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Rubric for the Teacher Candidate during the Clinical Experience
Standard 1: Content knowledge aligned with appropriate instruction.
1.1 Content knowledge and academic language
1C1) The baseline teacher candidate
demonstrates knowledge of the
academic language of the appropriate
discipline applicable to the certification
area(s) sought as defined by the Subject
Competencies for Beginning Teachers in
Missouri.
1E1) The emerging teacher candidate knows and can demonstrate breadth
and depth of content knowledge and communicates the meaning of
academic language.
1D1) The developing teacher candidate also delivers accurate
content learning experiences using supplemental resources
and incorporates academic language into learning activities.
Evidence
Demonstrates knowledge of the
appropriate content, learning outcomes
and academic language as related to
various subject areas
Evidence of Commitment
Is well prepared to guide students to a deeper understanding of content
Evidence of Practice
Instruction reflects accuracy of content knowledge
Evidence of Impact
Students are generally familiar with academic language
Evidence of Commitment
Stays current on new content and incorporates it into lessons
Evidence of Practice
Instruction indicates an appreciation of the complexity and ever
evolving nature of the content
Evidence of Impact
Students are able to use academic language
Possible Observable Data
-Demonstrates a general awareness of
appropriate content
-Designs lessons that align learning
objectives to the Missouri Learning
Standards
-Can identify essential academic
language relative to appropriate content
Possible Observable Data
-Prepares lessons that include
appropriate content
-Provides instruction that
communicates essential learning
outcomes
-Students are sometimes aware of
the essential learning
-Students sometimes use language
related to the learning goal
Possible Observable Data
---Clear instruction of content that is
accurate and relevant
-Effective strategies are used to
direct students to essential learning
-Students are frequently aware of
the essential learning
-Students correctly use academic
language related to the learning
goal most of the time
Possible Observable Data
-Clear instruction of content that is accurate, relevant and
current
-Use of strategies that direct students to essential learning
-Uses strategies like chunking to address the complexities of the
content
-Students consistently provide accurate explanations of the
essential learning
-Students correctly use academic language related to the
learning goal
-Demonstrates depth of knowledge with physical and cognitive
engagement
-Uses effective strategies and delivery methods
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 1: Content knowledge aligned with appropriate instruction.
1.2 Student engagement in subject matter
1C2) The baseline teacher candidate
demonstrates content knowledge and
ability to use multiple subject specific
methodologies for specific instructional
purposes to engage students.
1E2) The emerging teacher candidate chooses from multiple sources to
engage student interest and activity in the content.
1D2) The developing teacher candidate also uses a variety of
differentiated instructional strategies which purposefully engage
students in content.
Evidence
Is knowledgeable of different strategies
that result in increased levels of student
engagement
Evidence of Practice
Use various engagement strategies to maintain student interest
Evidence of Impact
Students are interested and engaged in the content
Evidence of Practice
Uses engagement strategies to increase students’ levels of
interest and activity
Evidence of Impact
Students’ engagement causes content knowledge to advance
Possible Observable Data
-Is knowledgeable on how to assess
student engagement while in the process
of instruction
-Familiarity with possible strategies for
building student engagement
-Understands different strategies for
adjusting pacing to enhance student
engagement
Possible Observable Data
-Implementation of strategies that
prompt engagement by most
students
-Some variance in pacing that
generally captures student interest
and attention
-Most but not all students visibly
paying attention
-Most but not all students providing
accurate responses
Possible Observable Data
-Scans room regularly to identify
low engagement
-Consistent use of strategies to
prompt engagement by all students
-Variance in pacing that enhances
student interest and attention
-Students visibly paying attention
-Students providing accurate
responses
Possible Observable Data
-Scans room consistently, identifies low engagement, and
promptly uses strategies that result in an increase of student
engagement
-Effectively uses pacing and other engagement strategies that
result in higher levels of student interest and participation
-Evidence that higher levels of engagement result in increased
learning
-Students accurate responses reflect deeper learning and
retention of content
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Possible Sources of Evidence
Standard 1: Content knowledge, including varied perspectives, aligned with appropriate instruction.
The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make
these aspects of subject matter meaningful and engaging for students.
Professional Commitment
• Lesson/unit plan
• Learning activities plan
• Student learning expectations
• Student learning objectives
• Lesson design
• Tiered/differentiated lessons/units
• Homework assignments and guiding
instructions
• Flexible grouping plans
• Parent/guardian outreach
•
Bulletin boards
• Praxis scores
• Agenda/meeting notes from grade level/content area
team
• IEP Conferences/reports
Professional Practice
• Builds student background knowledge utilizing a
variety of global perspectives
• Uses and facilitates academic language acquisition
• Incorporates new research-based content
information into instruction
• Uses instructional and engagement strategies
• Facilitates student enrichment activities
• Uses tiered differentiated learning
opportunities
• Uses flexible grouping
• Draws from multiple content sources
• Encourages student responsibility and
articulates clear student expectations
• Engages students in inquiry/research experiences
• Implements interdisciplinary learning experiences
• Facilitates student action to address relevant real-
world issues from a global perspective
Professional Impact
•
Observation verification of student mastery
• Student work samples
• Student portfolios
• Student feedback/comments
• Student assessment data
• Student reflection/journals
• IEP Performance/growth reports
•
Student discussions/questions
• Non-academic records of individual progress
(class participation, engagement, motivation,
behavior, etc.)
• Academic records of individual student
progress
• Student completion data on
homework/projects
•
Performance assessments
Data on academic vocabulary use
• Structured interviews with students
• Student engagement and participation
• Student and/or parent survey results
• Student products/projects
• Parent/community attendance at school functions
Revised May 2015
Standard 2: Student Learning, Growth and Development
2.4 Differentiated lesson design
2C4) The baseline teacher candidate
recognizes diversity and the impact it has
on education.
2E4) The emerging teacher candidate designs and implements instruction
that considers the needs of students.
2D4) The developing teacher candidate also designs and
implements instruction that enables students to learn, grow,
and develop because their needs are met in a positive learning
environment.
