Alternative Licensure
Program Handbook
2013-14
08.26.13
Dear Alternative Licensure Program Participant:
COE Mission:
We prepare teachers, leaders, and
counselors
who embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Thank you for selecting the Alternative Licensure
Program (ALP) at the University of Colorado Colorado
Springs. We are an agency designated by the Colorado
Department of Education to provide a one-year program in
secondary English, mathematics, science, social studies, and K12 Spanish.
ALP is for graduate students who have had significant
classroom experience working with adolescents in middle
and/or high school settings. Always a dynamic profession,
education is changing faster than ever. In 2010, Colorado
adopted new academic standards for students in all content
areas, and matching new assessments are under development.
In 2011, Colorado adopted new quality standards for all
teachers, and S.B 191 calls for all districts to evaluate teachers
based on these standards starting in 2013-14. Classrooms are
becoming increasingly diverse all the time, and rules and
procedures for meeting the needs of English language learners,
gifted and talented students, students with disabilities, and
students with medical concerns are changing accordingly. To
thrive in such a demanding environment, you will need
patience, perseverance, energy, ideals, flexibility, and a
fundamental affection and respect for young people. ALP
coursework and on-the-job training will fill in the rest.
This handbook is designed to provide you with the basic
information you will need for the year ahead. We recommend
that you save it in a three-ring binder, along with the edTPA
Handbook, Blackboard instructions, course syllabi, grade level
standards for your content area, and other relevant documents,
and that you refer to it often as needs arise. Do not hesitate to
contact any one of us in the Alternative Licensure Program,
either; we are here to help.
Best wishes,
Dr. Barbara Frye
Director of Teacher Education
1
Beth Cutter
ALP Senior Instructor
TABLE OF CONTENTS
Contact Information ................................................................................................................................................................ 3
ALP from May to May: A Checklist ...................................................................................................................................... 4
CDE Alternative Licensing Flowchart .................................................................................................................................... 6
Support Team Model .............................................................................................................................................................. 7
Mentor Teachers ..................................................................................................................................................................... 8
Mentor FAQs .......................................................................................................................................................................... 9
Mentor Log Sheet and Summary Form for License Renewal ............................................................................................... 10
University Supervisors – Formal Observations .................................................................................................................... 12
UCCS Dispositions Form...................................................................................................................................................... 13
Colorado Teacher Quality Standards .................................................................................................................................... 14
UCCS Observation Form ...................................................................................................................................................... 15
UCCS ALP Teacher Effectiveness Rubric ........................................................................................................................... 25
Teacher Evaluation Process Tracking Form ......................................................................................................................... 40
Goal Setting Form for Teachers ............................................................................................................................................ 41
Teacher Evaluation Worksheet ............................................................................................................................................. 45
CTQS Standards Portfolio: Evidence ................................................................................................................................... 51
CTQS Standards Portfolio: Reflections ............................................................................................................................... 52
edTPA ................................................................................................................................................................................... 53
What is edTPA? ................................................................................................................................................................ 53
What does edTPA measure? ............................................................................................................................................. 53
How is edTPA scored? ...................................................................................................................................................... 54
What does edTPA cost? .................................................................................................................................................... 55
What is the timeline for edTPA? ....................................................................................................................................... 55
How does edTPA compare to the CTQS Standards Portfolio? ......................................................................................... 55
Coding the Colorado Academic Standards ........................................................................................................................... 56
Blackboard and TaskStream ................................................................................................................................................. 57
TaskStream Guide ................................................................................................................................................................. 58
Creating a New Lesson Plan ............................................................................................................................................. 58
Entering Information into Lesson Plan Template ......................................................................................................... 59
Submitting Your Lesson Plan for REVIEW (Pre-Observation Conference) ................................................................ 61
Entering Your Reflection (Post-Observation Conference) ........................................................................................... 61
Submitting Your Lesson Plan for EVALUATION ....................................................................................................... 61
Directed Response Folios (DRFs)......................................................................................................................................... 62
Submitting Items for Evaluation ................................................................................................................................... 64
TaskStream Resources ...................................................................................................................................................... 64
Program Resources ....................................................................................................................................................... 64
TaskStream Wizards/Managers/Builders ...................................................................................................................... 65
Glossary ................................................................................................................................................................................ 66
2
Contact Information
Dr. Barbara Frye
Ms. Cindy Zomchek
Ms. Beth Cutter
Director of Teacher Education
Director of Field Experience and Outreach
University Supervisor (English)
Ms. Laura Kadlecek
University Supervisor (Mathematics)
Mr. Chuck Leggiero
University Supervisor (Science)
Ms. Barbara Toney
Dr. Stephanie Dewing
Ms. Cindy Brown
University Supervisor (Social Studies)
University Supervisor (Spanish)
Online/Distance Education Programs
(Blackboard)
UCCS College of Education
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
3
719-255-4556
bfrye@uccs.edu
719-255-4996
czomchek@uccs.edu
719-255-4184
ecutter@uccs.edu
lkadlece@uccs.edu
cleggiero@uccs.edu
719-594-6748
btoney@uccs.edu
719-255-4170
sdewing2@uccs.edu
719-255-4344
cbrown@uccs.edu
ALP from May to May: A Checklist
 Take and Pass the PLACE* or PRAXIS
http://www.cde.state.co.us/cdeprof/content_tests.htm
To apply for an Alternative Teaching License in Colorado, you are required to have completed the content
requirements in your subject or receive a passing score on the content area exam (PLACE or Praxis II).* We
recommend that you satisfy both requirements (24 hours and content area test), for a number of reasons. Colorado
rules occasionally change, other states may have more stringent requirements, and districts are looking for the most
highly qualified candidates they can find. Many districts in the Pikes Peak region automatically screen out applicants
who have not passed the content test. UCCS needs your testing data for accreditation purposes; please bring/send a
copy of all three pages of your score report to the College of Education.
*If you are seeking licensure as a Spanish teacher, it has to be the PLACE exam.
 Obtain Statement of Eligibility
https://www.colorado.gov/cde/licensing/
The Colorado Department of Education must issue you a Statement of Eligibility (SOE) prior to full participation in
an alternative program. Complete the application for your SOE online. This process requires submitting fingerprints
to the CBI (currently a very prolonged process), providing transcripts, completing an Oath and Consent Form and a
Verification of Lawful Presence, and paying fees. The Statement of Eligibility is valid for three years and may be
renewed once, but applicants must meet the licensing requirements at the time of renewal. When your SOE is issued,
please bring/send a copy to the College of Education.
 Complete UCCS Core Requirements
You must pass (B- or better) the following courses before completing the program – ideally, before starting to teach.
Course
Title
Met ()
CURR 5800-3
School, Society, and Diversity
TED 5520-3
Educational Psychology
SPED 5001-3
Intro. to Special Ed
TED 5800-3
ESL for Educators
Transfer credit for any of these core courses will count toward licensure. However, if you intend to complete your
Master’s, you will need to take one graduate elective for each transferred course.
 Complete CURR 5014 and 5016
Instructional and Classroom Management Strategies I and II are technically part of the ALP program, but you are
permitted to take them before you obtain a teaching position. If you do not take these courses prior to your first
semester of teaching, you must take them concurrently.
