Standard 3: Curriculum Implementation The Teacher Candidate recognizes the importance of long-range planning and curriculum development. The Teacher Candidate implements curriculum upon student, district, and state standards. Representing Indicator: 3.1 Implementation of Curriculum Standards 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at one descriptor below) Makes no attempt to access standards. Learning activities clearly do not align to standards. Does not include standards in lesson plans. Does not post or mention the learning objective during the lesson. Designs lesson demonstrating knowledge of how to access district, state, and/or national standards. Plans for learning activities somewhat aligned to district, state, and/or national standards. Records the learning objectives on the lesson plan. Posts the learning objective but does not mention the objective during the lesson. Implements lesson and assessments exhibiting limited understanding of appropriate curriculum. Implements learning activities aligned to district, state, and/or national standards. Posts the learning objective(s) in language but only refers to it minimally during instruction. States the learning objectives so that some students are able to articulate the objective of the lesson. Implements lessons and assessments exhibiting understanding of appropriate curriculum. Implements and/or utilizes embedded formative assessment opportunities and learning activities closely aligned to chosen district, state, and/or national standards. Connects learning objectives to real world references to aid in student comprehension. Clearly conveys objectives so that the majority of students are able to articulate the objective of the lesson in student friendly language. Delivers lessons and assessments that illustrate a high degree of understanding of the intended learning objectives. Connects subjects and/or considers scope and sequence when implementing lessons. Makes adjustments during the lesson while still following district curriculum. Comments:
through a variety of media. Comments: Standard 5: Positive Classroom Environment The Teacher Candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active classroom engagement in learning, positive social interaction, and self-motivation. Representing Indicator: 5.1 Classroom Management Techniques 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below) Lacks strategies for monitoring student behavior. Students are not able to learn because the classroom environment is not conducive. Unequipped to appropriately respond to student misbehavior, resulting in frustration. Demonstrates hostility toward some students. Lack knowledge of the school’s system for behavior. Explains strategies for monitoring student behavior. Describes strategies to minimize disruptions. Plans to communicate expectations to maintain a safe learning environment. Describes strategies for building relationships with students but does not demonstrate in practice. Accurately describes the behavior system implemented at the school. Inconsistently monitors and responds to behavior. Uses strategies to minimize disruptions to the learning environment. Behavior occasionally distracts other students from learning. Reacts to student behavior in the moment without clearly communicating expectations in advance. Demonstrates a positive rapport with most students in the classroom. Uses the vocabulary and structure of the school’s system for behavior. Monitors student behavior and intervenes as needed. Utilizes varied management and/or organizational strategies to minimize disruptions to the learning environment. communicates and implements developmentally appropriate expectations to maintain a safe learning environment. Displays a strong relationship and rapport with individual students that promotes a positive learning environment. Comfortably uses vocabulary and structure of the school’s system for behavior. Candidate proactively intercepts student misbehavior or distraction. Facilitates an environment that supports student to maximize instructional time and student learning. Seeks feedback from students on his/her teaching, strategies, classroom, etc. Comments:
Standard 7: Student Assessment and Data Analysis The Teacher Candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. Representing Indicator: 7.1 Effective Use of Assessments 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below) Collects no data from assessments to monitor the progress of students. Provides no evidence that formative assessments are needed to future instruction. an ethical understanding of maintaining student records. Collects limited or incomplete assessment data and does not articulate how to use the data to monitor the progress of students. Articulates the need to use formative assessment strategies to gather data on student understanding to guide future instruction but does not implement. Articulates the importance of maintaining the student records ethically but does not always demonstrate this understanding in practice. Uses multiple types of assessment data to monitor the progress of most students. Uses some formative assessment strategies to partially gather data on student understanding and sporadically implements adjustments to plan future instruction. Maintains student records inconsistently but always in a confidential and ethical manner. Uses multiple of assessments to effectively monitor the progress of each student and the class as a whole. Uses formative assessment strategies to effectively gather data student understanding and uses it to plan future instruction. Maintains student records consistently and in a confidential and ethical manner. Analyzes trend data to respond instructionally resulting in a positive impact on student learning. Uses multiple assessments to accurately monitor, analyze, and triangulate the progress of each student and the class as a whole. Supports students in creating and articulating progress toward goals. Uses formative assessment strategies to adjust mid-lesson instruction on student understanding. Provides evidence of how the lesson format, instructional techniques, etc. were designed using previously gathered assessment data. Comments:
Standard 8: Professionalism The Teacher Candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The Teacher Candidate actively seeks out opportunities to grow professionally in order to improve learning for all students. Representing Indicator: 8.1 Self-Assessment and Improvement 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below) Demonstrates no reflection on the effectiveness of the lesson based on student learning and engagement even when prompted by the evaluator. Rejects or ignores feedback through conferencing with mentors. Does not recognize or acknowledge own weaknesses even when prompted. Resists or ignores opportunities to grow professionally. Reflects on the lesson based on student learning and engagement when prompted by the evaluator but on a superficial level. Accepts feedback but does not utilize feedback to adjust and improve practice. Acknowledge weaknesses when prompted but does not improve professional conduct. Attends school and/or district professional development. Reflects on the lesson but makes limited connections to student learning and engagement. Accepts and utilizes feedback to adjust practices with limited success. Monitors and adjusts professional conduct when prompted. Participates in school and/or district professional development. Reflects on the effectiveness of a lesson based on student learning and engagement. Accepts and utilizes feedback through conferencing with mentors to adjust and improve practice. Monitors and adjusts professional conduct through Fully engages in school and/or district professional development to grow professionally. Uses techniques or strategies introduced in district/school professional development in the classroom. The candidate is committed to learning of the entire school not just his/her own growth. Actively participates in a professional organization to improve practice. Identifies areas of weakness and seeks out opportunities to strengthen, e.g. webinars, books, PD opportunities, professors, etc. Comments:
Standard 9: Professional Collaboration The Teacher Candidate has effective working relationships with students, families, school colleagues, and community members. Representing Indicator: 9.3 Cooperative Partnerships in Support of Student Learning 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below) Resists participation in school-wide functions. Resists collaboration. Avoids communication with students, staff, and families. Fails to build rapport with students, staff, and families; including the Cooperating Teacher. Recognizes the importance of participating in functions but does not attend. Recognizes the importance of collaborative meetings but does not fully participate. Recognizes the importance of communication to support student success but does not implement communication strategies. Maintains limited relationships with students, and families. Recognizes the importance of participating in functions and attends sporadically. Participates in collaborative meetings. Communicates with students, staff, and families to support student success in alignment with expectations. Maintains appropriate relationships with students, staff, and families. Participates in functions to enhance student learning. Prepares for and fully engages in collaborative meetings to enhance student learning. Purposefully engages in positive, effective, and ongoing communication with students, staff, and families to support student success. Builds and seeks out positive, appropriate relationships with students, staff, and families. Volunteers to be a member of a committee. Collaborates with parents, colleagues, and/or community members for the benefit of students. Actively participates in school or district events to build a broad network of collaboration. Comments: