Benchmark and Final Evaluation Guide
(INTASC principles listed in parentheses)
[ACEI Standards listed in brackets]
Planning
1. Utilizes daily, weekly, and long-term planning. (7)
1) There is clear evidence that short and long term planning has taken place.
2) All three types of planning are used consistently.
Examples:
a) Plans record not only subjects to be taught but also main concepts and teaching methods that will be
used.
b) The weekly classroom note and/or other communication with the university supervisor makes clear
that planning has been taking place. (i.e. outside resources brought to the classroom, centers etc.)
c) Lesson plans are well thought out and well designed and clearly show time and effort spent in
planning.
d) Units are well thought out and well designed.
2. Utilizes assessment data and knowledge of students’ learning needs to plan
1) Candidate incorporates differentiated instructional strategies in plans to reach students at their level
of understanding.
2) Teacher candidate is able to accurately refer to assessment data during planning sessions.
3) Assessment data is cited in planning documents such as the plan book, lesson plans, and unit plans.
3. Sets appropriate goals and objectives – specific, measurable, and aligned to standards (2,7) [1, 3.3, 3.2]
1) The goals and objectives clearly show that the teacher candidate understood the developmental
levels of the students. That is, goals and objectives showed knowledge of the typical mental,
physical, social, and emotional characteristics of the designated age group.
2) The goals and objectives correspond with the state standards.
3) The goals and objectives focus on what the students would learn, know, or be able to do at the end
of the lesson.
4. Selects teaching methods that are appropriate for the developmental level of the students. (2) [1,3.1,3.2]
1) The teacher candidate is aware of expected developmental progressions within the designated age
group, can identify levels of readiness, and takes these into consideration when choosing teaching
strategies in order to foster success.
Examples:
a) In kindergarten students might be required to work independently in a small group for 10
minutes while in fifth grade small group, independent work might last for an hour or more.
b) In kindergarten the experiment is set up by the teacher and explored by the students with the
teacher’s guidance whereas in fifth grade the students set up the experiment and explore it using
a written guideline.
2) The teacher candidate understands how development in any one domain (physical, social, emotional,
moral, and cognitive) may affect performance in others and selects teaching methods that maximize
learning and student success.
Example:
The teacher candidate pairs one child who is excessively social with another child who is shy but
very studious and assigns them to work on an oral presentation together. The studious student keeps
the social student on task while the social student helps the shy student be able to present the
required information effectively.
5.
Plans lessons and assignments to meet the needs of a range of students with varying abilities. (2,3) [1,
3.1, 3.2]
The teacher candidate purposefully plans differentiation of lessons and assignments to meet the individual
needs of students with different abilities, strengths, and weaknesses.
Examples:
a) In math, students at different ability levels do different types of problems although they all
must work the same number of problems.
b) Different types of journal writing are accepted depending on the writer’s ability level. This
could range from accepting lists of words or having a student dictate a journal entry to
expecting students to write complex paragraphs on integrated, researched topics.
c) Students are placed in cooperative learning groups rather than ability groups so that roles
and responsibilities can be designated according to a variety of student strengths and
weaknesses.
6. Plans follow a logical order and sequence during lessons. (1, 7) [1, 2.1, 2.2, 2.3, 2.4]
1) Lessons progress in a sensible manner towards achieving the objectives. For example, students are
explicitly told at the end of a discovery lesson what they have learned and why it is important rather
than at the beginning of the lesson.
2) Necessary steps of “Good Instructional Design” are included in lessons in an order that optimizes
learning. (See “Good Instructional Design” in The Art of Teaching.)
3) Unnecessary steps of “Good Instructional Design” are excluded. For example, no direct teaching or
assistance takes place during a final assessment.
7. Considers students’ social, emotional, and physical needs during planning (2) [1, 3.1, 3.2]
1) Plans show that the teacher candidate understands that there is a maturation process that naturally
occurs with age and may vary within a classroom.
2) Plans show knowledge of the typical mental, physical, social, and emotional characteristics of the
designated age group.
3) Plans show that the teacher candidate understands that students’ social, emotional, moral, and
cognitive development influences behavior and learning and considers these factors when making
instructional, management, and other classroom decisions.
Examples:
a. Chooses appropriate time periods for activities
b. Movement is incorporated when needed
c. Grouping considers developmental and social needs of students
Teaching
Student Mastery of Learning Objectives
1. Purpose/Objective of the lesson was made clear to students in an understandable way
1) At the most appropriate time in the lesson, students were explicitly told why the lesson was taking
place and what they would learn or become better at doing because of it.
2) A brief overview of the lesson was presented.
2. Ties new material to previous learning. (1) [1, 2.1, 2.2, 2.3, 2.4, 3.1]
1) Enables students to see the interconnectedness of their lessons.
Communicate Content Knowledge
1.
Skills/concepts of lessons are demonstrated and explained clearly and accurately
1) The teacher candidate clearly introduced and explained the skill concepts that were necessary for the
students to successfully master the learning.
