Liberty University
TEACHER COMPETENCY ASSESSMENT
PART 2: Elementary (Grades preK-6)
with Middle School option (Grades 6-8)
Instructions:
Responses for the Teacher Competency Assessment will be submitted online using the link provided by e-mail. Please
refer to the descriptions below and choose the level that BEST describes the teacher candidate’s performance.
Proficient or Advanced level performance is expected for all teacher candidates who successfully complete the
program. Please provide a comment below for any rating at the Developing level.
REMINDER:
In addition to this survey, be sure to complete PART 1 which is required for ALL student teachers.
PART 2: ELEMENTARY CONTENT COMPETENCIES [Knowledge, Skills, Dispositions]
2(1). DEVELOPMENT, LEARNING, AND MOTIVATION
Advanced
Proficient
Teacher candidate demonstrates
exemplary knowledge, understanding,
and use of the major concepts,
principles, theories, and research related
to development of children and young
adolescents to construct learning
opportunities that support individual
students’ development, acquisition of
knowledge, and motivation.
Developing
Teacher candidate demonstrates knowledge,
understanding, and use of the major concepts,
principles, theories, and research related to
development of children and young adolescents
to construct learning opportunities that support
individual students’ development, acquisition
of knowledge, and motivation.
Teacher candidate, demonstrates
insufficient knowledge, understanding, and
use of the major concepts, principles,
theories, and research related to
development of children and young
adolescents to construct learning
opportunities that support individual
students’ development, acquisition of
knowledge, and motivation.
Teacher candidate demonstrates a high level of
competence in the English language arts and
knows, understands, and uses concepts from
reading, language, and child development, to
teach reading, writing, speaking, viewing,
listening, and thinking skills and to help
students successfully apply their developing
skills to many different situations, materials
and ideas.
Teacher candidate does not demonstrate a
high level of competence in the English
language arts and does not know,
understand, or use concepts from reading,
language, and child development, to teach
reading, writing, speaking, viewing,
listening, and thinking skills and to help
students successfully apply their developing
skills to many different situations, materials
and ideas.
Teacher candidate demonstrates knowledge,
understanding and use of the fundamental
concepts in science – including physical, life,
and earth and space sciences – as well as
concepts in science and technology, science in
personal and social perspectives, the history
and nature of science, the unifying concepts of
science, and the inquiry processes scientists
use in discovery of new knowledge to build a
base for scientific and technological literacy.
Teacher candidate demonstrates insufficient
knowledge, understanding or use of the
fundamental concepts in science –
including physical, life, and earth and space
sciences, concepts in science and
technology, science in personal and social
perspectives, the history and nature of
science, the unifying concepts of science,
and the inquiry processes scientists use in
discovery of the new knowledge to build a
base for scientific and technological
literacy.
Teacher candidate demonstrates knowledge,
understanding, and use of the major concepts,
procedures, and reasoning processes of
mathematics that define number systems and
number sense, geometry, measurement,
statistics and probability, and algebra in order
to foster student understanding and use of
patterns, quantities, and special relationships
Teacher candidate demonstrates insufficient
knowledge, understanding, and use of the
major concepts, procedures, and reasoning
processes of mathematics that define
number systems and number sense,
geometry, measurement, statistics and
probability, and algebra to foster
understanding and use of patterns,
2(2). CURRICULUM STANDARDS
2(2.1) English/Language arts
Teacher candidate demonstrates a
superior level of competence in the
English language arts and knows,
understands, and uses concepts from
reading, language, and child
development, to teach reading, writing,
speaking, viewing, listening, and
thinking skills and collects evidence that
successfully applies their developing
skills to many different situations,
materials and ideas.
2(2.2) Science
Teacher candidate applies superior
knowledge, understanding and use of
fundamental concepts in science –
including physical, life, and earth and
space sciences – as well as concepts in
science and technology, science in
personal and social perspectives, history
and nature of science, unifying concepts
of science, and inquiry processes
scientists use in discovery of new
knowledge to build a base for science
and technology literacy.
2(2.3) Mathematics
Teacher candidate demonstrates
superior knowledge, understanding, and
use of the major concepts, procedures,
and reasoning processes of mathematics
that define number systems and number
sense, geometry, measurement, statistics
and probability, and algebra to foster
understanding and use of patterns,
December, 2006
quantities, and special relationships that
can represent phenomena, solve
problems, and manage data.
that can represent phenomena, solve problems,
and manage data.
quantities, and special relationships that can
represent phenomena, solve problems, and
manage data.