Evidence
Is knowledgeable about the significance
of student differences and how varying
lessons and activities can address those
differences
Evidence of Commitment
Designs lessons and activities based on the unique needs of students
Evidence of Practice
Can articulate important characteristics and needs of students as they apply
to learning
Evidence of Impact
Students appear to exhibit positive rapport with the teacher and are
generally motivated to learn
Evidence of Commitment
Lesson design and plans for instruction demonstrate respect and
value for each student
Evidence of Practice
Highlights unique attributes of individual students as a part of
classroom instruction and learning
Evidence of Impact
Students perceive they are respected, valued and are
encouraged to learn
Possible Observable Data
-Can characterize various types of
student differences and their potential
impact on student learning
-Understands the role that assessment
plays in identifying student differences
-Is knowledgeable about possible ways to
adjust instruction based on student
differences
-Has knowledge of differentiation;
however, does not know how to develop
strategies
Possible Observable Data
-Lessons and activities include the
occasional use of informal and formal
assessment to determine student
needs
-Can describe particular learning
characteristics of some students
-Some adjustments made to
instruction to address variations in
student learning
-Student confusion and struggling is
sometimes resolved
-Students respond mostly to teachers’
instruction and appear motivated
-Recognizes need for differentiation;
however, inconsistently creates
strategies for differentiation in
teacher presentation and student
response
Possible Observable Data
- Lessons and activities include the
frequent use of informal and formal
assessment to determine student
needs
- Can describe particular learning
characteristics of most students
-Adjustments routinely made to
instruction to address variations in
student learning
-Student confusion and struggling is
resolved
-Students visibly respond to
teachers’ instruction and appear
motivated
-Uses instructional strategies to
direct individual students in leveled
learning
-Uses multisensory strategies to
engage students in learning
-Uses data to determine effective
instructional strategies for
individuals
-Uses alternative assessments to
address student learning
-Provides enhancement activities
-Recognizes need for differentiation
according to student needs (on both
sides of the spectrum)
Possible Observable Data
-Lesson design and activities communicate respect and value for
each student by addressing their unique needs
-Instructional strategies link to the different needs and attributes
of students in the class to address variations in student learning
-Student perception reflects a feeling that the teacher cares and
respects them
-Students actively respond to the encouragement to learn
-Evidence that students learn at higher levels based on the
teacher addressing particular learning needs
-Constantly implements strategies for differentiation in teacher
presentation and student response on each student’s ability level
-Provides suggestions for parents of students who are struggling
are available
Revised May 2015
-Creates strategies for
differentiation in teacher
presentation and student response
-Recognizes differences about
students
-Presents subject matter questions
during instruction differentiated
toward students based on their
learning levels
-Students are given a choice in
activities designed to demonstrate
their level of knowledge
-Suggests enrichment activities for
extra credit
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Possible Sources of Evidence
Standard 2: Student Learning, Growth and Development
The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities
that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
Professional Commitment
• Student assessment data
• Lesson/unit plans
• Substitute teacher plan
• Bulletin board(s)
• Posted behavioral norms/class
procedures
•
Student work/rubric displays
• Structured teacher interviews
• Student/parent survey
• Research documentation log
• Instructional records
• Professional growth plans
• Personnel file
•
Flexible grouping plans
• Rubrics/scoring guides
• Self reflection
• Student inventories - interest,
learning style, multiple
intelligence, developmental
• Observation
•
Tiered/differentiated lessons/units
• Communications
• Educational environment
• Agenda - collaborative meeting
• IEP conferences/reports
• Counselor reports
• Professional learning
Professional Practice
• Maintains individual student records
and assessment data
• Monitors individual student growth
• Uses assessment data to make
informed instructional and/or
assessment decisions
• Demonstrates knowledge and
understanding of individual student
backgrounds'/
demographics/academic
growth/learning profiles
• Designs and implements student
need-based instruction
• Applies learning theories to the
design of instruction
• Plans and implements culturally
responsive lessons
• Connects instruction to
students' background
knowledge and experiences
• Facilitates student long- and
short-term goal setting
• Provides differentiated learning
activities
• Modifies instruction based on a
determined need (i.e. student
learning, research, etc.)
• Promotes student cooperative
learning and collaboration
• Implements research-based
instruction
• Makes "in the moment"
instructional decisions/changes
• Provides focused, objective,
relevant, valid, specific, and
purposeful feedback to students
• Creates a safe risk-free learning
environment
• Demonstrates a respectful regard
for each student
• Models and/or shares with colleagues
• Assists/Coaches colleagues
• Mentors new teachers
• Reflects on practice
• Uses student/parent surveys to inform
educator practice
• Communicates respectfully with
students, parents, guardians,
community members, colleagues, and
other school staff
• Engages in community activities
Professional Impact
• Observation verification of student
mastery
• Student work samples
• Student planners
• Student assessment data
• Student reflection/journals
• Student inventories
• Student /parent
feedback/comments
• Student and/or parent survey
results
• Structured interviews with
students
• Student products/projects
• Performance assessments
• IEP Performance/growth reports
• Non-academic records of individual
progress (class participation, engagement,
motivation, behavior, etc.)
• Academic records of individual student
progress
Revised May 2015
Standard 3: Curriculum Implementation
3.1 Implementation of curriculum standards
3C1) The baseline teacher candidate
understands the components and
organization of an effective curriculum; is
able to create aligned learning
experiences; can locate national and
state standards; and is able to align them
to learning outcomes.
3E1) The emerging teacher candidate makes informed decisions about
instructional objectives aligned to district mapping and pacing guides.
3D1) The developing teacher candidate also consistently
delivers a variety of learning experiences that are appropriate
for curriculum and are aligned with state and district curriculum
and assessments.
Evidence
Demonstrates awareness of the need to
build learning experiences that are
appropriate and directly linked to district
curriculum and assessments and state
and national standards
Evidence of Commitment
Selects and creates learning experiences that are appropriate for district
curriculum and assessments
Evidence of Practice
Demonstrates an understanding of district curriculum and assessment and
how to incorporate them into learning activities
Evidence of Commitment
Lesson plans demonstrate a coherence of learning
objectives aligned with state and district standards
Evidence of Practice
Delivers lesson activities that demonstrate a variety of
appropriate learning aligned with state and district
curriculum and assessments
Possible Observable Data
-Is knowledgeable on how to create
effective lessons and learning activities
-Understands how to determine if lessons
and learning activities align to the district
curriculum
-Has understanding regarding state and
national standards and how they impact
curriculum
Possible Observable Data
-Designs lessons that exhibit a
general understanding of
appropriate curriculum
-Lesson design and activities
generally match intended learning
objectives
-Some use of assessment to
determine if curriculum objectives
have been met
Possible Observable Data
-Designs lessons that exhibit an
accurate understanding of
appropriate curriculum
-Lesson design and activities clearly
include learning objectives that
align to the district’s curriculum
-Frequent use of strategies to assess
that curriculum objectives have
been met
Possible Observable Data
--Lesson design and activities clearly match intended learning
objectives and reflect a coherence of learning objectives
-A variety of different lesson activities are effectively delivered
that demonstrate a clear connection to the district’s curriculum
and meet state standards
-Consistent use of strategies to assess that the district’s
curriculum objectives and state standards are being met
-Clearly states objective and aligns to curriculum standard
-Clearly identifies set of expectations for acceptable evidence of
learning
-Acceptable evidence clearly aligns to stated objectives
- Clear internal alignment of objectives, assessments and
learning activities
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 3: Curriculum Implementation
3.2 Lessons for diverse learners
3C2) The baseline teacher candidate
understands how to select appropriate
strategies for addressing individual
student needs in meeting curriculum
objectives.
3E2) The emerging teacher candidate implements lessons and activities
aligned to the curriculum that recognizes the individual needs of diverse
learners
3D2) The developing teacher candidate also consistently
implements lessons and activities that address the needs of
diverse learners and responds to ongoing analysis of student
performance based on multiple assessments and analysis of
student needs.
Evidence
Understands the need to use different
types of activities to address individual
needs of diverse learners including
variations in learning styles and
performance
Evidence of Practice
Activities are present in lessons that recognize individual needs of diverse
learners and variations in learning styles and performance
Evidence of Impact
Students perceive that their individual learning needs are recognized
Evidence of Practice
Delivers lessons and activities that address the needs of
diverse learners and respond to ongoing analysis of student
performance
Evidence of Impact
Students perceive that their performance improved as a
result of specific teacher’s lessons and activities
Possible Observable Data
-Has an understanding for how to match
appropriate instructional strategies with
student learning needs
-Has developed skills for providing
effective feedback to students
-Is knowledgeable of different strategies
and mechanisms for accurately tracking
student progress
- Knowledgeable on how to create
effective lessons and learning
activities, with measurable
objectives, to meet the needs of
each student.
-Understands how to determine if
lessons and learning activities align to
the district curriculum to meet the
needs of the students (curriculum
matches students ability level)
- Articulates a strategy to meet the
needs of each student’s learning
styles. (VATC)
-Able to articulate the benefits of
engaging students (Pk-12) in the
knowledgeable of improvements in
their own learning.
Possible Observable Data
-Some tracking of student progress
on learning goals
-Occasional feedback is provided to
most students
-Instructional strategies generally
address various learning styles
-Students can generally describe their
status relative to learning goals
-Creates effective lessons and
learning activities, with
measurable objectives, to meet
the needs of each student
-Creates lessons and learning
activities align to the district
curriculum to meet the needs
of the students (curriculum
matches students ability level)
-Infrequently documenting
strategies to meet the needs of
each student’s learning styles.
(VATC)
-Infrequently students (Pk-12)
are knowledgeable of
improvements in their own
learning. Evidence exists that
feedback provided to students’
results in a positive change in
learning.
Possible Observable Data
-Routine tracking of student
progress on learning goals
-Accurate feedback is provided to all
students
-Instructional strategies effectively
address various learning styles
-Students accurately describe their
status relative to learning goals
-Routinely creates effective
lessons and learning
activities, with measurable
objectives, to meet the needs
of each student.