2) The teacher candidate used direct teaching strategies to teach new information. For example, the
teacher candidate defined, modeled, thought out loud, demonstrated, showed step-by-step, and
utilized examples and non examples [i.e. hot is the opposite of cold] to teach the concepts.
3) Clear examples and language were used. (2,4,6) [3.5, 4]
a. The examples that the teacher candidate used were easy for the students to understand.
b. Examples were unambiguous.
c. The teacher candidate’s vocabulary was on a level that the students could understand.
d. The teacher candidate used examples that the students could relate to
2.
Communicates clearly with students (with observed student understanding). (1, 6) [3.5, 4]
1) Clear examples and language are used.
2) Examples and language are easy for the students to understand.
3) Examples are unambiguous.
4) The teacher candidate uses vocabulary that is on the students’ level.
5) The teacher candidate uses examples that the students can relate to.
6) The teacher candidate uses effective verbal, nonverbal, and media communication techniques.
3.
Displays a strong knowledge base of the subject matter. (1,7) [2.1, 2.2, 2.3, 2.4]
1) Clearly identifies and understands the main/central concepts and supporting details of the various
content areas and makes these the focus of lessons and learning activities.
2) Can lead an accurate discussion full of knowledgeable details.
3) Is aware of the state standards and covers them thoroughly.
4) Understands that the state standards are frequently a starting point for instruction but not all that can,
or should, be developed in most areas.
5) Can answer questions about topics correctly.
6) Avoids misconceptions and stereotypes.
7) Is able to model how and where to discover information when necessary.
4. Repetition of key concepts occurs throughout lessons and units (2,4) [1, 3.1, 3.2]
1) The teacher candidate repeated the important information enough times during the lesson that it was
easy for the students to state the main ideas in the lesson at the end of the lesson during closure.
2) The teacher candidate used a variety of ways to repeat the main concepts of the lesson throughout
the lesson.
3) The teacher candidate repeated correct answers given by students to ensure that they were heard by
all and especially by the students who really only listen to the teacher.
Engage Students
1.
Motivates students to want to learn. (5, 7) [1, 3.1, 3.4]
1) Designs lessons that include a variety of motivational strategies.
2) Understands that not all students are motivated by the same things.
3) Considers students’ interests when adapting and designing curriculum.
4) Uses a balance of extrinsic and intrinsic motivational strategies.
5) Understands that there are more ways to motivate than by using punishments and material rewards
and utilizes these other ways whenever possible. (see “Motivation” in The Art of Teaching.)
2.
Stimulates students’ natural curiosity. (2, 5) [2.2, 3.1, 3.3, 3.4]
1) Structures lessons so that students want to know more, to discover answers.
2) Frequently uses an inquiry approach that is focused on the learning.
3) Brings in materials that are different from the usual, interesting, and that create questions.
3.
Develops creative and stimulating lessons. (2,3,4,5) [1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3]
1) The teacher candidate takes the initiative to locate teaching information beyond the traditional text.
2) The teacher candidate tries new ideas.
3) The teacher candidate tries new approaches to learning.
4) Students’ interests are used when developing lessons.
5) The teacher candidate changes instructional methods frequently.
6) The teacher candidate brings in interesting materials, resource people etc.
4.
Engages students in active learning experiences. (3.4) [1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5]
1) Learning experiences (lessons, units, themes, and content areas) are designed to foster student
participation and involvement.
2) Classrooms are set up to encourage student involvement and participation. For example, learning
centers, interactive bulletin boards, self-paced learning assignments, discovery learning experiments
etc. are used.
5.
Engages students with active learning-listening strategies to maintain attention during instruction. (2,
6) [1, 2.1, 3.1, 3.2, 3.4, 3.5]
1) During direct instruction, all of the students are required to actively respond or do something
periodically as they listen to information being presented.
2) Students are required to think and then respond all at the same time as information is presented
during direct instruction or other parts of lessons.
3) “One-person-at a-time-gets-a-turn” responses that go on and on are avoided.
Example: Rather than watching the teacher fill out a concept map on the board as a new topic is
explored, all of the students fill out the same concept map at their seats and write the information on
their maps as the teacher candidate writes the information on the board.
(For more examples of active learning-listening strategies see The Art of Teaching.)
6.
Uses a variety of teaching methods/strategies to reach different types of learners. (3) [1, 3.1, 3.2]
1) The teacher candidate understands the cognitive processes associated with various kinds of learning
and uses different approaches to learning and performance to enable different types of learners with
different learning styles and performance modes to use their strengths as the basis for growth.