Teacher candidate demonstrates knowledge,
understanding, and use of the major concepts
and modes of inquiry from the social studies –
the integrated study of history, geography, the
social sciences, and other related areas – to
promote elementary students’ abilities to make
informed decisions as citizens of a culturally
diverse democratic society and interdependent
world.
Teacher candidate does not demonstrate
knowledge, understanding, and use of the
major concepts and modes of inquiry from
the social studies – the integrated study of
history, geography, the social sciences, and
other related areas – to promote elementary
students’ abilities to make informed
decisions as citizens of a culturally diverse
democratic society and interdependent
world.
2(2.4) Social studies
Teacher candidate demonstrates
superior knowledge, understanding, and
use of the major concepts and modes of
inquiry from the social studies – the
integrated study of history, geography,
the social sciences, and other related
areas – to develop student’s abilities to
make informed decisions as citizens of a
culturally diverse democratic society
and interdependent world.
2(2.5) The arts
Advanced
Teacher candidate demonstrates
superior knowledge, understanding, and
use of the content, functions, and
achievements of dance, music, theater,
and the several visual arts as primary
media for communication, inquiry, and
insight among elementary students.
Proficient
Developing
Teacher candidate demonstrates knowledge,
understanding, and use of the content,
functions, and achievements of dance, music,
theater, and the several visual arts as primary
media for communication, inquiry, and insight
as appropriate to elementary students.
Teacher candidate demonstrates insufficient
knowledge, understanding, or use of the
content, functions, and achievements of
dance, music, theater, and the several visual
arts as primary media for communication,
inquiry, and insight among elementary
students.
Teacher candidate demonstrates knowledge,
understanding, and use of the major concepts
in the subject matter of health education to
create opportunities for student development
and practice of skills that contribute to good
health.
Teacher candidate does not demonstrate
knowledge, understanding, or use of the
major concepts in the subject matter of
health education to create opportunities for
student development and practice of skills
that contribute to good health.
Teacher candidate demonstrates knowledge,
understanding, and use of human movement
and physical activity as central elements to
foster active, healthy life styles and enhanced
quality of life for elementary students.
Teacher candidate demonstrates insufficient
knowledge, understanding, or use of human
movement and physical activity as central
elements to foster active, healthy life styles
and enhanced quality of life for elementary
students.
2(2.6) Health education
Teacher candidate demonstrates
superior knowledge, understanding, and
use of the major concepts in the subject
matter of health education to create
opportunities for student development
and practice skills that contribute to
good health.
2(2.7) Physical education
Teacher candidate demonstrates
superior knowledge, understanding, and
use of human movement and physical
activity as central elements to foster
active, healthy life styles and enhanced
quality of life.
2(2.8) Connections across the curriculum
Teacher candidate provides evidence of
outstanding knowledge, understanding,
and use of the connections among
concepts, procedures, and applications
from content areas to motivate, or build
understanding, or encourage the
application of knowledge, skills, and
ideas to real world issues.
Teacher candidate knows, understands, and
uses the connections among concepts,
procedures, and applications from content
areas to motivate elementary students, build
understanding, and encourage the application
of knowledge, skills, and ideas to real world
issues.
Teacher candidate does not know,
understand, or use the connections among
concepts, procedures, and applications from
content areas and does not motivate
elementary students, or build
understanding, or encourage the application
of knowledge, skills, and ideas to real world
issues.
2(3). INSTRUCTION STANDARDS
2(3.1) Integrating and applying knowledge for instruction
Teacher candidate demonstrates
exemplary planning and implementation
of instruction based on knowledge of
students, learning theory, subject matter,
curricular goals, and community.
Teacher candidate plans and implements
instruction based on knowledge of students,
learning theory, subject matter, curricular goals,
and community.
Teacher candidate fails to plan and
implement instruction based on knowledge
of students, learning theory, subject matter,
curricular goals, and community.
2(3.2) Adaptation to diverse students
Teacher candidate exhibits an
exceptional understanding of how
elementary students differ in their
development and approaches to
learning, and creates instructional
opportunities that are adapted to diverse
Teacher candidate exhibits an understanding of
how elementary students differ in their
development and approaches to learning, and
creates instructional opportunities that are
adapted to diverse students.
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Teacher candidate fails to understand how
elementary students differ in their
development and approaches to learning,
and does not create instructional
opportunities that are adapted to diverse
students.
students.
2(3.3) Development of critical thinking, problem solving, performance skills
Teacher candidate understands and uses
a multiple teaching strategies that
encourage the development of critical
thinking, problem solving, and
performance skills.