-Routinely creates lessons
and learning activities align to
the district curriculum to
meet the needs of the
students (curriculum matches
students ability level)
-Routinely documenting
strategies to meet the needs
of each student’s learning
styles. (VATC)
-Routinely students (Pk-12)
are knowledgeable of
improvements in their own
learning. Evidence exists that
feedback provided to
Possible Observable Data
-The teacher demonstrates frequent and effective tracking of
student progress on learning goals
-Analysis of student data informs accurate feedback that is
provided to students
-Evidence exists that feedback provided to students results in a
positive change in learning
-Students are knowledgeable of improvements in their own
learning
-Provides a variety of activities to address different learning
styles, (kinesthetic, visual, auditory)
-Differentiates the instruction to account for differences in ability
levels, (i.e.) gifted learners, struggling learners, IEP students, ELL,
etc.)
-Has variety of options available for students to demonstrate
their learning
-Utilizes adaptive technologies, i.e. clickers, iPads, etc.
-Recognizes cultural/ethnic diversity and accounts for in the
lesson
-Lesson provides appropriate activities for culturally diverse
students
-Incorporates a wide variety of learning activities into the lesson
to address various learning styles
-Finds balance between student response and teacher
interaction; student engagement
-Has ongoing formative assessment of student performance with
teacher adjusting instruction/response accordingly
-Appropriately paces lessons
-Has productive student engagement
Revised May 2015
students’ results in a positive
change in learning.
-Routinely creates effective lessons and learning activities,
with measurable objectives to meet the needs of each
student and utilizes the assessment tools to build
curriculum.
-Routinely creates lessons and learning activities aligned
to the district curriculum to meet the needs of the
students (curriculum matches students ability level) and
utilizes the assessment tools to build curriculum.
-Routinely documents strategies to meet the needs of
each student’s learning styles and utilizes the assessment
tool to build curriculum. (VATC)
-Routinely students (Pk-12) are knowledgeable of
improvements in their own learning. Evidence exists that
feedback provided to students’ results in a positive change
in learning; Analyzes posttest and compares results to pre-
assessments to determine efficacy of scaffolding.
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 3: Curriculum Implementation
The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and
evaluates curriculum based upon student, district and state standards data.
Professional Commitment
• Lesson plans/unit plans
• Adjusted lesson/unit plans
• Lesson design
•
Classroom activities
• Planned learning experiences
• Curriculum maps
• Goals/Expectations/Essential
learning outcomes
• Teacher reflections
• Professional learning
presentations
•
Homework assignments
• Presentations to colleagues
• Peer conversations, discussions,
comments, reflections, etc.
Professional Practice
•
Makes informed curriculum
decisions
• Incorporates state and district
curriculum into learning activities
• Develops curriculum-aligned
instructional strategies and
interventions
• Uses differentiated instructional
strategies
• Evaluates the effectiveness of
instructional strategies
•
Adjusts goals, instruction and
time based on identified learning
gaps
• Modifies instructional strategies
and content based on learner
needs
• Implements learning activities
focused on the needs of diverse
learners
• Collects data on diverse learning
needs to provide direction for
future lessons
•
Delivers effective instruction
aligned to state and district
curriculum standards
• Utilizes specific learning
activities to address curriculum
objectives
• Integrates resources that
enhance instruction and support
diverse learners
•
Uses data to evaluate the effectiveness
of instructional strategies
• Models and shares with colleagues
(formally and informally)
• Serves on curricular review committees
• Assists/Coaches colleagues
Professional Impact
• Student/Parent feedback
• Student/Parent survey perceptual
data results
• Student journals/reflections
• Student structured interviews
•
Student- led parent conferences
• Student tracks record of
individual progress
• Observation/examples of student
learning needs being met
Revised May 2015
Standard 4: Critical Thinking
4.1 Student engagement in critical thinking
4C1) The baseline teacher candidate can
demonstrate knowledge of researched-
based models of critical thinking and
problem- solving, including various types
of instructional strategies, to support
student engagement in higher level
thinking skills.
4E1) The emerging teacher candidate selects various types of instructional
strategies and appropriate resources to achieve instructional goals and teach
students critical thinking skills.
4D1) The developing teacher candidate also assures student
growth with frequent instructional opportunities for students to
use critical thinking and problem solving skills.
Evidence
Demonstrates knowledge of various
types of instructional strategies and
resources that result in enhanced critical
thinking skills in students
Evidence of Practice
Demonstrates use of various types of instructional strategies and appropriate
resources for critical thinking
Evidence of Impact
Students are engaged in active learning that promotes the development of
critical thinking and problem solving skills
Evidence of Practice
Assesses student growth to determine student use of critical
thinking and problem solving skills
Evidence of Impact
There is growth in student learning and use of critical thinking
and problem-solving skills
Possible Observable Data
-Has an understanding of how to
generate learning goals that stretch
student thinking
-Is knowledgeable of different types of
questioning techniques to generate
responses from students requiring critical
thinking and analysis
-Understands learning gains that can
occur when students are prompted to
defend their thinking
-Has the ability to consider various
interpretations of problems & solutions
-Recognizes students ability to use
metacognition in problem solving
-Relates background knowledge and
practice to learning to think critically
-Understands that critical thinking should
be taught across the curriculum
Possible Observable Data
-Instruction includes goals that
stretch the thinking of most students
-Questioning techniques prompt
students to provide answers
reflecting deeper thinking
-Occasionally students provide
responses to inferential questions
-Students sometimes engage in
activities that require analysis,
comparing and contrasting
-Students occasionally are called on
to defend their thinking
-Uses cooperative learning groups to
promote student discussing/thinking
at a deeper level
-Uses students’ reflections on
learning to drive instruction related
to critical thinking skills
-Allows students to discuss and
defend their thoughts & ideas
-Models thinking activities and
encourages students to share their
own thinking
Possible Observable Data
-Instruction includes challenging
goals that stretch the thinking of all
students
-Questioning techniques prompt
students to provide answers
reflecting deep, critical thinking
-Students frequently respond to
inferential questions
-Students routinely engage in
activities and provide responses that
require analysis, comparing and
contrasting
-Students routinely defend their
thinking
Possible Observable Data
-Teacher uses assessment strategies to determine the extent of
student growth related to learning outcomes
-Assessment data is linked to strategies that prompt students to
use critical thinking and problem-solving skills
-Evidence exists that students use critical thinking and problem-
solving skills more regularly
-Provides rich and encouraging environment where there is
safety of personal expression
-Develops lesson plans that gives opportunities for critical
thinking
-Uses high level of skilled questioning techniques (Blooms – Rigor
+ Delivery)
-Provides open-ended projects
-Discusses student choices and supports using content
vocabulary
-Facilitates using the constructivist approach to lessen student
discourse through critical thinking instead of lecturing
-Often uses model of analysis and evaluation
-Has ability to adjust & adapt strategies on spot
Notes:
Notes:
Notes:
Notes:
Revised May 2015
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 4: Critical Thinking
The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills
including technological resources.
Professional Commitment
• Lesson plans/unit plans
• Lesson design
•
Planned resource list including
technology resources
• Instructional strategies list
• Planned Cooperative learning
strategies (list)
• Plans for projects and activities
• Student learning expectations
• Flexible grouping plans
• Professional reading/research
documentation
Professional Practice
• Selects and utilizes developmentally
appropriate instructional resources
including technology
• Adapts instructional resources to
promote complex thinking and
technology skills attainment
• Selects instructional strategies that
promote critical thinking skills and
are aligned to instructional goals.
• Implements learning activities
focused on higher order thinking
and problem-solving skills
• Utilizes cooperative learning
strategies that promote
collaborative learning
• Utilizes class debates and other
methods requiring students to
defend their thinking and
solutions
• Uses independent, collaborative
and whole-class learning
situations
• Uses effective questioning
techniques to expand student
critical thinking skills, to consider
multiple solutions, and defend
their own thinking.