A. Different cognitive processes associated with different kinds of learning:
a) critical and creative thinking
b) invention
c) memorization
d) problem structuring and problem solving
e) recall
B. Teaching Methods/Strategies:
a)
b)
c)
d)
e)
f)
centers
direct instruction
discovery learning
dramatizations
experiments
games
g)
h)
i)
j)
k)
l)
“hands-on” materials
independent study
individualized learning
interdisciplinary instruction
learning packets
paired students
m) presentations
n) problem solving strategies
o) providing guiding and
support structures such as
graphic organizers (see Art of
Teaching)
p) readers’ theatre
q) reports
r) role playing
s) small ability groups
t) small cooperative learning
groups
u) students are the teachers
v) peer teaching
w) teaching younger students
x) utilizing technology
y) whole group discussion
C. Different types of learners:
a) The three basic types: auditory, visual, kinesthetic.
b) The Three Domains of Learning: seeing, hearing, and doing.
c) Gardner’s Intelligences: linguistic, logical/mathematical, visual/spatial, musical,
bodily/kinesthetic, natural existential, interpersonal, intrapersonal (See “Seven Types
of Intelligence,” The Art of Teaching)
7.
Incorporates a variety of instructional materials including instructional technology into the
curriculum. (2, 3) [2.1, 2.2, 2.3, 2.4, 3.3, 3.4, 3.5]
1) Many different types of learning materials and resources are used to stimulate interest and
participation.
Examples include: “hands-on” materials, technology (computers, printers, the internet,
cameras, digital cameras, overhead projectors, video cameras, VCRs, etc.), different kinds
of media (texts, reference books, literature, magazines, newspapers, videos, movies, film
strips, CDs, etc.), different genres (fairy tales, fables, historical fiction, biographies,
nonfiction, etc.), human resources (local experts, local talents etc.), primary documents
and artifacts, and learning kits and packets.
8.
Adapts instruction for special needs students during learning activities. (2,3,4) [3.2]
1) Accommodations are made for:
a) Students identified and labeled as having specific learning problems.
b) Labeled students with IEPs.
c) Students who aren’t labeled but who have obvious physical challenges, for example,
students with really thick glasses or students who are so obese that they can’t skip and
jump.
2) Makes sure inclusion students (special needs students who only spend short periods of time
in the classroom) are included in all possible activities and structures these for success.
3) Makes necessary instructional adjustments based on students’ ability and skill levels.
a) Modifies seatwork. For example, slower students only have to do every other math
problem so that they will be able to finish at the same time as the other students.
b) Modifies assignments.
Examples:
i. The length of an assignment is altered or the delivery mode changed such as when
a student with poor motor skills dictates his story to an adult or older student.
ii. The content of the assignment is changed such as individualized spelling lists.
c) Roles and responsibilities are assigned with special needs in mind.
Modify Instruction
1.
Takes advantage of teachable moments. (1,5,7) [1]
1) Lessons take an unexpected direction based on students’ interests, comments, and/or
questions.
2) Switches suddenly from the main topic of the lesson to another that is related and highly
relevant at that point in time.
3) Recognizes small, as well as large, opportunities for meaningful learning.
2.
Student comprehension/performance is responded to with appropriate instructional adjustments
(7,8) [4]
1) When students didn’t understand, rather than continuing on with the lesson, the teacher
candidate returned and spent more time on the part of the lesson that needed to be explained
further.
2) When a necessary step was left out of the original lesson plan, the teacher candidate realized
the need for the step and included it while presenting the lesson.
3) When the lesson was too easy for the students, the teacher candidate did not spend
unnecessary time on material that the students had already mastered and did not need to
review.
4) When a student had difficulty formulating an answer, the teacher candidate helped the
student to arrive at the correct response rather than asking another student in the class to
“help” the student and thereby possibly hurting the student’s positive self-concept and/or
enabling the less motivated student to never really try to think of an answer.
3.
Demonstrates flexibility when teaching. (4,7) [1, 2.1, 2.2, 2.4, 3.1, 3.2]
1) Analyzes classroom moods and situations and changes plans to accommodate them. For
example, when it’s the first snowfall of the season and the students are too excited to focus
on the test, the test is temporarily postponed.
2) Responds to unexpected events by changing plans quickly and without becoming upset.
3) Maintains a smooth flow in instruction when plans have been unexpectedly changed. For
example, when the guest speaker doesn’t show up. the class is still engaged in productive
learning during the speaker’s scheduled time.
4) Analyzes student comprehension throughout the lesson and changes instruction to adapt to
student responses, ideas, and needs.
Higher Level Understanding
1. Encourages students to understand, question, and interpret ideas from diverse perspectives. (4)
[2.1, 2.2, 2.3, 2.4, 3.4, 3.5]
1) Frequently uses open-ended questions that do not lead to right or wrong answers.
2) Presents multiple and/or diverse perspectives to encourage critical thinking.
3) Explores different viewpoints. For example, children take different sides of a debate, of a
battle, or story viewpoints.
4) Introduces resources and experiences that challenge the learners’ beliefs and assumptions
about common understandings, thus creating a learning environment where critical thinking
is encouraged.
2. Requires students to use higher order thinking skills such as application, analysis and synthesis
through questioning and tasks(4) [2.1, 2.2, 2.3, 2.4, 3.4, 3.5]
1) Higher order thinking skills that correspond to Bloom’s Taxonomy were utilized. These
required students to comprehend, apply, analyze, synthesize, and evaluate ideas. (See
“Thinking at Its Best” in The Art of Teaching.)
