Portfolio

Michelle czaja

The teacher plans for ongoing student growth and achivevement Standard 4 - Learning Environment - The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting. Disciplinary actions may alos be viewed the Department of Public Health's. . . . .

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Michelle Czaja Harper Portfolio

Michelle czaja

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Nurse Disciplinary Actions

Michelle czaja

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