• Designs open-ended
projects/activities promoting
complex thinking and
technology skills including
multiple solutions and
innovations
• Provides frequent opportunities for
students to use critical thinking and
problem solving
• Uses advanced instructional techniques
to create a high level of student
achievement
• Overall effectiveness is enhanced
through the use of instructional
resources and technology
• Serves as a resource providing collegial
support and modeling
Professional Impact
• Student work/projects
• Observation of student participation
in collaborative learning activities
• Observation/examples of student
directed inquiry and problem
• Performance assessments data
• Technology literacy inventories
• Student assessment data
• Student questions/discussions
(higher level questions)
• Student presentations/
research/reports
• Student application/use of
technology tools -
demonstrations, projects,
products, etc.
• Student feedback/comments
• Student reflection/journals
• Student structured interviews
• Anecdotal data and formative
evaluations
• Students products/projects
showing application of learning
documenting the ability to in
analyze, synthesize, interpret
and create original products
• Non-instructional records of individual
student progress (participation,
engagement, motivation, behavior, etc.)
• Demonstration/examples that students
are able to explain their reasoning
• Observations or examples of students
ability to pose and answer own
questions pursuant to learning
objectives
Revised May 2015
Standard 5: Positive Classroom Environment
5.1 Classroom management techniques
5C1) The baseline teacher candidate
knows how classroom management,
motivation, and engagement relate to
one another and has knowledge of
strategies and techniques for using this
to promote student interest and
learning.
5E1) The emerging teacher candidate demonstrates basic classroom
management techniques and addresses misbehavior to avoid the disruption
of instruction.
5D1) The developing teacher candidate also uses effective
classroom management techniques including addressing
misbehavior promptly and effectively with the least disruption
of instruction.
Evidence
Is knowledgeable about various
strategies and techniques for managing
student behavior in the classroom
Evidence of Commitment
Classroom artifacts (posted rules and protocols) support effective techniques
Evidence of Practice
Engages in techniques to manage behavior in the classroom
Evidence of Impact
Student misbehavior is addressed
Evidence of Commitment
Artifacts include strategies for addressing misbehavior
Evidence of Practice
Techniques address misbehavior promptly and positively
allowing instruction to continue
Evidence of Impact
Student misbehavior is addressed promptly and positively
allowing instruction to continue
Possible Observable Data
-Understands how teacher movement
around the classroom can be used to
manage student behavior
- Has developed verbal and non-verbal
signals as a means for managing student
behavior
-Understands the importance of
exhibiting calm and in-control behavior
at all times
-Is aware of classroom management
techniques, but does not implement
Possible Observable Data
-Frequent movement around the
room to monitor and manage
student behavior
-Misbehavior is generally addressed
when it occurs
- Verbal and non-verbal signals
generally management behavior
-Teacher response and demeanor is
generally calm and in control
-Students generally respond quickly
to prompts and directions
-Is making significant progress in
utilizing classroom routines and
procedures
Possible Observable Data
-Efficient and effective movement
around the room to monitor and
manage student behavior
-Misbehavior is addressed quickly
when it occurs
-Effective use of verbal and non-
verbal signals as a management
technique
-Teacher demonstrates calm,
controlled behavior
-Students respond quickly to
prompts and directions
-Students are engaged/consistently
on task
-Off task/misbehaviors are
addressed effectively
-Plan in place and followed for
classroom management
-Age appropriate techniques are
utilized
-Uses appropriate praise and
recognition of appropriate
behaviors (possible physical rewards
as well: passes, stickers, etc)
-PBIS appropriately implemented
-Seating charts thoughtfully
Possible Observable Data
-Techniques are demonstrated that address misbehavior
immediately when it occurs
-Teacher addresses misbehavior positively to retain respect and
value for the student
-The process of instruction is uninterrupted by student
misbehavior
-Students demonstrate an awareness of the expectations of the
teacher
-Consistently uses strategies that are individualized to enhance
student learning in all content areas and implements procedures
consistently
-Manages student learning and instruction bell to bell
-Exhibits efficient movement about room using proximity, verbal
and non verbal cues to focus student attention to learning tasks
Revised May 2015
implemented
-Proper use of verbal and nonverbal
communication
-Classroom rules posted (no more
than 5)
-Positive reinforcement (smiles)
-Classroom management does not
interfere with teaching
-Consistently uses strategies to
establish classroom routines and
procedures that are consistently
implemented
-There is consistency in
implementing the classroom plan
-Rule infractions are consistently
recognized
-Praise is public or private; re-directs
are private
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 5: Positive Classroom Environment
5.2 Management of time, space, transitions, and activities
5C2) The baseline teacher candidate
demonstrates competence in managing
time, space, transitions, and activities to
create an effective learning
environment.
5E2) The emerging teacher candidate manages time, space, transitions, and
activities in their classroom.
5D2) The developing teacher candidate also effectively
manages time, space, transitions, and activities to create an
environment that enhances student engagement.
Evidence
Has an understanding of the importance
of managing time, space, transitions, and
activities to enhance student learning
Evidence of Commitment
Designs routines that support effective management of time, space,
transitions and activities
Evidence of Practice
Demonstrates a basic understanding of the value of managing time, space,
transitions, and activities to increase student engagement and self-direction
Evidence of Impact
Students are generally engaged and somewhat responsive to the teacher’s
classroom management strategies
Evidence of Commitment
Routines and structures support effective management of time,
space, transitions and activities
Evidence of Practice
Maintains student engagement by effectively managing time,
space, transitions, and activities
Evidence of Impact
Students are engaged and respond to the teacher’s effective
management of time, space, transitions, and activities
Possible Observable Data
-Is knowledgeable about the importance
of managing transitions to protect
essential learning time
-Has an understanding of the importance
of appropriate pacing to effective
teaching and learning
-Has developed strategies for managing
time and space to enhance learning
Possible Observable Data
-Transitions from one activity to
another are generally quick and
efficient
-The pace of learning is mostly
appropriate for activities
-Students follow routines with some
accuracy
-Students somewhat re-engage in the
learning process after transitions
Possible Observable Data
-The teacher employs quick, efficient
transitions from one activity to
another
-The pace of learning is effectively
altered as appropriate to the
learning content
-Students accurately follow routines
-Students quickly re-engage in the
learning after transitions
-Students maintain engagement
-Class moves in appropriate time
frame and in a safe manner to next
activity
-Is aware of all students and keeps
them on task
-Teaching is implemented bell-to-
bell
-Proper use of wait time
-Established routines and
procedures (sharpening pencils,
bathroom procedures, etc)
-Expectations are repeated for
students, especially when they
transition from one activity to
another
-Room is arranged with safety and
accessibility in mind
Possible Observable Data
-Student learning time is protected and enhanced through the
use of efficient and effective transitions
-The learning space is effectively managed to support the
learning process
-Student engagement increases as a result of effective
management of the learning time and space and
- Student engagement increases as a result of effective
transitions and learning activities
-Responds confidently, calmly to disruptions or distractions with
littler interruption of lesson
-Students move purposefully with knowledge routines and
procedures and respond accordingly
-There is evidence that the teacher has been proactive by
planning a thoughtfully designed and engaging lesson that
moves at the appropriate pace for the class and learners
Revised May 2015
-Furniture arrangement is
appropriate for large and small
group activities
-Materials are easily accessible for
students and teacher
-Appropriate use of technology is
evident
-Consistently circulates, scans, and
supervises students
-Provides cues, prompts, or signals
when a procedure should be
followed
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 5: Positive Classroom Environment
5.3 Classroom, school & community culture
5C3) The baseline teacher candidate
recognizes and identifies the influence of
classroom, school and community
culture on student relationships and the
impact on the classroom environment
and learning.
5E3) The emerging teacher candidate builds awareness of the culture of the
school and community in order to influence student relationships and build
an effective classroom learning environment.
5D3) The developing teacher candidate also develops a positive
culture in the classroom and school to positively affect student
relationships and learning.