2) Discovery learning and problem solving strategies were utilized.
3. Demonstrates the ability to integrate subject matter. (1,7) [1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2]
1) Uses a variety of subject areas in one lesson.
2) The interrelatedness of learning is emphasized by using skills and/or knowledge from many
subject areas in lessons whenever possible.
3) Learning is made more meaningful by including related subject areas in lessons.
4) Is aware of interdisciplinary approaches to teaching and learning and frequently incorporates
strategies that accomplish this into lessons and learning activities.
Maximize Instructional Time
1.
2.
Does not allow classroom management issues to interfere with instructional time. (5)
Distractions are not allowed to interrupt instruction needlessly
Examples:
a. Children are not allowed to argue with the teacher candidate
b. The tardy child does not stop instruction while s/he enters the classroom and becomes
seated
c. Rather than verbally interrupting a lesson to admonish a child, the teacher candidate
moves to stand near the child and/or puts a hand on the child’s shoulder, or uses some
other nonverbal signal
d. Pencils are not sharpened during instruction, notes are not passed
e. A group of children are not allowed to talk causing other to not be able to hear
Plans for and executes smooth transitions. (5)
The teacher candidate purposefully focuses on how to change subjects and activities in the least
disruptive and most productive manner possible.
Examples:
a. Time between lessons is not wasted. Students are not allowed to become disruptive
between lessons or spend an unnecessary amount of time.
b. There is a flow between lessons, a connection between the closure of one lesson and the
introduction to the next lesson.
c. Students get to specials, lunch, or the bus on time. Bathroom time doesn’t take longer
than the designated time period.
d. When lined up with extra time, the class participates in activities such as 20 questions
that focus on what is currently being learned rather than just standing, waiting, and
wasting time.
3. Keeps materials and lessons organized. (7,9)
1) The teacher candidate has developed and implemented a system that makes all materials and
lessons easy to find and use as needed.
2) The teacher candidate keeps materials and plans current with what is being taught/learned.
Examples:
a. Week to week, the teacher candidate keeps supplies, lesson plans, and materials needed
to teach lessons organized.
b. The teacher candidate helps students keep their materials organized and easy to find.
c. The teacher candidate cleans up all materials at the end of the week and prepares for the
future week before leaving for the weekend.
d. Bulletin boards, classroom displays, and classroom projects are kept current and
consistent with what is being taught.
4. Is prepared for classroom activities so that the focus of classroom time is on instruction, learning,
and the students. (9) [1,5]
1) The teacher candidate has all of the physical objects/materials needed to teach the lesson
ready and organized before the lesson begins.
2) The teacher candidate has thoroughly planned for what will take place during lessons ahead
of time.
3) Everything needed to teach the lesson is ready so that no planning or preparation goes on
during the lesson. The teacher candidate can focus totally on the students and instruction at
all times.
Examples:
a. For an art lesson, all of the paint is mixed and set out ahead of time along with the
necessary number of paint brushes and pieces of paper on which students will paint.
b. For a science lesson, all of the experimental substances are gathered and measured ahead
of time as well as divided according to the number of groups that will be using them.
5. Effectively uses instructional time. (5)
1) Uses smooth transitions.
2) Does not needlessly interrupt lessons because of management/discipline issues.
3) Lessons are well paced. Learning is presented and explored in an effective time frame.
a. When students know the information, the teacher candidate doesn’t drag out lessons
but moves onto something else.
b. When students don’t know the information, the teacher candidate doesn’t rush
through lessons but slows down to cover content more thoroughly.
4) Does not ask meaningless, endless questions that do not really focus on the content to be
learned. For example, the teacher candidate doesn’t spend several minutes making the
students guess what they think they will use the paper for that has just been passed out.
5) Does not do other tasks such as grading or changing bulletin boards during instructional time.
6) Avoids having students do meaningless, endless seatwork.
7) Has a ready, relevant activity for those who finish early.
8) Doesn’t waste time because of poor preparation and planning.
Classroom Culture
1.
2.
Avoids gender stereotyping and gender segregated activities. (5) [3.2]
1) Contests that promote differences are avoided. For example, the teacher candidate does not
have the boys compete against the girls but rather one side of the room against the other.
2) The classroom does not have different jobs for boys and girls.
3) Proper names are used for designated professions such as fire fighters rather than firemen,
servers rather than waitresses, and mail carriers rather than mailmen.
4) Materials are included in the classroom that do not promote stereotypes. For example,
students learn about both male and female nurses and see pictures of both dads and moms
cooking dinner.
Instruction responds to diversity issues and to cultural differences. (2,3,4,10) [3.1, 3.2]
1) Accommodations are made for children who are different from the “normal” student
population.