Course
Title
Met ()
CURR 5014
Instructional and Classroom Management Strategies I
CURR 5016
Instructional and Classroom Management Strategies II
 Obtain a Teaching Position
Once you have your SOE and have been admitted to the Alternative Licensure Program, it is your responsibility to
obtain a full-time, one-year teaching position in an accredited school prior to the start of the fall school term. Fulltime means a 100% contract in which you are assigned to teach a minimum of 51% in the approved endorsement area.
 Make a Decision for the Upcoming School Year
If you do not obtain a teaching position by August 1,
1. Check on the feasibility of making a lateral move into TELP (English, social studies, world language) or UCCS
Teach (science, math).
4
2.
Stay in ALP and continue the job hunt (your SOE is good for three years) in the hope of being hired either at the
beginning of second semester (starting in January)* or at the beginning of next school year (starting in August).
In the meantime, working as a substitute teacher (apply for a substitute license online on the CDE website) can
help you get to know various school districts and vice versa.
*We want to be supportive of candidates who may obtain midyear teaching positions, but be advised of the risks
involved. To complete an alternative licensure program, you need to teach for two semesters, so you would either
need reasonable assurance that the position would continue in the fall or you would have to find another position.
 Apply for Alternative Teaching License
https://www.colorado.gov/cde/licensing/
As soon as you obtain a full-time teaching position, apply online with the Colorado Department of Education for an
Alternative Teaching License – no later than October 1 if you start work in the fall or February 1 if you start in the
spring. As part of the process, they will ask you for a Statement of Assurance of Employment and a copy of your
teaching contract/letter of offer. Please bring/send copies of these documents in to the College of Education as well.
When you receive your Alternative Teaching License, please make sure the College of Education gets a copy.
Document
Uploaded to CDE
Provided to UCCS
Statement of Assurance of Employment
Copy of Teaching Contract
Copy of Alternative Teaching License
 Complete UCCS ALP Courses
You must pass (B- or better) the following ALP coursework.
Fall (online) (Only candidates with teaching positions may take the fall and spring resident teaching courses.)
Course
Title
Met ()
CURR 549X-3
CURR 5018-3
Secondary [Content Area] Methods
Resident Teacher Seminar in Secondary Education I
Spring (online) (Only students with resident teaching positions may take the spring resident teaching courses.)
Course
CURR 5400-3
CURR 5020-6
Title
Teaching Reading and Writing in the Content Areas
Resident Teacher Seminar in Secondary Education II
In this course you will complete your Standards Portfolio and your edTPA.
Met ()
 Apply for Initial Teaching License
https://www.colorado.gov/cde/licensing/
Upon satisfactory completion of the Alternative Licensure Program, apply online for your Initial Teaching License.
Among the documents you will need to submit are (a) official transcripts through the spring semester of your ALP
year and (b) an Approved Program Form signed by Dr. Frye.
 (Optional) Complete M.A. in Curriculum and Instruction
A Master of Arts in Curriculum and Instruction includes the coursework for ALP (listed above) and the
following additional courses:
Course
Title
Met ()
LEAD 5700-3
CURR 5090-3
Introduction to Research and Statistics
Research Project (must be taken as final course of program)
5
CDE Alternative Licensing Flowchart
Support Team Model
The Resident Teacher is officially supported by a team of three other professionals, each of whom serves a
different role.
 The SCHOOL ADMINISTRATOR (usually the principal) is responsible for supervision and evaluation
according to district policy.
 The MENTOR TEACHER provides support as a colleague.
 The UNIVERSITY SUPERVISOR monitors the Resident Teacher’s development in each of the
Colorado Teacher Quality Standards as well as his or her professional “dispositions” (responsibility,
collaboration, diversity, professional behavior, personal well-being).
Resident Teacher (RT)
School
Administrator
(SA)
Mentor
Teacher
(MT)
University
Supervisor
(US)
If you don’t know who your Mentor Teacher is, feel free to ask your principal. Your University Supervisor will
follow up to ascertain that a Mentor Teacher has been appointed for you.
Please collect contact information for all members of your support team. Your University Supervisor will ask
you for the following information:
Name
YOUR MENTOR
Position
Phone (W)
Email
Name
Phone (W)
Planning Time(s)
YOUR SCHOOL SUPERVISOR (principal or assistant principal)
Position
Email
YOUR DAILY SCHEDULE
Include time (e.g. 8:20-9:45), period title (e.g. Block 1, Period 1), and course name (e.g. English II)
Example: Period 1
7:20-8:50
British Literature
Mentor Teachers
Teaching all day in a classroom overflowing with students can be a very lonely professional experience.
New and veteran teachers alike often feel isolated and at times unsupported,
especially when implementing new curricula, standards, or assessments.
A mentor’s support and guidance is essential to the beginning teacher’s continued professional development.
Joan Boreen, Mary K. Johnson, Donna Niday and Joe Potts, Mentoring Beginning Teachers
The issue of connecting a mentor to an Alternative Licensure Program resident teacher sometimes causes
confusion. Once teachers receive their Initial Teaching Licenses, they must complete an approved induction
program within their first three years, and that induction program usually entails having a mentor. However,
you do not have an Initial Teaching License yet, so we are not talking about an induction mentor. You are
teaching on an Alternative Teaching License, and we are simply talking about a knowledgeable confidant who
can assist you as you learn the ropes of this new position. Ideally, school administration should pair you with an
experienced teacher who has demonstrated mastery of content and pedagogy, strong interpersonal skills, the
ability to work collaboratively, knowledge of adult learners, and credibility with peers and administrators.
Realistically, colleagues like that may be in short supply.
 MEET
Meet with your Mentor Teacher regularly, both formally and informally. Scheduling a
formal time to get together – for example, meeting once a week during a common
planning period, at lunch, or before or after school – may be the best way to respect
your mentor’s time and still obtain the information and guidance you need. Keep a
log of the dates, times, and information covered during your meetings.
 MODEL
Ask your Mentor Teacher if you can observe him/her in the classroom at least once
per semester. Identify specific procedures or instructional methods to watch for – for
example, the way they set up group work or introduce a new unit. In addition, ask
about other strong teachers in your school or elsewhere whose instructional skills are
worth watching.
 TEAM
If possible, try to do some team-teaching with your Mentor Teacher. Not only does
collaboration like that boost your skills and credibility, but it exemplifies professional
cooperation and exposes more students to what each of you has to offer.
 SHARE
Demonstrate commitment to improving the academic achievement of all students and
generously share your own insights, strategies, and materials.
 HAVE
CONFIDENCE
The Alternative Licensure Program is designed so that the Resident Teacher has
supervision and support from a three-person team: a University Supervisor, a School
Administrator, and a Mentor Teacher. With two of those three (the University
Supervisor and the School Administrator) having evaluative responsibilities, it is
important that the Resident Teacher have someone in a supportive role -- someone to
go to for help, advice, coaching, and insights in confidence. University Supervisors
neither expect nor want Mentor Teachers to relay every one of a Resident Teacher’s
"rookie" questions, errors or struggles. Know that you can trust your Mentor Teacher.
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Mentor FAQs
Q:
A:
Is a Mentor Teacher in the Alternative Licensure Program the same as a mentor in an induction
program?
No. You will not be eligible to participate in an Induction program until you have received your Initial
Teaching License. Since Resident Teachers have never gone through student teaching, a Mentor
Teacher in the ALP is more like a peer coach and guide to the school.
Q:
A:
How often should Resident Teachers meet with Mentors?
We recommend at least weekly. Schedule a regular time to get together – for example, every Tuesday
during a common planning period, at lunch, or before or after school. Such predictability is mutually
advantageous: The Resident Teacher can keep a running list of questions and concerns and count on a
time to get them addressed, and the Mentor is less likely to be interrupted every time an issue arises.