Evidence
Has an understanding of the importance
of culture and positive relationships to
support learning
Evidence of Practice
Engages in practices to learn the culture of the school and community
Evidence of Impact
The classroom learning environment is structured to build positive student
relationships and culture
Evidence of Practice
Positively affects student relationships and learning by using
strategies that promote a positive classroom culture
Evidence of Impact
The classroom learning environment encourages positive
student relationships and mutual respect to enhance learning
Possible Observable Data
-Has knowledge about how to organize
classrooms in order to facilitate learning
-Has developed skills for building positive
relationships and culture
-Understands how positive relationships
and culture contribute to enhanced
learning experiences
Possible Observable Data
-Room is generally organized to
facilitate learning
-Relationships and culture are
somewhat positive and generally
enhance the learning environment
-Students are sometimes instructed
on how to engage in positive
interactions
-Students feel somewhat in control of
their learning experience
Possible Observable Data
-Room is organized to facilitate
learning
-Positive relationships and culture
are used to enhance the learning
environment
-Students are frequently instructed
on how to engage in positive
interactions
-Students feel in control of their
learning experience
-Demonstrates awareness of culture
differences and uses appropriate
language to communicate
-Demonstrates language and
behaviors consistent with the
school/class/community culture
-Values each student and treats
each one with dignity
-Takes the time to research and
learn about the cultures of families
in his/her classroom
-Attempts to understand
neighborhood demographics,
strengths, concerns, conflicts, and
challenges
-Reads stories that offer opportunity
for student sharing
-Seeks to understand parents’
hopes, concerns, and suggestions
Possible Observable Data
-Teaches demonstrate strategies to build a positive classroom
culture
-Teacher demonstrates a positive rapport with students
Room is organized to facilitate learning
-Students routinely demonstrate positive interactions between
one another
-Students’ control of the learning experience enhances their
growth in learning
-All materials available
-All students can hear/see teacher
-Students are working with one another
-Produces examples of appropriate comments & uses that as a
topic for discourse
-Students persevere in difficult learning situations
Revised May 2015
-Keeps parents apprised of services
offered by the school/community
-Shows how differences among the
students make for better learning
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Standard 5: Positive Classroom Environment
Revised May 2015
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active
engagement in learning, positive social interaction, and self-motivation.
Professional Commitment
• Posted classroom procedures/routines
• Classroom norms
•
Parent/community outreach
Professional Practice
• Designs classroom routines and
procedures
• Communicates classroom routines,
procedures, and expectations for
behavior to parents/guardians
• Uses motivation and engagement
strategies in the classroom
• Organizes classroom and routines
with regard to management of time,
space, transitions and activities
• Maintains student engagement
by managing time, space,
transitions and activities
• Self-reflects on the effectiveness
of motivation and engagement
strategies
• Uses effective classroom
management techniques
preserving instructional time
• Engages in practices to learn the
culture of the school and
community
• Work with students and parents
to build a positive, supportive
classroom culture
• Engages in ongoing assessment
of how the classroom
environment is impacted by the
culture of the school and
community
• Adapts strategies to address
unique student behaviors
• Attends community and school
events
• Gathers and implements new research-
based strategies for positively
managing student behavior
• Engages students in strategies to think
about and provide input into building
positive relationships and culture
• Models, coaches, or shares with
colleagues strategies to address
student behavior
Professional Impact
• Observation/examples of Student
feedback/comments
• Students respond to teacher prompts
(observable)
• Student to student and student to
teacher interactions are positive
(observable verbal and non-verbal
cues)
• Classroom discipline/incident report
analysis trend data
• Parent/community outreach and
engagement summary
• Completed homework/projects
trend data
• Student reflections/journal data
• Students/parents survey
summary data
• Students quickly respond to the
teacher’s cues and prompts
• Students maintain high levels of
engagement
• Students understand
expectations and automatically
follow the procedures, routines,
and norms--self directed
• Non-instructional records of
individual student progress
(participation, engagement,
motivation, behavior, etc.)
• Students participate in forming the
classroom environment
• Staff survey
• Attendance data
• IEP reports
Revised May 2015
Standard 6: Effective Communication
6.1 Verbal, nonverbal communication
6C1) The baseline teacher candidate
understands the importance of and
develops the ability to use effective
verbal, nonverbal communication
techniques.
6E1) The emerging teacher candidate uses correct, effective verbal and non-
verbal communication skills.
6D1) The developing teacher candidate also consistently uses
and fosters correct, effective verbal and nonverbal
communication, including strategies to communicate with
students whose first language is not Standard English or whose
disability requires specific forms of communication.
Evidence
Is aware of the importance and can
demonstrate effective verbal and non-
verbal communication
Evidence of Commitment
Non-verbal communication (written, electronic, etc.) is basically effective and
correct
Evidence of Practice
Demonstrates a basic level of effective verbal and non-verbal communication
Evidence of Commitment
Written and electronic communication is effective and correct
Evidence of Practice
Communication is grammatically correct and effective in a
variety of different ways: spoken, written, presentations, etc.
Possible Observable Data
-Understands the importance of using
clear communication for providing
guidance to students
-Understands the importance of
demonstrating value and respect for all
students at all times
-Has skills for demonstrating positive
verbal and non-verbal communication
-Understands the importance of clearly
communicating lesson objectives
-Realizes the value of technology use to
enhance student understanding of
content
-Understands the importance of visually
modeling desired skills
Possible Observable Data
-Directions are generally given in a
way that provides clear and useful
guidance
-Communication generally
demonstrates value and respect to
others
-Verbal and non-verbal
communication is often positive and
generally enhances relationships
-Students sometimes describe the
teacher as someone who cares for
them
-Lesson objectives are inconsistently
communicated to students
-Technology is a times used to
enhance student learning
-Desired skills are inconsistently
modeled
Possible Observable Data
-Directions are routinely given in a
way that provides clear and useful
guidance
-Communication consistently
demonstrates value and respect to
others
-Verbal and non-verbal
communication is consistently
positive and enhances relationships
-Students frequently describe the
teacher as someone who cares for
them
-Lesson objectives are routinely
communicated to students
-Technology is used often to
enhance student learning
-Desired skills are consistently
modeled to insure student
comprehension
Possible Observable Data
-Teacher demonstrates clear and effective communication to all
students, including any who speak other languages
Teacher demonstrates clear and effective communication to all
students, including any whose disability inhibits their language
-Examples of written communication (notes, newsletters, grade
card comments) that is effective and correct
-Correct and effective communication is evident in a variety of
different forms, including technology
-Teacher uses correct grammar when speaking and in writing
-Lesson objectives are clearly and effectively communicated to
all students
-Technology is appropriately integrated in daily lessons to
provide clear and effective instruction
-Clearly and effectively uses modeling as a strategy to enhance
student comprehension of desired skills
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 6: Effective Communication
The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and parents to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Professional Commitment
•
Posted communications - bulletin
boards, norms, routines, procedures,
etc.
• Parent/community outreach
materials
•
Lesson plans/activities
•
Email, newsletters, memos,
websites, announcements,
reports, etc.
• Student assignments/Instructions
•
Strategies for ELL Students
• Samples of effective
communication
•
Grade level/content area team
meeting notes and agendas
• Professional development
presentations and materials
Professional Practice
•
Uses correct grammar in classroom
communication and materials
• Promotes sensitivity to cultural,
gender, intellectual, physical and
emotional differences in
communication
• Uses technology and media
communication tools to engage
students
• Facilitates positive and correct
student communication
•
Uses a variety of different
strategies to enhance student
literacy skills
• Provides many opportunities for
students to practice effective
communication
• Extends communication
opportunities for students
outside of the classroom
• Provides focused, objective,
relevant, specific and purposeful
feedback to students
•
Uses strategies to assess the
impact of their communication
• Communicates effectively with
students, families, colleagues
and others
• Enhances student literacy skills
with impact beyond the
classroom
• Facilitates student use of
technology and media
communication tools
•
Assists other colleagues with effective,
correct communication
• Models and shares technology and
media communication tools to
enhance student learning
• Serves as a resource for building
student literacy skills
Professional Impact
• Student activities
• Performance assessments
• Student feedback/comments
• Student reflection/journals
• Formative assessment data
• Student work samples, portfolios,
writing, etc. show correct
communication
• Student expression (observation)
• Student self-assessment
(observation or student work)
• Student data
• Student discussions
• Students selection and use of
technology and media
(observation, demonstration, or
work sample)
• Non-instructional records of individual
student progress
• Peer assistance data
• Antidotal data of student expression
• Staff survey
Revised May 2015
Standard 7: Student Assessment and Data Analysis
7.1 Effective use of assessments
7C1) The baseline teacher candidate has
knowledge of the development, use and
analysis of formal and informal
assessments.