Examples:
a. Rather than have the one Jewish child make a Hanukah card when all of the other
children are making Christmas cards, the entire class makes winter cards.
b. Because there is a child who is a Jehovah’s Witness in the class, rather than having
any of the students celebrate a birthday, all students are allowed to choose one day to
bring a special treat.
c. When reading the book Stone Soup, the teacher candidate makes the soup vegetarian
because of the eating beliefs of some of the students.
d. A student who has two mothers (due to divorce or gay parents) is allowed to make
two Mother’s Day cards.
e. Students who don’t have grandparents are provided with substitute ones during
Grandparents’ Day.
f. At public schools, religious holidays are taught as subjects rather than as celebrations.
When choosing books for the classroom, religious references are avoided that do not
correspond to all of the students’ beliefs.
2) The teacher candidate understands how cultural differences can affect communication in the
classroom. Cultural taboos and etiquette are researched (in books, on the internet) in order
not to offend children and parents from different cultures.
Examples:
a. The teacher candidate learns the proper way to bow to Japanese parents before their
parent/teacher conference.
b. With a student whose religious culture believes that one should not touch the top of a
person’s head because this is where his spirit dwells, the teacher candidate does not
have the class play “Duck, Duck, Goose.”
c. Children with developmental, social, or emotional problems are accommodated. For
example, the class bully is not paired with the shyest student in the class.
d. Instruction is adapted for Limited English Proficiency(LEP) students/ English as a
Second Language students are accommodated.
i.
Labels and words in the classroom are in English and the students’
languages.
ii. Notes sent home are in native languages.
iii. Non-speaking English language students are seated next to those who can
interpret for them.
e. Accommodations are made for English language speakers with severe speech
impediments.
f. Children with slight hearing difficulties and children with hearing aids who aren’t
labeled are accommodated by, for example, seating them in the front where they can
hear better.
g. Written comments are prepared for deaf parents during parent/teacher conferences.
3.
Creates a climate of high expectations and positive attitudes toward learning
1) The teacher candidate sets high expectations for students of all levels.
2) Students do not feel badly about asking questions or answering incorrectly.
3) The teacher candidate celebrates and praises academic work.
4) The teacher candidate does not refer to academic work as something to “get through” or
otherwise belittle its importance.
5) The teacher candidate models enthusiasm for the learning process.
4.
Creates a climate of warmth and acceptance. (9) [1,3.5]
1) The teacher candidate makes efforts to get to know each student on a personal level.
2) The teacher candidate understands that all children deserve to be treated with respect and
affection.
3) The teacher candidate makes each student feel valued.
4) The teacher candidate acts interested in the children and finds time to listen to children’s
personal stories, cares, concerns, excitement etc.
5) The teacher candidate is a compassionate listener.
6) The teacher candidate remembers the personal stories, likes etc. that the students share and
refers to them at appropriate times and places.
5. Manages students’ behavior through a variety of effective techniques. (4,5,6)
6.
The teacher candidate purposefully influences how the students behave in a number of ways:
a) reinforces and encourage positive behavior
b) uses logical consequences
c) outlines expectations
d) provides opportunities for success
e) does not give endless, needless warnings for disruptive behavior
f) follows through on warnings
g) does not let children argue with him or her
h) points out to students the importance of making good choices
i) fosters a sense of community
j) models respectful behavior
k) students are given both rights and responsibilities
l) has a set routine to warn disruptive students. For example, she/he consistently gives one
reminder, one warning, and then follows through with a consequence.
Example:
The teacher candidate only calls on students who have their hands raised. This avoids
having the students all start calling out answers because a few students’ answers are
initially acknowledged when they don’t raise their hands and yell out answers.
Anticipates situations and redirects behavior. (4,5,6)
The teacher candidate takes cues from the students’ behavior and takes necessary actions.
Example:
Students are working in small groups. From the tone of voice of one of the students, it is
obvious that a disruptive dispute is about to erupt. So, the teacher candidate goes over to
that student’s group and redirects his focus.
7. Creates a learning environment in which students are encouraged to assume responsibility. (5)
[1,2.2,3.1,3.3,3.4]
1) The teacher candidate sets up a classroom in which students are encouraged to perform
various tasks independently.
Examples:
(a) students have a daily schedule that they follow
(b) students know when and where to put materials away
(c) students have classroom jobs to perform
(d) students automatically know what to do when they finish an assignment early
(e) students know when certain tasks can and should be performed such as using the
restroom, when pencils should be sharpened, desks cleaned etc.
(f) students’ desks are clean enough that books can be found quickly and easily
2) The teacher candidate creates a learning community in which students assume responsibility
for themselves and one another, participate in decision making, work collaboratively and
independently, and engage in purposeful learning activities.
3) The teacher candidate helps the class develop shared values and expectations for student
interactions and individual and group responsibility that create a positive classroom climate
of openness, mutual respect, and support.
8. Has good rapport with students and shows genuine interest in their thoughts and opinions.
1) The teacher candidate takes time to interact personally with all students.
2) The teacher candidate shows that he/she values children’s unique interests and abilities by
referring to them in class, listening attentively and responding meaningfully when students
share ideas, experiences or opinions, and asks engaging questions to solicit conversation
from all students, not just those who are eager to share.