Q:
A:
How often should Mentors and/or School Administrators communicate with University Supervisors?
As often as necessary. Some University Supervisors call or meet with School Administrators and/or
Mentors monthly; others stay in touch by email.
Q:
A:
Who initiates meetings?
Resident Teachers are assigned to set up certain appointments; for example, an initial time for the
University Supervisor, School Administrator, Mentor and Resident Teacher to meet each other and
review each other’s procedures and expectations. We recommend the following schedule:
TIME
FRAME
First quarter
WHO
INITIATES
RT
Second quarter
US
Fourth quarter
US
As needed
Anyone
SA: School Administrator
WHO
ATTENDS
PURPOSE
General introductions
ALP program and expectations
School/district expectations
Review RT’s first semester performance
Review RT’s second semester performance
Any purpose
RT: Resident Teacher
US: University Supervisor
SA, RT, MT, US
SA, US
SA, US
Any combination
MT: Mentor Teacher
Q:
A:
Is a Mentor responsible for formal evaluations of his/her Resident Teacher?
No. The School Administrator (most likely the principal) will supervise and evaluate the Resident
Teacher according to the district’s policy for first year teachers. The University Supervisor will observe
the Resident Teacher at least three times per semester and complete evaluation reports according to
Alternative Licensure Program policies. The Mentor is most like a peer coach. To the extent that it is
mutually feasible and comfortable, a Mentor may observe a Resident Teacher’s classroom and provide
thoughtful suggestions, but the input is as a colleague, not as an evaluator.
Q:
A:
What happens if serious performance problems arise?
It is important to keep all lines of communication open. Whether a Resident Teacher experiences
performance problems at the school or in the UCCS program, the sooner all parties are aware and
informed, the better equipped they will be to address the issues.
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Mentor Log Sheet and Summary Form for License Renewal
Mentorship of an Alternative Teacher candidate is an accepted activity for license renewal (30 contact hours/2 semester hours maximum). There
are two pieces of documentation entailed: A log of contact hours (below) and a verification form (next page). Mentors should complete both
forms and submit them to the Resident Teacher’s University Supervisor or directly to the Director of Teacher Education at UCCS (1420 Austin
Bluffs Pkwy, Colorado Springs, CO 80918). The Director will sign the verification form, and it will be returned to the mentor to submit to CDE.
LOG SHEET
Mentor Name:
Mentor Address:
School Year:
Resident Teacher Name:
School:
Content Area:
DATE
ACTIVITY
NOTES
HOURS
(C or O)*
*C – Conference O - Observation
Mentor Signature
Resident Teacher Signature
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VERIFICATION OF MENTORSHIP OF ALTERNATIVE RESIDENT TEACHER
Section I
Name of Educator Requesting Credit
Street Address
City
Email
State
Zip
Date
Section II
Name of ALP Resident Teacher
Inclusive dates of supervision period
From: ______________________________________ To: ________________________________________
School
District
Signature of Educator Requesting Credit
Date
Section III
This is to verify that the licensed individual named herein has successfully mentored an Alternative Resident Teacher and is recommended for
______ semester hours of renewal credit. A maximum of one semester hour (15 contact hours) may be earned in a semester.
Signature of the Principal of the Resident Teacher’s School
Date
Signature of the Director of Teacher Education/Licensure at UCCS
Date
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University Supervisors – Formal Observations
As part of CURR 5018 (fall) and CURR 5020 (spring), your University Supervisor will conduct at least three
formal observations of your classroom teaching each semester. Your School Administrator will also conduct
formal observations according to the teacher evaluation process in your district. Although these observations
may occur simultaneously, they rarely do; it’s a challenge to coordinate schedules that precisely.
TaskStream is an important part of the clinical supervision process for three reasons:
1. It provides all Resident Teachers within the Alternative Licensure Program with a common lesson plan
template. Completing each part of this template will ensure that you have thought through all aspects of
your lesson ahead of time.
2. The lesson plan template includes Comment fields. Being able to read what you have written will help
your University Supervisor understand what you have in mind and record constructive feedback, both
before and after you teach your lesson.
3. Once uploaded to the Directed Response Folio (DRF), your lesson plan, along with your University
Supervisor’s comments and your reflections, becomes a part of the evidence that you have successfully
completed an accredited teacher licensure program.
TaskStream has several built-in help features, including online documentation, webcasts, and phone and email
support. Navigating the entire program can be challenging at first, however, so we have provided directions for
a few of the basic processes in the TaskStream Guide later in this handbook. The checklist below describes the
processes we expect with each formal observation.
Observation Checklist







BEFORE OBSERVATION
Develop lesson plan using the “University of Colorado Springs – Revised” template in TaskStream and Request
Comments at least 24 hours in advance. (Most University Supervisors prefer more notice if possible.)
Check for University Supervisor’s feedback/comments prior to observation.
Address at least these two sets of standards:
 CO – Colorado Teacher Quality Standards (2012)
 CO – Colorado P-12 Academic Standards (2012)
DAY OF OBSERVATION
Provide a hard copy of lesson plan to University Supervisor, along with seating chart and copies of any handouts or
other materials that will be used.
Debrief the lesson with University Supervisor – either in person/on site or via email or telephone.
AFTER OBSERVATION
Enter reflections in the “Author’s Comments and Reflections” field of your TaskStream lesson plan within 24 hours
after observation. Explicitly answer the following questions:
1. If I had the opportunity to teach this lesson again to the same students, what parts would I keep? Why?
2. If I had the opportunity to teach this lesson again to the same students, what parts would I change? Why?
3. Did the students learn what I intended? Were my instructional goals met? How can I be sure?
4. As I reflect on the lesson, to what extent were the students productively engaged?
5. Did I alter my goals or plans as I taught the lesson? What was the outcome?
6. Other comments, observations and self-reflections?
7. What artifacts from this lesson or observation could be included in my Standards Portfolio as evidence that I have
met the Colorado Quality Standards for Teachers?
Upload completed lesson with “Author’s Comments and Reflections” and Submit Work (for evaluation) within 24
hours after the lesson.
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UCCS Dispositions Form
Each semester, Resident Teachers are evaluated by their School Administrator and by their University
Supervisor according to the following expectations for professional behavior, or dispositions. These ratings are
recorded in TaskStream.
4 – Regularly
3 – Often
2 – Occasionally
1 – Seldom
NA – Not Applicable
Responsibility
Present and punctual for school/work.
Completes assigned work on time.
Complies with school and university procedures and rules.
Communicates with school personnel/university supervisor prior to absences, tardiness, or late assignments.
Publicly acknowledges the ideas and work of others when appropriate.
Collaboration
Actively participates and contributes positively and equitably to group projects or activities.
Respects others’ time and needs.
Demonstrates effective interpersonal skills.
Diversity
Demonstrates behavior that values the varying needs, abilities, and dispositions of others.
Solicits and gives thoughtful consideration to alternative and contradictory opinions.
Communicates effectively with others by demonstrating respect for gender, sexual orientation, and ethnic
differences.
Professional Behavior
Adheres to professional ethics (e.g., maintains confidentiality).
Discusses work issues and personal concerns at appropriate times and places.
Speaks with clarity, fluency, and few grammatical errors.
Writes with clarity, fluency, and few grammatical errors.