Teacher candidate understands and uses
adequate teaching strategies that encourage
elementary students’ development of critical
thinking, problem solving, and performance
skills.
Teacher candidate does not understand or
use a variety of teaching strategies that
encourage elementary students’
development of critical thinking, problem
solving, and performance skills.
2(3.4) Active engagement in learning
Teacher candidate demonstrates superior
knowledge and understanding of
individual and group motivation and
behavior among students at the K-6
level to foster active engagement in
learning, self motivation, and positive
social interaction and to create
supportive learning environments.
Teacher candidate uses knowledge and
understanding of individual and group
motivation and behavior among students at the
K-6 level to foster active engagement in
learning, self motivation, and positive social
interaction and to create supportive learning
environments.
Teacher candidate fails to demonstrate
knowledge and understanding of individual
and group motivation and behavior among
students at the K-6 level to foster active
engagement in learning, self motivation,
and positive social interaction and to create
supportive learning environments.
2(3.5) Communication to foster collaboration
Teacher candidate demonstrates
exemplary knowledge and
understanding of effective verbal,
nonverbal, and media communication
techniques to foster active inquiry,
collaboration, and supportive interaction
in the elementary classroom.
Teacher candidate uses knowledge and
understanding of effective verbal, nonverbal,
and media communication techniques to foster
active inquiry, collaboration, and supportive
interaction in the elementary classroom.
Teacher candidate fails to demonstrate
knowledge and understanding of effective
verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive
interaction in the elementary classroom.
2(4). ASSESSMENT FOR INSTRUCTION
Teacher candidates demonstrates
exemplary knowledge, understanding ,
and uses of formal and informal
assessment strategies to plan, evaluate
and strengthen instruction that will
promote continuous intellectual, social,
emotional, and physical development of
each elementary student.
Teacher candidate knows, understands, and
uses formal and informal assessment strategies
to plan, evaluate and strengthen instruction that
will promote continuous intellectual, social,
emotional, and physical development of each
elementary student.
Teacher candidates fails to demonstrate
knowledge , understanding, and uses of
formal and informal assessment strategies
to plan, evaluate and strengthen instruction
that will promote continuous intellectual,
social, emotional, and physical
development of each elementary student.
2(5). PROFESSIONALISM
2(5.1) Practices and behaviors of developing career teachers [Part 1.10]
Teacher candidate is advanced in
understanding and applying practices
and behaviors that are characteristic of
developing career teachers.
Teacher candidate understands and applies
practices and behaviors that are characteristic
of developing career teachers.
Teacher candidate fails to understand or
apply practices and behaviors that are
characteristic of developing career
teachers.
Teacher candidate is aware of and reflects on
practice in light of research on teaching and
resources available for professional learning;
continually evaluates the effects of professional
decisions and actions on students, parents, and
other professionals in the learning community
and actively seeks out opportunities to grow
professionally.
Teacher candidate is not aware of and does
not reflect on practice in light of research
on teaching and resources available for
professional learning; does not evaluate the
effects of professional decisions and
actions on students, parents, and other
professionals in the learning community
and fails to seek out opportunities to grow
professionally.
2(5.2) Reflection and evaluation
Teacher candidate demonstrates
superior awareness and reflection on
practice in light of research on teaching
and resources available for professional
learning; continually evaluates the
effects of professional decisions and
actions on students, parents, and other
professionals in the learning community
and actively seeks out multiple
opportunities to grow professionally.
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2(5.3) Collaboration with families
Teacher candidate establishes and
maintains a positive collaborative
relationship with families to promote
exceptional academic, social and
emotional growth of elementary
children.
Teacher candidate establishes and maintains a
positive collaborative relationship with
families to promote acceptable, academic,
social and emotional growth of elementary
children.
Teacher candidate does not know the
importance of establishing or maintaining a
positive collaborative relationship with
families and does not promote the
academic, social or emotional growth of
children.
2(5.4) Collaboration with colleagues and the community
Teacher candidate fosters excellent
relationships with school colleagues and
multiple agencies in the larger
community to support students’ superior
learning and well-being.
Teacher candidate fosters relationships with
school colleagues and agencies in the larger
community to support students’ learning and
well-being.
Teacher candidate does not foster
relationships with school colleagues or
agencies in the larger community and does
not support students’ learning or wellbeing.
Comments for any rating(s) at the Developing level and any other comments:
Based on ACEI Standards
www.acei.org
REMINDER: In addition to this survey, be sure to complete PART 1 which is required for ALL student teachers.
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