7E1) The emerging teacher candidate demonstrates the use of formal and
informal assessments to determine progress towards specific learning goals.
7D1) The developing teacher candidate also effectively uses
multiple formal and informal student assessments to address
specific learning goals, including modifications for students with
special needs.
Evidence
Is knowledgeable of various types of
formal and informal assessments and the
importance of their use
Evidence of Commitment
Lesson design includes formal and informal assessments
Evidence of Practice
Creates and demonstrates the use of formal and informal student
assessments which address specific learning goals and modifications
Evidence of Commitment
Lesson design includes multiple assessment modes and
approaches
Evidence of Practice
Demonstrates effective use of a variety of formal and informal
assessments to provide data about student status and progress
before, during and after instruction
Possible Observable Data
-Understands the process for using
different types of assessments to
facilitate the tracking of student progress
-Knows the difference between informal
and formal assessments and when each
is most appropriate
-Is knowledgeable about how to
diagnosis student learning as a means
for informing changes to instruction
-Is able to locate the appropriate MO
learning standards and district
curriculum
-Is aware of the different types of
assessments already available through
district and other resources, awareness
of curriculum above and below grade
level
Possible Observable Data
-Assessments are sometimes used to
facilitate the tracking of student
progress
-Informal and formal assessments
are frequently used to gather student
data
-Some diagnosis is demonstrated to
determine what students are finding
difficult
-Data is sometimes gathered on what
students can do
-Applies MO learning
standards/district curriculum and
align to assessments and instruction
inconsistently
-Is able to track progress for limited
number of students (aka MoPTA
focus students) or for class overall
Possible Observable Data
-Assessments are routinely used to
facilitate the accurate tracking of
student progress
-Informal and formal assessments
are routinely and effectively used to
gather student data
-Accurate diagnosis occurs to
determine what students are finding
difficult
-Data is gathered constantly on
what students are able to do
-Routinely uses appropriate
assessments to track performance
for each student
Possible Observable Data
-Different types of assessments are used to facilitate the
accurate tracking of progress for all students, including those
with special needs
-Assessment data is collected at various times throughout
lessons to direct modifications to instruction
-The teacher has accurate data on the status of all students
-Data on student growth is used to reflect student progress
-Effectively and efficiently uses a wide range of assessments to
facilitate each student’s learning
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 7: Student Assessment and Data Analysis
7.2 Assessment data to improve learning
7C2) The baseline teacher candidate has
knowledge of how data can be accessed,
analyzed, and appropriately used to
design instruction and improve learning
activities.
7E2) The emerging teacher candidate demonstrates basic strategies for
accessing, analyzing and appropriately using information and assessment
results to improve learning activities.
7D2) The developing teacher candidate also reviews student
trend data and growth in learning through a comparison of
student work (i.e. pre-/post- test results or similar mechanisms)
to inform instructional decisions.
Evidence
Understands the importance of data for
instructional planning and decision-
making
Evidence of Practice
Collects data information and assessment results for instructional planning
and decision-making
Evidence of Impact
Students engage in learning goals that advance mastery of content
Evidence of Practice
Uses pre and post results or other comparison data to confirm
growth in learning and impact future instructional decisions
Evidence of Impact
Individual students and the whole class advance in their learning
Possible Observable Data
-Is knowledgeable of different ways to
gather and analyze assessment data
-Understands the process for using
informal and formal assessment to
inform modifications to the instructional
process
-Knows different types of assessments,
formal and informal as well as specific
examples and strategies
-Understands that data should drive
instruction
Possible Observable Data
-Assessment data sometimes informs
changes to instructional plans and
activities
-Informal and formal assessment
data sometimes result in adjustments
to learning activities
-Student mastery of content
sometimes improves as a result to
adjustments made to instruction
based on data
-Attempts to identify how the
assessment will benefit each
student’s learning so the teacher can
adapt instruction
-Selects assessments and implements
correctly
Possible Observable Data
-Assessment data consistently
informs changes to instructional
plans and activities
-Informal and formal assessment
data consistently create
adjustments to learning activities
- Student mastery of content
frequently improves as a result to
adjustments made to instruction
based on data
-Consistently (on a daily basis)
knows how to read and analyze
different types of data, ask
questions of the cooperating
teacher about data
Possible Observable Data
-Student growth data using a variety of different means of
assessment is used to determine trend data
-Trend data reveals positive growth in student learning
-Pre-and Post Tests are used to determine the extent of student
growth
-Teacher has some type of mechanism or structure for tracking
trend data or changes in student growth
-Student understands why assessment is important and makes
goals based on the data
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 7: Student Assessment and Data Analysis
7.5 Communication of student progress and maintaining records
7C5) The baseline teacher candidate is
able to explain ethical and legal
implications of confidentiality of student
records and can describe and analyze
strategies to communicate student
progress to students, families, colleagues
and administrators.
7E5) The emerging teacher candidate communicates general information
about student progress knowledgeably, responsibly, and ethically based on
appropriate indicators, to students, families, and/or colleagues.
7D5) The developing teacher candidate also uses evidence to
communicate student progress, knowledgeably and responsibly,
based on appropriate indicators.
Evidence
Is knowledgeable regarding the
importance of confidentiality of student
data and the purpose for clear
communication about student progress
and records
Evidence of Commitment
Records are in order and up-to-date
Evidence of Practice
Maintains confidential records of student work and performance to use when
communicating student status and progress
Evidence of Commitment
Current, accurate information is maintained on each student’s
status and progress
Evidence of Practice
Communicates accurate status, progress and supporting
evidence effectively on student mastery of content and skills
Possible Observable Data
-Has an understanding for how to use
scales and/or rubrics as a way to
accurately track student progress
-Is knowledgeable about the importance
of ethical behavior has it applies student
records
-Has developed effective skills for
communicating student data on status
and progress
-Knows legal responsibilities of
confidentiality
Possible Observable Data
-Scales and/or rubrics are sometimes
used to clearly communicate student
progress
-Records of student progress are
generally maintained in an ethical
manner
-Student work is sometimes corrected
and returned in a prompt manner
-Student progress is sometimes
communicated knowledgeably and
responsibly
-Keeps records following system of
cooperating teacher and district
-Makes attempt to contact parents
and inform them of student progress
Possible Observable Data
-Scales and/or rubrics are routinely
used to clearly communicate
student progress
-Records of student progress are
consistently and ethically
maintained
-Student work is frequently
corrected and returned promptly
-Student progress is consistently
communicated knowledgeably and
responsibly
-Student takes advantage of
opportunities to inform parents of
student progress
-Students are able to articulate their
progress towards goals
Possible Observable Data
-Data is maintained on indicators used to determine a student’s
status and progress
-Clear knowledgeable communication is provided to individual
students and the classroom as a whole regarding the learning
status and progress
-Student data is accurate and is used to discuss student mastery
-Student work is corrected and returned promptly
-Indicators of student status and progress toward learning
objectives are clearly tracked and communicated
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 7: Student Assessment and Data Analysis
The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress, uses assessment data to
plan ongoing instruction, monitors the performance of each student and devises instruction to enable students to grow and develop.