Exhibits positive attitudes and commitment to quality when completing work responsibilities.
Models appropriate dress relative to the context and maintains appropriate personal hygiene.
Personal Well-Being
Surmounts obstacles in positive and constructive ways.
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
Analyzes and takes responsibility for personal actions.
Accepts constructive feedback and responds positively.
Makes changes based on feedback and demonstrates ability to learn from success and failure.
Expresses concern or dissatisfaction in positive and constructive ways.
Comments:
Adapted from Teacher Candidate Self-Evaluation of Dispositions, Valdosta State University
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Revised: June, 29, 2007
Colorado Teacher Quality Standards
Your University Supervisor will be evaluating you using the Colorado Teacher Quality Standards required by S.B. 191.
Local districts are required to either use these same standards or assure the Colorado Department of Education that theirs
are equivalent; do not be concerned if your district’s standards appear somewhat different.
Teachers demonstrate mastery of and pedagogical expertise in the CONTENT they teach. The elementary
Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches
(e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge
of literacy and mathematics and is an expert in his or her content endorsement area(s).
I
Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the
individual needs of their students.
Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations,
algebra, geometry and measurement, and data analysis and probability.
Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and
specialized character of the disciplines being taught.
Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge
with new information being taught.
a.
b.
c.
d.
PROFESSIONAL PRACTICE (50%)
e.
f.
II
Teachers establish a safe, inclusive and respectful learning ENVIRONMENT for a diverse population of students.
a. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring
adults and peers.
b. Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
c. Teachers engage students as individuals with unique interests and strengths.
d. Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
e. Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families
and significant adults in the lives of their students.
f. Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention
strategies.
III
Teachers plan and deliver effective INSTRUCTION and create an environment that facilitates learning for their
students.
a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of
intellectual, social, and emotional development of their students.
b. Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and
advances students’ level of content knowledge and skills.
c. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic
needs of their students.
d. Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
e. Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and
problem solving skills.
f. Teachers provide students with opportunities to work in teams and develop leadership qualities.
g. Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to
plan further instruction.
IV
Teachers REFLECT on their practice.
a. Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.
b. Teachers link professional growth to their professional goals.
c. Teachers are able to respond to a complex, dynamic environment.
V
a.
b.
c.
d.
VI
SAG
(50%)
Teachers demonstrate LEADERSHIP.
Teachers demonstrate leadership in their schools.
Teachers contribute knowledge and skills to educational practices and the teaching profession.
Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
Teachers demonstrate high ethical standards.
Teachers take responsibility for Student Academic Growth.
a. Teachers demonstrate high levels of student learning, growth and academic achievement.
b. Teachers demonstrate high levels of Student Academic Growth in the skills necessary for postsecondary and workforce readiness,
including democratic and civic participation. Teachers demonstrate their ability to use multiple data sources and evidence to evaluate their
practice, and make adjustments where needed to continually improve attainment of Student Academic Growth.
14
UCCS Observation Form
When University Supervisors conduct formal observations, they will use the following form, which is based on
the “Resources for Gathering Observable Evidence” on CDE’s website. As part of the coaching process,
Mentor Teachers may use the same rubric or any other format they prefer.
Name:
School:
Evaluator:
Date:
District:
Title:
Element
Notes
STANDARD I: KNOW CONTENT
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in
literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts,
physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his
or her content endorsement area(s).
Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of
instruction; and the individual needs of their students.
THE TEACHER:
BASIC - Uses lesson plans that reflect:
☐ Daily review and revision.
☐ Instructional objectives appropriate for students.
☐ Explicit connections to specific learning objectives and approved curriculum.
PARTIALLY PROFICIENT - Implements lesson plans based on:
☐ Student needs.
☐ Colorado Academic Standards.
☐ District’s plan of instruction.
☐ Stated learning objectives.
PROFICIENT
☐ Collaborates with other school staff to vertically and horizontally align,
articulate, and deliver the approved curriculum.
STUDENTS:
ACCOMPLISHED
☐ Interact with the rigorous and challenging content.
☐ Perform at a level consistent with or above expectations.
a.
b.
Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ALL TEACHERS
THE TEACHER:
BASIC
☐ Demonstrates an understanding of literacy content and skills.
☐ Emphasizes literacy connections while teaching content.
PARTIALLY PROFICIENT - Makes complex reading accessible to students by:
☐ Adjusting literacy resources (text) to students’ instructional skill levels.
☐ Integrating literacy skills and knowledge into a balanced lesson.
☐ Providing content relevant to student interests.
PROFICIENT - Provide instruction that enhances students’:
☐ Critical thinking and reasoning.
☐ Information literacy.
☐ Literacy skill development.
STUDENTS:
ACCOMPLISHED - Meet or exceed expectations for:
15
Element
Notes
Oral communication.
Written communication.
Critical thinking.
Problem solving skills.
Literacy skills.
SECONDARY TEACHERS – LANGUAGE ARTS AND/OR READING
THE TEACHER:
BASIC
Teaches
and provides opportunities for students to apply literacy skills.
☐
PARTIALLY PROFICIENT - Integrates literacy sills into lessons, including:
☐ Vocabulary.
☐ Comprehension.
☐ Fluency.
☐ Writing.
☐ Speaking.
☐ Listening skills.
Engages students in instruction that is:
☐ Purposeful.
☐ Explicit.
☐ Systematic.
Provides literacy instruction that is:
☐ Needs-based.
☐ Intensive.
☐ Of sufficient duration to accelerate learning.
STUDENTS:
ACCOMPLISHED - Apply literacy skills (reading, writing, speaking, and listening):
☐ Across academic content areas.
☐ To new/unfamiliar material.
☐ To understand complex materials.
☐ While communicating during the school day.
c. Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers
and operations, algebra, geometry and measurement, and data analysis and probability.
ALL TEACHERS
THE TEACHER:
BASIC
☐ Includes relevant math concepts in discussions that do not have math as the
primary focus.
☐ Promotes and encourages students to make explicit math connections across
content.
☐
☐
☐
☐
☐
PARTIALLY PROFICIENT
Emphasizes to students why they need to learn math content and skills.
Uses instructional strategies that require students to apply and transfer
mathematical knowledge to different content areas.
PROFICIENT
☐ Emphasizes interdisciplinary connections to math.
☐ Models mathematical thinking.
STUDENTS:
ACCOMPLISHED
Share
ideas and solutions to challenging problems.
☐
☐
☐
16
Element
Use the language of math to talk about what they are doing.
ALL TEACHERS RESPONSIBLE FOR TEACHING MATH
THE TEACHER:
BASIC - Focuses math instruction beyond:
☐ Recall of facts.
☐ Development of computational skills.
☐ Math as a series of rote procedures.
Models:
☐ Appropriate mathematical communication.
☐ A variety of mathematical practices.
PARTIALLY PROFICIENT - Presents concepts:
☐ In sequence.
☐ In a manner appropriate to students’ age and grade.
Notes
☐
☐
☐
Helps students understand mathematics as a discipline.
Provides a balance of teaching for conceptual understanding and teaching for
procedural fluency.
PROFICIENT - Establishes an effective mathematics environment by:
☐ Challenging students to think deeply about the problems.
☐ Requiring students to explain their solutions.
☐ Posing questions that stimulate students’ curiosity and encouraging them to
investigate further.
☐ Actively engaging students in doing math.
☐ Using real-world examples for problems whenever possible.
STUDENTS:
ACCOMPLISHED
☐ Solve problems in a variety of ways.
