Some teachers think the best way to improve their teaching is to develop their content knowledge.


Analysis: At this level, application is taken a step further. Students must be able to take a situation apart, diagnose its pieces, and decide for themselves what tools (e.g., graph, calculation, formula, etc.) to apply to solve the problem at hand. Rather than just understanding and applying individual concepts, students understand the relationship among concepts. Case studies in business, for example, fit this level. The level of difficulty can be controlled for novices to experts by the number of issues presented in the cases requiring analysis. Likewise, this process to control difficulty can be used for any mathematics problem-solving scenario based on level of expertise of learners. For example, at elementary levels, students are introduced to analysis when a few extraneous facts are included in a problem, which are not needed to solve it. At an analysis level, students are able to appreciate that some problems do not have a unique solution and there is more than one way to defend a position or solution method, as in a case study.

Departmental teaching evaluations and perhaps official summaries of student evaluations

Stage 5: Teacher Recommended Pool

Connecticut State Department of Education. (2010). 2010 Common core of teaching: Foundational skills. Hartford, CT: Author. Retrieved from

Brainstorming, debates, discussion and group work are all examples of teaching strategies.

All teachers should consider the role of active or constructivist learning, as opposed to using only a lecture method. Active student involvement reinforces learning. This is not to minimize the role of direct instruction, however. Per Robert Coe, Cesare Aloisi, Steve Higgins, and Lee Elliot Major (2014, "...if you want students to remember something you have to get them to think about it. This might be achieved by being ‘active’ or ‘passive’ " (p. 24).

There are, however factors or elements that are deemed to be the core aspect of a teacher.

Spanish TeacherWhittier Education Campus

You can become a through the Teacher Leadership Innovation (TLI) program, which offers excellent teachers the opportunity to teach for at least 50% of the day and spend the remainder of their day coaching and leading their peers. TLI Teacher Leaders will receive high-quality professional development and a $2,500 stipend upon successful completion of the TLI program requirements. To learn more about this exciting initiative,

Spanish TeacherWhittier Education Campus

Resources on the current page will assist you with your knowledge of students and instructional practices. CT4ME's section on includes a variety of resources to assist you with becoming more knowledgeable about the mathematics content you teach and how to enhance your teaching skills. Our section on provides solid advice and resources. will assist you with strategies for incorporating technology into your instruction, including designing your classroom web site, and incorporating multimedia into math projects. You can learn more about scientifically based research and action research at our section.

Fifth Grade TeacherBurroughs Education Campus

How to Apply If you’re interested in applying to the TLI Teacher Leader position, please click here for job description and application steps. When prompted for experience, select the TLI Teacher Leader position from the dropdown menu and proceed to complete the Teacher application. Upon successful completion of this application, you will be asked to complete a content assessment for your primary subject area.

Fifth Grade TeacherBurroughs Education Campus

The LEAP Teacher Leader and Assistant Principal applications for the 2017-2018 school year open January 5, 2017. Please note that you must first complete the general teacher application to be considered for the position.

How does DCPS give teachers a voice?

Take the LEAP and join DCPS! If you love helping support teachers, come join us as a LEAP Team Leader. LEAP Teams will be led by educators who are experts in a particular content area. The team leaders can be a Teacher Leader (a teacher who teaches part-time and coaches part-time), an Instructional Coach (who coaches full-time), or an Assistant Principal (who coaches 75% of the time and supports other school-wide initiatives 25% of the time).