Professional Commitment
•
Unit instructional plan including
assessment
• Tiered/differentiated lesson designs
• Tiered/differentiated assessments
• Lessons/units amended based on
data analysis (examples of both)
•
Example of analysis of student
learning needs
• Formal/information assessments
• Instructional/assessment record
management system
• Scoring guides/rubrics
• Student progress reports
•
Examples of
communication/feedback to
students about their
work/progress
• Communication logs to
parents/guardians
• Sample parent response sheets
• Parent/guardian communication
examples
•
Presentation materials
• Professional development attendance
record/sign-in sheet
• Mentor log
• Grade level/content area meeting
notes and agenda
• Building/district professional learning
community log/agenda
Professional Practice
•
Uses a variety of formal/informal
methods of assessment
• Utilizes individual student
assessment data to plan
differentiated learning activities
• Maintains a comprehensive
instructional/assessment system
charting individual student growth
and performance
•
Designs, develops, and/or utilizes
pre and post tests to identify
prior knowledge and chart
progress
• Reviews student trend data
• Communicates clearly to
students the learning goals
(rubrics/scoring guides)
•
Utilizes observation data to
modify instruction and monitor
impact
• Communicates student progress
to parents/guardians using
performance and behavior data
• Assists students in charting their
own progress and goal setting
•
Adjusts instruction to maximize
student learning
• Shares knowledge and expertise with
colleagues
• Models effective assessment practices
to enhance individual and class
achievement
• Participates in data team training or
works with mentor on data analysis
Professional Impact
•
Samples of student directed goal
statements
• Samples of pre- and post
assessments
• Assessment data guides decisions
about specific learning goals
• Data information and assessment
results
•
Samples of progress reports using
concrete student data
• Evidence of changed practice
• Instructional records of individual
student progress
• Samples of students charting
their own progress
•
Student work samples: projects,
products, presentations, etc.
• Running Records or Running
Charts
• Feedback from colleagues
• Feedback from
parents/guardians
•
Professional growth plan
•
Evidence of individual student
growth/performance
• Parent-teacher conference
participation
• Behavioral referral data
• RTI, IEP, or 504 plan conference
participation
Revised May 2015
Standard 8: Professionalism
8.1 Self assessment & improvement
8C1) The baseline teacher candidate
understands strategies for reflecting on
teaching practices to refine their own
instructional process in order to promote
the growth and learning of students.
8E1) The emerging teacher candidate generally uses self-assessment and
problem-solving strategies to reflect on practice in order to influence
students’ growth and learning.
8D1) The developing teacher candidate also consistently
engages in reflective practice and consistently applies this to
his/her instructional process and to modify future instruction.
Evidence
Is aware of the importance of self-
reflection as an effective strategy for
improving professional practice and the
overall impact on student learning
Evidence of Commitment
Professional development plan documents self-assessment and reflection
strategies
Evidence of Practice
Engages in self-assessment and problem solving on improving their overall
impact on student learning
Evidence of Commitment
Professional development plan documents ongoing self-
assessment and reflection strategies
Evidence of Practice
Observations and conferences indicate attention to reflective
practice and professional improvement
Possible Observable Data
-Understands the importance of
maintaining professional development
plans and logs
-Has developed skills for how to reflect
on practice for the purpose of
improvement
-Understands how to problem-solve in
order to improve practice
-Is aware of the need for daily
conferencing
-Is aware of need to meet deadlines
-Aware of the need to reflect on daily
teaching
-Aware of the need to problem solve to
improve student learning
-Has knowledge of problem solving levels
-Knows how to design a lesson plan
-Realizes the importance of activities on
impact of learning
-Is aware of the importance of outside
school activities
-Is aware of cumulative files on students
-Understands that resources are
available that directly relates to student
learning
-Understands collected data is used to
modify instruction
-Is aware that constructive criticism will
help them be better teachers
-Is aware of appropriate dress and
Possible Observable Data
-Maintains some type of professional
development plan or log to organize
reflections about learning
-Sometimes engages in a problem-
solving exercise to improve the
learning of the students
-Some reflection on the effectiveness
of a lesson based on student learning
-Attempts daily conferencing
-Sometimes reflects on daily teaching
-Sometime problem solves to improve
student learning
-Attempts critical thinking problem
solving skills
-Attempts to implement a designed
lesson plan
-Tries to implement activities that
impact student learning
-Documents some outside school
activities
-Sometimes uses resources to guide
instruction
-Sometimes uses resources to guide
instruction
-May use a piece of data to assess
effectiveness of a lesson
-Sometimes seeks out and applies
constructive criticism
-Sometimes displays appropriate
dress and decorum
Possible Observable Data
-A professional development plan or
log is used consistently to organize
reflections about improving learning
-Consistently engages in a problem-
solving exercise to improve the
learning of the students
-Frequent, active reflection on the
effectiveness of a lesson based on
student learning
-Usually conferences daily
-Usually meets deadlines
-Usually reflects on daily teaching
-Usually problem solves to improve
student learning
-Usually utilizes analytical and
critical problem solving skills
-Implements a lesson plan most of
the time
-Realizes how activities impact
student learning
-Participates in numerous outside
school activities
-Speaks with someone about special
needs or teaching modalities to be
most successful with a specific
student
-Frequently uses resources to guide
instruction
-Data is collected to assess whether
modification to instruction had
Possible Observable Data
-Reflection and problem-solving activities occur on a regular
basis that inform modifications to instructional practices
-Instructional strategies and learning activities are routinely
modified based on reflection
-Engagement in professional development occurs to support
improved practice
-Data is collected to assess whether modifications to instruction
had the anticipated impact on student learning
-Always conferences daily
-Always meets deadlines
-Regularly reflects on daily teaching
-Regularly problem solves to improve student learning
-Consistently utilizes analytical skills, creative and critical
thinking problem solving skills
-Regularly implements an effective lesson plan
-Implements activities that impact student learning
-Participates in leadership activities outside of school
-Keeps data on students that directly effects teaching practices
-Consistently uses recourses to guide instruction
-Can produce multiple examples to provide increased learning
following instructional change based on reflection
-Consistently provides evidence of how constructive criticism
improved instructional effectiveness
-Always displays appropriate dress and decorum
-Always maintains a professional development plan
-Completion of assigned tasks – implementing changes &
reporting results
-Conversations (How did that go? What would you change?)
Revised May 2015
decorum
-Is aware of development and
maintaining a professional development
plan
-Sometimes maintains a professional
development plan
anticipated impact on student
learning
-Frequently applies constructive
criticism
-General displays appropriate dress
and decorum
-Consistently maintains a
professional development plan
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 8: Professionalism
The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out
opportunities to grow professionally in order to improve learning for all students.
Professional Commitment
•
Lesson planning
• Evaluation data
• Professional development request
list
• Mentor log/agenda/notes
• List of resources
• Posted procedures/policies
• Professional growth plan
•
New student activities
• Behavior management plans and
lesson plans
• Attendance data, classroom
rules, etc.
• Coaching/Modeling log
• Presentation artifacts – agenda,
hand outs, video
•
Building/District committee
Participation - preparation and
documentation (professional
development, PLC, etc.)
• Professional Membership and
/or committee leadership
(documentation)
• Professional development
attendance log/artifacts
•
Regional or State Committee
participation (documentation)
• Meeting log, agenda, and notes
supporting participation on data team,
grade-level, vertical team or other
• Reflective journal
Professional Practice
• Demonstrates the capacity to reflect
on and improve their own practice
• Uses new learning to positively
benefit student learning
• Shares new knowledge and expertise
with colleagues
• Actively pursues professional
development and learning
opportunities
• Creates, evaluates, and procures
resources for professional
development
• Builds expertise and experience
to assume different instructional
or leadership roles
• Collaborates with colleagues on a
wide range of tasks and
committees
• Participates in school-wide
decision making
• Serves as an active member on
the school improvement
planning committee
• Participates or chairs the
Professional Development
Committee
• Serves as a mentor, model or coach for
colleagues
• Maintains all required documentation
• Follows school and district policies and
procedures
Revised May 2015
Standard 9: Professional Collaboration
9.1 Induction & collegial activities
9C1) The baseline teacher candidate
understands the importance of collegial
activities in building a shared mission,
vision, values and goals, participates in
collaborative curriculum and staff
development meetings at their school
site, and demonstrates the ability to
collaborate with his/her cooperating
teacher and supervisor/or instructor to
establish relationships in the school,
district and community.