☐ Demonstrate mathematical thinking by explaining their thinking to each other
and to their teacher.
☐ Recognize when they make procedural errors and take steps to correct them.
d. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
THE TEACHER:
BASIC
☐ Breaks down concepts into instructional parts and teaches each part using
appropriate, effective strategies and/or tools.
☐ Uses instructional materials that are accurate and appropriate for the lesson
being taught.
☐ Employs a variety of instructional strategies to address student needs.
PARTIALLY PROFICIENT - Provides explanations of content that are:
☐ Accurate.
☐ Clear.
☐ Concise.
☐ Comprehensive.
PROFICIENT – Engages students in:
☐ A variety of explanations and multiple representations of concepts and ideas.
☐ A variety of inquiry methods to explore new ideas and theories.
STUDENTS:
ACCOMPLISHED
Develop
a variety of explanations and multiple representations of concepts.
☐
☐ Build on the skills and knowledge learned in the classroom to engage in more
17
Element
complex concepts, ideas, and theories.
Use a variety of inquiry tools and strategies to:
☐ Learn content.
☐ Understand central concepts.
☐ Answer complex questions.
☐ Problem solve.
Notes
e.
Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
THE TEACHER:
BASIC
Emphasizes
key concepts and connects them to other powerful ideas within the
☐
content area.
☐ Connects lessons to other disciplines and/or content areas.
PARTIALLY PROFICIENT – Implements instructional strategies to ensure that instruction:
☐ Articulates content and interdisciplinary connections.
☐ Integrates literacy skills across content areas.
PROFICIENT
Clarifies
and elaborates on interdisciplinary connections for students.
☐
☐ Provides instructional strategies that include literacy numeracy, and language
development across content areas.
STUDENTS:
ACCOMPLISHED
Make connections between:
☐ Prior learning and the current lesson.
☐ Other disciplines and/or content areas and the current lesson.
☐
Employ instructional strategies that include literacy, numeracy, and language
development across the content areas.
f. Teachers make instruction and content relevant to students and take actions to connect students’ background and
contextual knowledge with new information being taught.
THE TEACHER:
BASIC
Selects instructional materials and strategies based on their:
☐ Relevance.
☐ Central contexts.
☐ Foundational evidence base.
Links lessons to students’ prior knowledge.
Encourages and provides opportunities for students to make connections to prior
learning.
PARTIALLY PROFICIENT
Delivers lessons and units and uses instructional strategies that:
☐ Help students connect to their learning by linking the current lesson with prior
knowledge, experiences, and/or cultural contexts.
☐ Provide supports that facilitate engagement.
PROFICIENT
☐ Delivers lessons and uses materials to ensure that students’ backgrounds and
contextual knowledge are considered.
☐ Provides opportunities for students to self-select tasks that accelerate their
learning.
STUDENTS:
ACCOMPLISHED
☐ Interact with materials that are relevant to them.
☐
☐
18
Element
☐ Ask questions and solve problems that are relevant to them.
☐ Make connections to prior learning to understand current content.
Comments on Standard I: Know Content
Notes
STANDARD II: ESTABLISH ENVIRONMENT
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
a. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing
relationship with caring adults and peers.
THE TEACHER:
BASIC
☐ Creates a classroom environment conducive to learning.
PARTIALLY PROFICIENT – Creates a classroom environment that features:
☐ Mutual respect.
☐ Positive relationships between and among students.
☐ Empathy for each student.
PROFICIENT
☐ Creates a classroom environment which values diverse perspectives.
☐ Establishes a nurturing and caring relationship with each student.
STUDENTS:
ACCOMPLISHED
☐ Respect their classmates and their teacher.
b.
Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community
and as a country.
THE TEACHER:
BASIC – Creates a classroom in which diversity is:
☐ Respected.
☐ Used to further student learning.
PARTIALLY PROFICIENT
Uses
instructional approaches and materials that reflect students’ backgrounds.
☐
☐ Acknowledges the value of each student’s contributions to the quality of
lessons.
☐ Is welcoming to diverse family structures.
PROFICIENT – Establishes processes that result in:
☐ A sense of community among students.
☐ Effective interactions among students.
☐ Respect for individual differences.
☐ Positive social relationships.
☐ Common goals for all students.
STUDENTS:
ACCOMPLISHED
☐ Respect the uniqueness of fellow students.
c.
Teachers engage students as individuals with unique interests and strengths.
THE TEACHER:
BASIC
☐ Implements lessons that reflect student interests.
PARTIALLY PROFICIENT
☐ Uses results of student interest inventories to design lessons and materials.
☐ Encourages students to expand and enhance their learning.
☐ Acknowledges students for their accomplishments.
PROFICIENT
☐ Asks appropriately challenging questions of all students.
19
Element
Notes
☐ Scaffolds questions.
☐ Gives wait time equitably.
☐ Ensures that all students participate in class activities.
STUDENTS:
ACCOMPLISHED
☐ Actively engage in classroom activities.
☐ Discuss content and make connections between current lesson and their
interests.
d. Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability
levels.
THE TEACHER:
BASIC
Adapts
lesson plans to address individual student needs.
☐
PARTIALLY PROFICIENT
☐ Designs instruction to address learning needs of all students.
☐ Monitors the quality of student participation and performance.
PROFICIENT
Uses
multiple strategies to teach and assess students.
☐
☐ Challenges and supports students to learn to their greatest ability.
STUDENTS:
ACCOMPLISHED
☐ Advocate for themselves.
☐ Articulate their learning needs to their teacher and/or parent.
e. Teachers provide proactive, clear and constructive feedback to families about student progress and work
collaboratively with the families and significant adults in the lives of their students.
THE TEACHER:
BASIC
☐ Establishes a classroom environment that is inviting to families and significant
adults.
PARTIALLY PROFICIENT
☐ Maintains respectful relationships with students, their families, and/or
significant adults.
STUDENTS:
ACCOMPLISHED
☐ Communicate freely and openly with teachers.
f.
Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and
appropriate intervention strategies.
THE TEACHER:
BASIC
☐ Provides clear expectations to guide student behavior.
☐ Holds students accountable for adherence to school and/or class rules.
PARTIALLY PROFICIENT
Puts
procedures in place to maximize instructional time.
☐
PROFICIENT
☐ Makes maximum use of instructional time.
☐ Maintains a safe and orderly environment.
STUDENTS:
ACCOMPLISHED
Stay
on task during class periods.
☐
☐ Work without interruption.
☐ Abide by school and class rules.
20
Element
Comments on Standard II: Establish Environment
Notes
STANDARD III: FACILITATE LEARNING
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the
appropriate levels of intellectual, social, and emotional development of their students.
THE TEACHER:
BASIC
☐ Differentiates instruction.
☐ Modifies content to assure that students are able to work at their ability levels.
PARTIALLY PROFICIENT
☐ Builds on the interrelatedness of students’ intellectual, social, and emotional
development.
PROFICIENT
Applies
knowledge of current developmental science to address student needs.
☐
STUDENTS:
ACCOMPLISHED
☐ Seek materials and resources appropriate for their personal approach to
learning.
b. Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic
standards, and advances students’ level of content knowledge and skills.
THE TEACHER:
BASIC
☐ Has explicit student outcomes in mind for each lesson.
PARTIALLY PROFICIENT
Aligns
instruction with academic standards and student assessment results.
☐
☐ Monitors instruction against student performance and makes real-time
adjustments.
☐ Assesses required skills.
