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Instructional Process

     Demonstrates evidence of planning and preparation

• Planning is related to a clear focus.
• Written plans are clear and professional.
• Strategies for evaluation are clear and professional.

     Demonstrates command of the subject being taught
     and the ability to integrate faith and learning

• Demonstrates command of the subject being taught.
• Demonstrates the ability to teach subject matter from a Christian perspective.
• Demonstrates ability to integrate the Westminster Christian

     Academy philosophy of curriculum into the learning process.

• Opportunity is provided for attaining higher levels of thinking.
• Understands and utilizes a variety of methodology and techniques to meet the needs of students and facilitate achievement of educational objectives.
• Gives effective explanations related to lesson content.
• Teacher-related actions are aimed at students achieving the learning objectives.
• Clarifies explanations when students misunderstand lesson content.
• Provides information to students about their progress.
• Matches instruction to learners.
• Implements activities in a logical sequence.

     Manages student behavior in an appropriate format.

• Maintains student involvement in instruction.
• Redirects students who are off-task.
• Communicates clear expectations about behavior.
• Manages disruptive behavior.

     Uses instructional time effectively.

• Begins activities promptly.
• Provides for appropriate learning activities throughout the instructional time.
• Effectively monitors students' time on task.
• Minimizes transition time from one activity to the next.
• Assigns optimum time to instructional and learning tasks.

     Demonstrates the ability to motivate students.

• Communicates and holds students to challenging expectations.
• Stimulates and encourages creative, critical thinking, and problem-solving skills.
• Gives constructive feedback frequently and promptly.
• Uses activities that promote student involvement.
• Uses activities that stimulate learning about relevant situations inside and outside the school.
• Demonstrates enthusiasm.

     Demonstrates evidence of effective teaching in   
     the Athletic/PE/Exploratory period (Middle School).

• Gives evidence of a clear understanding of the purpose and philosophy of the Athletic/PE/Exploratory format.
• Prepares and implements comprehensive lesson plans that effectively utilize the 84-minute period.
• Demonstrates enthusiasm and support for the Athletic/PE/Exploratory format by planning dynamic, creative lessons that appeal to a variety of learning and teaching styles.
• Provides quality leadership of the Athletic/PE/Exploratory class through high-energy teaching, hands on teaching and learning, and effective supervision of student behavior.

     Demonstrates evidence of effective teaching in the
     extended period format (Upper School).

• Gives evidence of clear understanding of the purpose and philosophy of the extended period format.
• Prepares and implements creative, innovative lesson plans that provide students with opportunities to experience a variety of teaching, and learning styles.
• Gives evidence of effective use of the entire 85-minute extended period.
• Demonstrates a desire to grow and improve the quality of his/her teaching in the extended period through participation in professional growth opportunities, collegial sharing, reading and research, and school visits.

      Demonstrates consistent and effective implementation of
      the WCA Philosophy of Curriculum (i.e. What?, So What?,
      Now What?).

• Clearly understands and can articulate the WCA philosophy of curriculum.
• Prepares and implements lesson plans that incorporate all three elements of the philosophy of curriculum.
• Consistently implements student assessments that test all three elements of the philosophy of curriculum.
• Integrates the philosophy of curriculum into all areas of teaching and leadership (e.g. cocurricular programs, classroom aesthetics, etc.)