9E1) The emerging teacher candidate engages in supporting the school’s
vision, mission, values and goals, participates in curriculum and staff
development, and works with their cooperating teacher and clinical
supervisor to improve and refine their practice and strengthen relationships
in the school and community.
9D1) The developing teacher candidate also contributes to
achieving the mission, vision, values and goals, including
monitoring and evaluating progress toward these goals, and
other school improvement efforts.
Evidence
Understands the importance of collegial
collaboration to improve professional
practice, particularly during the clinical
experience and the induction phase
Evidence of Commitment
Documents support and growth and other notes in logs and/or journals
specific to the clinical experience.
Evidence of Practice
Meets regularly with the cooperating teacher and clinical supervisor and fully
participates throughout the clinical experience
Evidence of Commitment
Maintains mentor logs document support and growth and
aligned to the state’s mentor standards
Evidence of Practice
Contributes to supporting progress on the mission, vision and
goals and uses their mentor and other colleagues to strengthen
relationships with students, families and other staff
Possible Observable Data
-Has developed skills to effectively
communicate with colleagues
-Understands the importance of
observation and feedback as a means to
improving professional practice
-Understands how the mission, vision,
values and goals guide the learning of all
students
-Has developed skills to effectively
communicate with colleagues, Pk-12
students, staff, and families.
- Understands the importance of
frequent, positive interactions and
relationships with students, staff, faculty,
colleagues, and/or families
-Understands the importance of
observation and feedback as a means to
improving professional practice
-Understands how the mission, vision,
values and goals guiding the learning of
each student.
Possible Observable Data
-Sometimes engages with colleagues
to gather new ideas and improve
-Sometimes welcomes observation
and feedback and incorporates it for
overall improvement
-Sometimes meets with cooperating
teachers and supervisors
Sometimes effectively communicates
with colleagues, Pk-12 students, staff,
and families.
-Sometimes engages in frequent,
positive interactions and
relationships with students, staff,
faculty, colleagues, and/or families
-Sometimes welcome observation
and feedback as a means to
improving professional practice
-Sometimes embraces the mission,
vision, values and goals guiding the
learning of each student.
Possible Observable Data
-Consistently engages with
colleagues to gather new ideas to
improve practice
-Consistently welcomes
observations and feedback and
incorporates it for overall
improvement
-Meets regularly and promptly with
cooperating teachers and
supervisors
-Routinely effectively communicates
with colleagues, Pk-12 students,
staff, and families
-Routinely engages in frequent,
positive interactions and
relationships with students, staff,
faculty, colleagues, and/or family to
improve practice.
-Routinely welcomes observation
and feedback as a means to
improving professional practice.
-Consistently engages with
colleagues to gather new ideas to
Possible Observable Data
-Demonstrates knowledge of the school / district vision, mission
and goals
-Is aware of and uses the state’s mentor standards to guide
behaviors in the clinical process
-Data on improved relationships with students, families and staff
-Evidence regarding new ideas that have been incorporated and
their impact on student learning
-Uses building resources
-Participates in staff meetings/PLCs
-Participates in professional organizations
-Provides after school activities for students
-Routinely effectively communicates with colleagues, Pk-12
students, staff, and families. Utilizes the information, gained
from the conversation, to meet the needs of each student.
-Routinely engages in frequent, positive interactions and
relationships with students, staff, faculty, colleagues, and/or
family to improve practice and impact student learning.
-Routinely welcomes observation and feedback as a means to
improving professional practice. Evidence regarding new ideas
that have been incorporated and their impact on student
learning.
-Demonstrates knowledge of the school/district vision, mission
and goals
Revised May 2015
improve practice
-Consistently welcomes
observations and feedback and
incorporates it for overall
improvement
-Routinely embraces the mission,
vision, values and goals guiding the
learning of each student
-Is aware of and uses the state’s mentor standards to guide
behaviors in the clinical process
-Provides data on improved relationships with students, families
and staff
-Evidence regarding new ideas that have been incorporated and
their impact on student learning
-Routinely embraces the mission, vision, values and goals
guiding the learning of each student. Contributes to or presents
at school or district professional development activities
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 9: Professional Collaboration
9.3 Cooperative Partnerships in Support of Student Learning
9C3) The baseline teacher candidate
recognizes the importance of developing
relationships and cooperative
partnerships with students, families and
community members to support
students’ learning and well-being.
9E3) The emerging teacher candidate develops relationships with colleagues
and cooperative partnerships with students and families to support
students’ learning and well-being.
9D3) The developing teacher candidate also with colleagues,
creates and cultivates new partnerships with students, families
and community members to support students’ learning and
well-being.
Evidence
Understands the importance of
professional relationships with
colleagues, students, families and the
community to support student learning
Evidence of Practice
Engages in opportunities to develop relationships with colleagues, students,
families and the community and works to understand concerns and needs
regarding student learning and well-being
Evidence of Practice
Demonstrates regular engagement with students, families and
the community to cultivate new partnerships and explores ways
to assess the impact of the partnerships
Possible Observable Data
-Understands the importance of positive
relationships among colleagues for
promoting student learning
-Has developed positive communication
skills
-Understands what professionalism
means and why it is essential to
demonstrate it at all times
Possible Observable Data
-Sometimes demonstrates positive
interactions with other colleagues to
promote student learning
-Sometimes engages in positive
communication with students and
families to foster learning
-Sometimes demonstrates
professionalism
Possible Observable Data
-Positive interactions occur
consistently with other colleagues to
promote student learning
-Consistently engages in positive
communication with students and
families to foster learning
-Consistently demonstrates
professionalism
Possible Observable Data
-Engages in professional dialogue with various community
agencies and other community organizations to benefit learning
in the school
-Engages in new partnerships that promote enhanced learning
for all students
-Considers possible ways to assess different partnerships and the
extent of their impact on student learning
Notes:
Notes:
Notes:
Notes:
Baseline - 0
Inconsistent - 1
Consistent – 2
Developing – 3
Revised May 2015
Standard 9: Professional Collaboration
The teacher has effective working relationships with students, parents, school colleagues, and community members.
Professional Commitment
• Mentor log
• Vision, mission and goals posted or
accessible
• Professional Growth Plan
• School services and needs
• Professional learning log (PD,
research, journal articles, etc.)
• Newsletters
• Parent/Community activities planned
• Professional Development
Committee member or Chair -
documentation of participation
• Participates in professional
learning community structure
and meetings (meeting/
attendance log; meeting notes;
documented
discussions/recommendations)
• Student activity sponsor log
•
Parent/community contact log
• Attendance at school-wide
functions (concerts, plans, family
reading nights, sports events,
etc.) - log
• Mentor training log
• Reflective journal
• Documented strategies for
parent/community outreach
• Example student, parent,
colleague, and community
surveys
• Documentation of leadership roles
• Various meetings - notes and agendas
• Documented recommendations or
changes
• Participate in parent conferences,
parent-teacher organizations, etc. (log
or documentation)
Professional Practice
• Builds relationships with colleagues
• Participates as a member of the
professional learning community
within the school
•
Assists with assessing the progress or
revising the mission, vision and goals
• Advocates for changes that support
student learning and well-being
• Participates in school-wide
activities and events (parent
conferences, parent teacher org,
etc.)
• Serves as a mentor for colleagues
• Implements and evaluates
partnership strategies
• Sponsors student activities
• Creates school-community
partnerships
• Welcomes and encourages
family/community classroom
participation and support.
• Collaborates with families to
support student learning and
development.
• Engages in two-way culturally
appropriate communication with
families and communities
• Serves as the point-of-contact or
school-based resource in
developing partnerships
• Mentors and models strategies for
outreach
• Shares new information and learning
with colleagues
• Conducts meetings and learning
sessions for parents /community
• Provides opportunities for
parents/community members to
participate in classroom activities
Revised May 2015
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Completed 23 July 2020

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