9. Engages families in student learning.
1) Uses school and classroom communication channels to inform families about the learning
happening in the classroom.
2) Uses homework or newsletters effectively to give families the tools to reinforce learning at
home. For example, highlighting spelling or grammar skills that are a focus for the week,
informing families of upcoming units, suggesting books that relate to current learning, etc.
3) Finds creative ways to have students apply or extend learning at home, bring parents in to see
products/performances, and/or otherwise involve families directly in the learning happening
in the classroom.
Assessment
1. Uses a variety of assessment recources to get a complete picture of student learning and ensure
continuous learner progress. (8,9) [4]
1) The teacher candidate consistently uses pre assessment, formative assessment, and
summative assessment when planning lessons and units.
2) The teacher candidate correctly uses a variety of formal and informal assessment techniques
(e.g. observation, pre-post assessments, portfolios of student work, teacher-made tests,
performance tasks, projects, student-self-assessment, and standardized tests) to enhance his
or her knowledge of learners, evaluate students’ progress and performances, and modify
teaching and learning strategies.
3) The teacher candidate solicits and uses information about students’ experiences, learning
behaviors, needs, and progress from parents, other colleagues, and the students themselves.
4) The teacher candidate uses anecdotal records to evaluate and devise plans that will foster
student success.
5) The teacher candidate monitors progress using IEPs when provided.
6) The teacher candidate understands the characteristics, uses, advantages, and limitations of
different types of assessments. (e.g. criterion –referenced and norm referenced instruments,
traditional standardized and performance based tests, observation systems, and assessments
of student work) for evaluating how students learn, what they know and are able to do, and
what kinds of experiences will support their future growth.
7) The teacher candidate knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic
purposes.
2. Uses appropriate checks for understanding throughout lessons to evaluate student learning. (8)
[4]
1) The teacher candidate uses formative assessments throughout lessons to monitor student
comprehension and response.
a. Active learning-listening strategies are used that allow the teacher candidate to
evaluate all of the students’ understanding throughout lessons.
b. The teacher candidate asks content specific questions rather than “Does everybody
understand?” type questions throughout lessons.
c. The teacher candidate walks around to assess understanding as the students work
independently.
d. For a longer list of examples, see “Formative Assessment” in The Art of Teaching.
2) Throughout lessons, the teacher candidate monitors his or her own teaching strategies and
behavior in relation to student comprehension and modifies plans and instructional
approaches accordingly.
3) As classroom activities take place, the teacher candidate evaluates the effect of those
activities on both individuals and the class as a whole through observation of classroom
interactions and questioning.
3. Uses appropriate assessment techniques to evaluate student learning at the end of lessons and
units. (8) [4]
1) The teacher candidate uses summative evaluation at the end of lessons and units.
2) The teacher candidate uses valid evaluation techniques in order to assess students’ unaided
performance (without any assistance or help) so as to determine individual learner
knowledge, achievement, and progress.
4. Provides closure that focuses on the main concepts at the end of lessons. (1,8) [1, 4]
1) The main ideas and most important learning is focused on and summarized at the very end of
lessons.
2) At the end of lessons, the students are required to state or summarize the main ideas learned
or worked on in the lessons.
3) The students summarize the learning rather than the teacher candidate thus demonstrating
their knowledge and learning. In this way, the students are made aware that they are
ultimately accountable for the learning.
5. Allows students the opportunity to use self-assessment to improve their own learning. (8) [2.1,
2.2, 2.3, 2.4, 3.4, 4]
1) The teacher candidate uses assessment strategies to involve learners in self-assessment
activities, to help them become aware of their strengths and needs.
2) The teacher candidate encourages students to set personal goals for learning and provides
opportunities for students to evaluate if they achieved the goals that they initially set.
Examples:
a) The teacher candidate provides students with rubrics and guidelines before they do
assignments and projects in order to enable them to understand and meet requirements and
assess their own learning and progress.
b) Students evaluate and select their best work to put in their portfolios.
c) Students prepare for and conduct their own “Parent/Teacher Conferences” with the teacher
candidate’s assistance.
6. Maintains useful records of student work and performance. (8) [4]
1) The teacher candidate records grades frequently and consistently in a timely manner.
2) The teacher candidate analyzes recorded grades and looks for trends in relation to individual
students and the class as a whole.
3) The teacher candidate accurately and fairly calculates grades.
4) The teacher candidate maintains careful anecdotal records.
5) The teacher candidate maintains student portfolios.
6) The teacher candidate maintains records appropriate for parental viewing.
7) Records are updated and annotated so that if the child moves or a new teacher comes into the
classroom, the child will be able to receive appropriate, continuous help.
7. Effectively informs students about their progress. (5,8) [4]
1) Assignments are returned with meaningful and content specific comments in a timely
manner.
2) The teacher candidate holds individual conferences with students.
3) The teacher candidate is able to make students understand why they received the grades that
they earned.