PROFICIENT
☐ Encourages students to take academic risks.
☐ Makes sure students meet learning objectives while increasing mastery levels.
STUDENTS:
ACCOMPLISHED
☐ Monitor their level of engagement.
☐ Confer with the teacher to achieve learning targets.
c.
Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the
developmental and academic needs of their students.
THE TEACHER:
BASIC
☐ Incorporates evidence-based strategies into lessons.
PARTIALLY PROFICIENT
☐ Makes connections between student data and research-based practices.
PROFICIENT
☐ Individualizes instructional approach to meet unique needs of each student.
STUDENTS:
ACCOMPLISHED
☐ Embrace new and unique ways of learning as they are introduced through
research-based lessons.
d. Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student
learning.
THE TEACHER:
21
Element
BASIC
☐ Uses available technology to facilitate classroom instruction.
PARTIALLY PROFICIENT
☐ Employs strategies and procedures to ensure that all students have equitable
access to available technology.
☐ Monitors the use of available technology in the classroom.
PROFICIENT – Uses available technology to:
☐ Enhance student learning.
☐ Develop students’ knowledge and skills.
☐ Enhance creative and innovative skills.
☐ Provide engaging and motivating learning experiences.
STUDENTS:
ACCOMPLISHED
☐ Engage in virtual or face-to-face learning activities enhanced by appropriate use
of available technology.
☐ Produce creative and innovative products.
Notes
e.
Teachers establish and communicate high expectations for all students and plan instruction that helps students develop
critical-thinking and problem solving skills.
THE TEACHER:
BASIC
Has
high expectations for all students.
☐
☐ Holds students accountable for their learning.
PARTIALLY PROFICIENT
☐ Sets student expectations at a level that challenges students.
☐ Incorporates critical thinking and problem-solving skills.
PROFICIENT
☐ Challenges all students to learn to their greatest ability.
☐ Explicitly teaches higher-order thinking and problem-solving skills.
☐ Ensures that students perform at levels meeting or exceeding expectations.
STUDENTS:
ACCOMPLISHED
☐ Help set their learning objectives.
☐ Apply higher-order thinking and problem-solving skills to address challenging
issues.
f.
Teachers provide students with opportunities to work in teams and develop leadership qualities.
THE TEACHER:
BASIC
Includes
all students in individual and group activities.
☐
PARTIALLY PROFICIENT – Plans lessons that:
☐ Provide opportunities for students to participate using various roles and modes
of communication.
PROFICIENT
☐ Flexibly groups students.
☐ Adjusts team composition based on lesson objectives and student needs.
☐ Varies group size, composition, and tasks to create opportunities for students to
interact and learn from each other.
STUDENTS:
ACCOMPLISHED
Fulfill
their assigned roles within the team.
☐
☐ Assume leadership roles in their teams.
g.
Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
22
Element
Notes
THE TEACHER:
BASIC
☐ Communicates effectively with students.
PARTIALLY PROFICIENT
☐ Models effective communication skills.
☐ Encourages students to communicate effectively.
PROFICIENT
☐ Teaches students to be effective communicators.
☐ Provides opportunities for students to practice communication skills.
STUDENTS:
ACCOMPLISHED
Apply
effective written and oral communication skills in their work.
☐
h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments,
and use results to plan further instruction.
THE TEACHER:
BASIC
☐ Involves students in monitoring their learning.
☐ Assesses learning outcomes appropriately.
PROFICIENT
☐ Uses a variety of assessment methods.
☐ Provides actionable, timely, specific and individualized feedback about the
quality of student work.
☐ Teaches students to use feedback to improve their learning.
STUDENTS:
ACCOMPLISHED
Self-assess
on a variety of skills and concepts.
☐
☐ Articulate their personal strengths and needs based on self-assessment.
☐ Effectively use formal and informal feedback to monitor their learning.
Comments on Standard III: Facilitate Learning
STANDARD V: DEMONSTRATE LEADERSHIP
Teachers demonstrate leadership.
d. Teachers demonstrate high ethical standards.
THE TEACHER:
PARTIALLY PROFICIENT
☐ Models ethical behavior, including honesty, integrity, fair treatment, and respect
for others.
ACCOMPLISHED
☐ Helps students understand the importance of ethical behavior as an individual
and member of society.
Comments on Standard V: Demonstrate Leadership
General Comments (Strengths and Next Steps):
____________________________________________________________________
23
__________________________________
Element
Teacher Signature
Notes
Date
____________________________________________________________________
Supervisor Signature
__________________________________
Date
24
UCCS ALP Teacher Effectiveness Rubric
The Colorado Department of Education has been refining a model evaluation system for evaluating Colorado teachers. The latest version of
CDE’s Teacher Effectiveness rubric can always be found online at http://www.cde.state.co.us/educatoreffectiveness/statemodelevaluationsystem
UCCS will be using the rubric below. Almost identical to CDE’s model, it attempts to describe and define levels of performance on each element
of the Colorado Teacher Quality Standards. Whether you teach in a district that uses CDE’s exact model or not, 2013-2014 will be a year of
transition in terms of teacher evaluation. Thank you in advance for the flexibility it may take for you to absorb two different evaluation formats.
As you will see, some professional practices are not observable during a formal classroom observation. Nevertheless, Resident Teachers are
accountable for demonstrating proficiency in all professional practices. That is where the Standards Portfolio comes in. Over the course of your
“ALP year,” you must accumulate evidence that you have met each element of the Colorado Teacher Quality Standards. Often, that will take
more than one artifact per element. Please see the “Standards Portfolio Evidence” section for suggestions about what to include in your portfolio.
Alternative Licensure Program
Teacher Effectiveness Rubric
The UCCS Alternative Licensure Program partners with school districts throughout Colorado, each of which may
use a different adaptatation of S.B. 191’s rules for Educator Effectiveness. This rubric is based on the August 2013
version of the Colorado Department of Education’s Model Evaluation System.
STATEWIDE DEFINITION OF EFFECTIVENESS
Effective teachers in the state of Colorado have the knowledge, skills, and commitments that ensure equitable
learning opportunities and growth for all students. They strive to close achievement gaps and to prepare diverse
student populations for postsecondary success. Effective teachers facilitate mastery of content and skill development,
and identify and employ appropriate strategies for students who are not achieving mastery. They also develop in
students the skills, interests and abilities necessary to be lifelong learners, as well as skills needed for democratic and
civic participation. Effective teachers communicate high expectations to students and their families and find ways to
engage them in a mutually supportive teaching and learning environment. Because effective teachers understand that
the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in
collaboration, continuous reflection, on-going learning and leadership within the profession.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
25
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is
knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher
has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Basic
Element a:
Proficient
(Meets State Standard)
Accomplished
Exemplary
Teachers provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of
instruction; and the individual needs of their students.
The teacher candidate:
Uses lesson plans that reflect:
 Daily review and revision.
 Instructional objectives
appropriate for students.
 Linkages to specific learning
objectives and approved
curriculum.
Element b:
Partially Proficient
. . . and
The teacher candidate:
Implements lesson plans based
on:
 Student needs.
 Colorado Academic
Standards.
 District’s plan of instruction.
 Learning objectives.
. . . and
The teacher candidate:
 Collaborates with other school
staff to vertically and
horizontally articulate the
curriculum.
. . . and
Students:
 Interact with the rigorous and
challenging content.
 Perform at a level consistent
with or above that expected of
students at their ability level.