8. Effectively communicates student progress to parents and guardians. (10) [5.1, 5.2]
1) The teacher candidate sends home daily or weekly reports to all parents and guardians.
2) The teacher candidate sends home informative notes on student progress when necessary.
3) The teacher candidate sends home notes on both positive and negative student achievement.
4) The teacher candidate is able to justify grades to parents and guardians.
9. Values students’ misconceptions as opportunities for learning rather than mistakes to be
corrected. (4) [1, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.5, 4, 5.1]
1) The teacher candidate focuses on what can be learned rather than the fact that a student is
wrong.
2) The teacher candidate uses misconceptions to further explore learning and arrive at expanded
knowledge.
3) The teacher candidate does not see learning in terms of right or wrong answers but rather as
subjects to be explored in problem solving, mind expanding ways.
Personal Qualities
1. Enthusiasm: Exhibits an enthusiasm for teaching that sparks curiosity and a love of learning. (1,
5, 6) [3,4]
1) Smiles often.
2) Makes the learning and the classroom exciting.
3) Has a positive attitude and approach to the curriculum and what is happening in the
classroom. Is excited about what is being taught and learned.
4) Exhibits a zeal for learning that is contagious.
5) Models a passion for knowledge, teaching, and learning.
6) Displays an attitude that makes children want to learn and expand their knowledge.
2. Attendance and punctuality: Exhibits dependable attendance and punctuality. (9)
1) Arrives at school each day early enough that there is more than enough time to prepare
necessary materials so that when the students arrive full attention can be given to them.
2) Does not arrive at school, school meetings, or school functions at the last minute or later.
3) Makes every effort to be at school each day unless deathly ill.
4) Sends the class to specials, lunch, and the bus on time.
5) Lesson plans are completed and approved by the cooperating teacher or university supervisor
by required deadlines.
6) University assignments are turned in on time.
7) Seminars are attended on time and not left before they are concluded.
3. Confidence: Demonstrates confidence when working with students, staff, and parents. (9)
1) Presents material in a knowledgeable manner.
2) Expresses opinions and ideas tactfully while at the same time displaying self-assurance and
poise in front of students and when working with the cooperating teacher, school staff, and
parents.
4. Dependability: Willingly completes tasks in a timely manner. (9)
1) Consistently turns in lesson plans and assignments on time without complaint to the
university supervisor and the cooperating teacher.
2) Completes tasks assigned by the cooperating teacher as specified, on time, and without
unnecessary reminders.
3) Does not give excuses for why requirements and tasks are not completed by specified
deadlines.
4) Does not ask for extended deadlines.
5. Initiative: Indicates a willingness to undertake tasks independently. (9,10)
1) Displays an eagerness to become a part of the classroom in every way.
2) Enthusiastically and competently starts a plan and successfully sees it through to completion.
3) Volunteers time and energy. Offers to help and assist in all ways possible.
4) Does not have to be asked to do things.
5) Sees when something needs to be done and does it.
6. Cooperation: Works effectively with the classroom supervising teacher, university supervisor, and
colleagues. (10) [5.2]
1) Is a team player.
2) Shares ideas as well as values the ideas of others.
3) Understands and demonstrates the concept of “give and take.”
4) Is able to compromise.
7. Communication: Communicates effectively with parents or guardians and develops ways to
involve them. (10) [5.1, 5.2]
1) Writes and sends notes home.
2) Sends regular newsletters.
3) Frequently updates parents or guardians on student progress.
4) Conveys positive information/feedback as well as informs about negative situations.
5) Utilizes parents and guardians as helpers in the classroom.
6) Asks for parent and guardian volunteers whenever possible.
7) Develops learning tasks that parents and guardians can share with their children at home.
8) Asks for parental input and assistance in developing solutions to students’ problems.
8. Communication: Demonstrates mastery of grammar, punctuation, and spelling. (9) [2.1]
When speaking, writing on the board, creating student materials and displays, writing newsletters,
notes home, or any other written or oral communication with students, colleagues, or parents, the
teacher candidate displays proper, polished, professional speaking and writing skills.
Examples:
In oral speech, the teacher candidate avoids unnecessary “add-ons” such as saying “OK” at the
beginning and ending of every sentence.
a) The teacher candidate avoids common speech errors such as he/she tells the students that
they did well rather than that they did good and asks students to read loudly and clearly
rather than to read loud and clear.
b) The teacher candidate speaks in grammatically correct ways and avoids slang expressions
with inappropriate derivatives such as “pissed off,” “sucked up,” and “brown nosed.”
c) The teacher candidate models adult rather than babyish or childish speech patterns. For
example, the teacher candidate does not refer to her or himself in the third person. That is,
the teacher candidate does not say, “Miss Jones wants you to get a tissue” but rather, “I want
you to get a tissue.”
9. Community Involvement: Understands the interrelatedness of school and community and finds
ways to involve them. (10) [5.2]
1) Uses community resources such as the public library.
2) Invites guest speakers from the community to enrich learning.