. . . and
Students:
 Discuss strengths and next
steps regarding their learning
with their teacher.
Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
The teacher candidate:
 Demonstrates an
understanding of literacy
content and skills.
 Emphasizes literacy
connections while teaching
content.
The teacher candidate:
 Teaches and provides
opportunities for students to
apply literacy skills.
This section describes professional practices that should be demonstrated by
ALL TEACHERS, regardless of grade level or subject taught.
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
Students:
Makes complex reading
Provides instruction that
Meet or exceed expectations for:
accessible to students by:
enhances students’:
 Oral communication.
 Adjusting content to students’
 Critical thinking and
 Written communication.
skill levels.
reasoning.
 Critical thinking.
 Information literacy.
 Problem solving skills.
 Integrating literacy skills and
 Literacy skill development.
 Literacy skills.
knowledge into lessons.
 Providing relevant content that
addresses students’ interests.
This section describes professional practices that should be demonstrated by
SECONDARY TEACHERS responsible for teaching English, language arts and/or reading.
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
Students:
Integrates literacy skills into
Provides instruction that is:
Apply literacy skills (reading,
lessons, including:
 Needs-based.
writing, speaking, and listening):
 Vocabulary.
 Intensive.
 Across academic content
 Comprehension.
 Of sufficient duration to
areas.
 Fluency.
accelerate learning.
 To new/unfamiliar material.
 Writing.
 To understand complex
 Speaking
materials.
 Listening skills.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
26
. . . and
Students:
Apply literacy skills:
 Across academic content
areas.
 To understand complex
materials.
. . . and
Students:
Exceed teacher’s expectations for
students of their age, grade,
and/or ability level in:
 Reading.
 Writing.
 Speaking.
 Listening.
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is
knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher
has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State Standard)
Exemplary
 While communicating during
unstructured time.
 Outside the classroom.
Engages students in instruction
that is:
 Purposeful.
 Explicit.
 Systematic.
Element c:
Accomplished
Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and
operations, algebra, geometry and measurement, and data analysis and probability.
The teacher candidate:
 Includes relevant math
concepts in discussions that do
not have math as the primary
focus.
 Promotes and encourages
students to make explicit math
connections across content.
The teacher candidate:
Focuses math instruction beyond:
 Recall of facts.
 Development of computational
skills.
 Math as a series of rote
procedures.
Models:
 Appropriate mathematical
communication.
 A variety of mathematical
practices.
This section describes professional practices that should be demonstrated by
ALL TEACHERS.
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
Students:
 Emphasizes to students why
 Emphasizes interdisciplinary
 Share ideas and solutions to
they need to learn math
connections to math.
challenging problems.
content and skills.
 Models mathematical
 Use the language of math to
 Uses instructional strategies
thinking.
talk about what they are doing.
that require students to apply
and transfer mathematical
knowledge to different content
areas.
This section describes professional practices that should be demonstrated by
Teachers responsible for teaching math.
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
Students:
Presents topics
Establishes an effective
 Solve problems in a variety of
 In sequence.
mathematics environment by:
ways.
 Challenging students to think
 Demonstrate mathematical
 In a manner appropriate to
deeply about the problems.
thinking by explaining their
students’ age and grade.
 Requiring students to explain
thinking to each other and to
their solutions.
their teacher.
 Helps students understand
 Posing questions that stimulate
mathematics as a discipline.
students’ curiosity and
 Provides a balance of teaching
encourage them to investigate
for conceptual understanding
further.
and teaching for procedural
 Actively engaging students in
fluency.
doing math.
 Using real-world examples for
problems whenever possible.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
27
. . . and
Students:
 Interpret mathematical
information in ways that
make it relevant to their
learning.
. . . and
Students:
 Recognize when they make
procedural errors and take
steps to correct them.
 Expand their learning by using
mathematical concepts in
subjects other than math.
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is
knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher
has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Basic
Element d:
Partially Proficient
Proficient
(Meets State Standard)
Exemplary
Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional
practices and specialized character of the disciplines being taught.
The teacher candidate:
 Breaks down concepts and
teaches each part using
appropriate, effective
strategies and/or tools.
 Uses instructional materials
that are accurate and
appropriate for the lesson
being taught.
. . . and
The teacher candidate:
Provides explanations of content
that are:
 Accurate.
 Clear.
 Concise.
 Comprehensive
. . . and
The teacher candidate:
Engages students in:
 A variety of explanations and
multiple representations of
concepts and ideas.
 A variety of inquiry methods
to explore new ideas and
theories.
 Employs a variety of
instructional strategies to
address student needs.
Element e:
. . . and
Students:
 Develop a variety of
explanations and multiple
representations of concepts.
 Build on the skills and
knowledge learned in the
classroom to engage in more
complex concepts, ideas, and
theories.
Use a variety of inquiry tools and
strategies to:
 Learn content.
 Understand central concepts.
 Answer complex questions.
 Problem solve.
. . . and
Students
Routinely:
 Choose challenging tasks and
instructional materials.
 Apply newly learned content
skills to unique situations and
different disciplines.
 Discuss ideas and content that
are intellectually challenging
to them.
Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
The teacher candidate:
 Highlights key concepts and
connects them to other
powerful ideas.
 Connects lessons to other
disciplines and/or content
areas.
Element f:
Accomplished
. . . and
The teacher candidate:
Implements instructional
strategies to ensure that
instruction:
 Articulates content and
interdisciplinary connections.
 Integrates literacy skills across
content areas.
. . . and
The teacher candidate:
 Carefully and elaborates on
interdisciplinary connections
for students.
 Provides instructional
strategies that include literacy,
numeracy, and language
development across content
areas.
. . . and
Students:
Make connections between:
 Prior learning and the current
lesson.
 Other disciplines and/or
content areas and the current
lesson.
 Employ instructional strategies
that include literacy,
numeracy, and language
development across content
areas.
. . . and
Students:
 Accelerate their learning by
elaborating on current lesson
with connections to prior
lessons within the content area
and/or with other disciplines.
Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual
knowledge with new information being taught.
The teacher candidate:
Selects instructional materials
. . . and
The teacher candidate:
Delivers lessons and units and uses
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
The teacher candidate:
 Delivers lessons and uses
28
. . . and
Students:
 Interact with materials that
. . . and
Students:
 Select tasks that demonstrate
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is
knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher
has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Basic
and strategies based on their:
 Relevance.
 Central contexts.
 Foundational evidence base.
 Links lessons to students’
prior knowledge.
 Encourages and provides
opportunities for students to
make connections to prior
learning.
Partially Proficient
instructional strategies that:
 Help students connect to their
learning by linking curriculum
with prior knowledge,
experiences, and/or cultural
contexts.
 Provides supports that facilitate
engagement.
Proficient
(Meets State Standard)
materials to ensure that
students’ backgrounds and
contextual knowledge are
considered.
 Provides opportunities for
students to self-select tasks
that accelerate their learning.
Examples of Artifacts that may be used to provide evidence of performance:
 Student achievement data
 Student feedback
 Parent feedback
 Lesson plans/units of study
 Feedback from observations
 Instructional activities schedules
 Student journals/learning logs
 Student work
 Reading guides, writing assignments, annotated bibliographies, etc.



 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
Accomplished
Exemplary
are relevant to them.
 Ask questions and solve
problems that are relevant to
them.
transfer of knowledge to other
theories, ideas, and/or content.
 Make connections to prior
learning to understand
current content.