3) Arranges field trips to community resources to enrich learning.
4) Takes advantage of community sponsored events.
5) Obtains donations of materials from local businesses.
6) Learns about the history of the community and integrates it into the curriculum whenever and
wherever relevant.
7) Realizes the connection between student experiences/community backgrounds and
understanding the curriculum and builds bridges between the two whenever possible.
10. Resourcefulness: Seeks professional skills and knowledge from many sources both inside and
outside the school setting. (9) [5.1, 5.2]
1) Seeks ideas/advice from the cooperating teacher, other teachers, the school staff, and the
university supervisor.
2) Participates in team planning sessions.
3) Attends faculty meetings and school in-services.
4) Sits with cooperating teacher on committees.
5) Goes to educational conferences.
6) Seeks to keep abreast of new ideas and understandings in the field:
7) Uses the internet to gain teaching ideas and learn more about relevant educational topics.
8) Uses the library to gain teaching ideas and to learn more about relevant educational topics.
Where available, uses the Teacher Resource Center.
9) Joins and participates in relevant professional organizations.
10) Is well prepared for seminars and eager to share and to learn
11. Empathy: Is sensitive to the feelings/needs of others, demonstrates tact/compassion for students,
families, colleagues. (5,9,10)
1) Listens attentively to children’s problems and cares about helping to resolve them.
2) Anticipates possible embarrassing situations for children and redirects them.
Example: The teacher candidate chooses partners randomly or ahead of time rather than
having students choose their own in order to avoid embarrassment and/or loss of self-esteem
by the one or two students who no one ever wants to be their partners.
3) Understands human nature and deescalates potentially explosive situations in a manner that
leaves a child’s, colleague’s, or parent’s dignity intact.
Examples:
a) When a child is very upset about a situation, the teacher candidate allows the child to
calm his or her emotions before discussing the situation.
b) Chooses kind words to describe a child’s problems to parents.
4) Provides choices that make a child feel successful rather than like a failure.
5) Is aware of the emotions that others are feeling and takes these into consideration when
responding to them.
6) Does not exhibit favoritism towards selective students.
12. Organization: Is organized and well prepared. (9)
1) The teacher candidate puts time and thought into arranging his or her schedule so that all
aspects of the classroom and the student teaching experience will run as smoothly as
possible.
2) The teacher candidate does not wait until the last minute to complete required tasks or
university assignments.
3) The teacher candidate can quickly and easily find and do what is needed when it is needed.
This includes the many and varied tasks that help to organize the school day and make a
classroom run smoothly such as turning in the daily attendance and lunch count slips on time.
It also includes such things as having a system to remember who must be sent to specials at
certain times on specific days.
4) The teacher candidate does not procrastinate or have excuses for why tasks and assignments
are not done.
5) Important materials are not left at home or forgotten in other places.
6) The teacher candidate’s desk and file box are arranged in an efficient and easy to access
manner.
13. Commitment to growth: Accepts constructive criticism and implements suggestions for improving
instructional performance. (9,10) [5.1, 5.2]
1) The teacher candidate listens to the advice of others and tries suggestions with an open mind.
2) The teacher candidate recognizes that the university supervisor and the cooperating teacher
are trying to make him or her a better teacher not berate or insult.
3) The teacher candidate views constructive criticism as a means of professional growth.
4) The teacher candidate views the advice of others as constructive suggestions rather than
constructive criticism.
14. Reflection: Utilizes self-assessment as a basis for professional growth. (9) [5.1]
1) The teacher candidate evaluates lessons consistently and uses what is learned to improve
future lessons.
2) The teacher candidate specifically evaluates each lesson in terms of what worked well,
adjustments that were necessary as the lesson was taught, what didn’t work well despite the
adjustments, and how what didn’t work well can be improved in the future.
3) The teacher candidate video tapes him or herself and uses these to self-evaluate teaching
strengths and weaknesses.
4) The teacher candidate collects Professional Performance Evidence and evaluates this to
determine strengths and weaknesses.
5) The teacher candidate collects and self-evaluates portfolio artifacts using the required rubrics.
6) The teacher candidate puts time and thought into the self-assessment component of the
Teaching Performances Work Sample.
15. Appearance: Is appropriately dressed and well groomed. (9)
1) Clothes are appropriate for an elementary school setting. Current fashions are evaluated and
not worn if deemed inappropriate. For example, very short skirts and tube tops are not worn
to school or school events.
2) The teacher candidate is aware of the school’s dress code and follows it.
3) The teacher candidate wears professional yet functional clothes. For example, the teacher
candidate is not so dressed up that he or she is afraid to spill paint on what is being worn.
4) The teacher candidate dresses in a professional manner. For example, clothes are not too
tight, too sloppy, too dirty, too loose etc.
5) The teacher candidate models hand washing, clean & combed hair, use of deodorant, not too
much cologne, fresh breath etc.
6) The teacher candidate participates in special dress days. For example, s/he wears clothes
backwards on Backwards Day.