Evidence of performance provided by artifact:
29
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Basic
Element a:
conducive to learning.
Accomplished
Exemplary
. . . and
The Teacher Candidate:
Creates a classroom environment
that features:
 Mutual respect.
 Positive relationships between
and among students.
 Empathy for each student.
. . . and
The teacher candidate:
 Creates a classroom
environment which values
diverse perspectives.
 Establishes a nurturing and
caring relationship with each
student.
. . . and
Students:
 Respect their classmates and
teacher(s).
. . . and
Students:
 Engage in respectful and
open dialogue with each
other and their teacher.
Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as
a country.
The teacher candidate:
Creates a classroom environment
in which diversity is:
 Respected.
 Used to further student
learning.
Element c:
Proficient
(Meets State Standard)
Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing
relationship with caring adults and peers.
The teacher candidate:
 Creates a classroom environment
Element b:
Partially Proficient
. . . and
The teacher candidate:
 Uses instructional approaches
and materials that reflect
students’ backgrounds.
 Acknowledges the value of
each student’s contributions to
the quality of lessons.
 Is welcoming to diverse family
structures.
. . . and
The teacher candidate:
Establishes processes that result
in:
 A sense of community among
students.
 Effective interactions among
students.
 Respect for individual
differences.
 Positive social relationships.
 Common goals for all
students.
. . . and
Students:
 Respect the backgrounds of
fellow students.
. . . and
Students:
 Actively seek a variety of
perspectives to complete
group assignments.
. . . and
Students:
 Actively engage in classroom
activities.
 Discuss content and make
connections between current
lesson and their interests.
. . . and
Students:
 Encourage fellow students to
participate and challenge
themselves.
 Actively engage in
collaborative learning and
group processes.
Teachers engage students as individuals with unique interests and strengths.
The teacher candidate:
 Implements lessons that reflect
student interests.
. . . and
The teacher candidate:
 Uses results of student interest
inventories to design lessons
and materials.
 Encourages students to expand
and enhance their learning.
 Acknowledges students for
their accomplishments.
. . . and
The teacher candidate:
 Asks appropriately
challenging questions of all
students.
 Scaffolds questions.
 Gives wait time equitably.
 Ensures that all students
participate in class activities.
.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
30
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
The teacher candidate:
 Adapts lesson plans to address
individual student needs.
 Implements recommendations
made by specialists and
colleagues to address student
needs.
. . . and
The teacher candidate:
 Designs instruction to address
specific learning needs of all
students.
. . . and
The teacher candidate:
 Solicits input from colleagues
and specialists to understand
students’ learning needs.
 Monitors the quality of student
participation and performance.
 Uses multiple strategies to
teach and assess students.
. . . and
Students:
 Advocate for themselves.
 Articulate their learning needs
to their teacher and/or parent.
Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with
the families and significant adults in the lives of their students.
The teacher candidate:
 Establishes a classroom
environment that is inviting to
families and significant adults.
. . . and
The teacher candidate:
 Maintains appropriate and
respectful relationships with
students, their families, and/or
significant adults.
 Uses a variety of methods to
initiate communication with
families and significant adults.
Element f:
 Share coping strategies with
fellow students.
 Help fellow classmates by
offering support.
 Challenges and supports all
students to learn to their
greatest ability.
Element e:
. . . and
Students:
 Apply coping skills to
classroom situations.
. . . and
The teacher candidate:
 Provides clear and accurate
feedback to parents regarding
student needs and progress.
 Coordinates flow of
information between families
and colleagues who provide
student services.
. . . and
Students:
 Communicate freely and
openly with teachers.
Families and Significant
Adults:
 Discuss student performance
with the teacher.
 Participate in school-based
activities.
. . . and
Families and Significant
Adults:
 Partner with the teacher to find
resources and services to
support student strengths and
address next steps for learning.
Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate
intervention strategies.
The teacher candidate:
 Provides clear expectations to
guide student classroom
behavior.
 Holds students accountable for
adherence to school and/or
class rules.
The teacher candidate:
 Puts procedures in place to
avoid interruption to
instructional time.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
The teacher candidate:
 Makes maximum use of
instructional time.
 Maintains a safe and orderly
environment.
31
. . . and
Students:
 Stay on task during class
periods.
 Avoid interruptions to their
work.
 Abide by school and class
rules.
. . . and
Students:
 Accept responsibility for their
behavior and use of time.
 Help other students stay on
task.
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Examples of Artifacts that may be used to provide evidence of performance:
 Student achievement data
 Student feedback
 Parent feedback
 Lesson plans/units of study
 Feedback from observations
 Instructional activities schedules
 Student journals/learning logs
 Student work
 Samples of collaboration with RtI team
 Documentation of referral data and use of IEPs
 Behavior management plans
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
Evidence of performance provided by artifact:
32
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Element a:
Partially Proficient
Accomplished
Exemplary
Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the
appropriate levels of intellectual, social, and emotional development of their students.
The teacher candidate:
 Differentiates instruction.
 Modifies content to assure that
students are able to work at
their ability levels.
. . . and
The teacher candidate:
 Studies recent/current research
to expand personal knowledge
of how students learn.
 Builds on the interrelatedness
of students’ intellectual,
social, and emotional
development.
Element b:
Proficient
(Meets State Standard)
. . . and
The teacher candidate:
 Applies knowledge of current
developmental science to
address student needs.
. . . and
Students:
 Seek materials and resources
appropriate for their personal
approach to learning.
. . . and
Students:
Seek to understand:
 How they learn best.
 Where their time and efforts
are best used.
 Collaborates with colleagues
with experience in
developmental science to
improve the quality of lessons.
Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic
standards, and advances students’ level of content knowledge and skills.
The teacher candidate:
 Uses assessment results to
guide adjustments to
instruction.
 Has explicit student outcomes
in mind for each lesson.
. . . and
The teacher candidate:
 Aligns instruction with
academic standards and
student assessment results.
 Monitors instruction against
student performance and
makes real-time adjustments.
. . . and
The teacher candidate:
 Encourages students to take
academic risks.
. . . and
Students:
 Monitor their level of
engagement.
 Makes sure students meet
learning objectives while
increasing mastery levels.
 Confer with the teacher to
achieve learning targets.
. . . and
Students:
Initiate activities to:
 Address their learning
strengths and next steps.
 Take academic risks.
 Assesses required skills.
Element c:
Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and
academic needs of their students.
The teacher candidate:
 Incorporates evidencebased strategies into
lessons.
. . . and
The teacher candidate:
 Makes connections between
student data and researchbased practices.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
The teacher candidate:
 Individualizes instructional
approach to meet unique
needs of each student.
33
. . . and
Students:
 Embrace new and unique
ways of learning as they are
introduced through
research-based lessons.
. . . and
Students:
 Apply skills and knowledge
learned in the classroom.
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
The teacher candidate:
 Uses available technology to
facilitate classroom
instruction.
Element e:
. . . and
The teacher candidate:
Uses available technology to:
 Enhance student learning.
 Develop students’ knowledge
and skills.
 Enhance creative and
innovative skills.
 Provide engaging and
motivating learning
experiences.
. . . and
Students:
 Engage in virtual or face-toface learning activities
enhanced by appropriate use
of available technology.
 Produce creative and
innovative products.
. . . and
Students:
Use available technology to:
 Accelerate their learning.
 Apply team building and
networking skills.
 Deepen critical thinking skills.
 Communicate effectively.
Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical
thinking and problem solving skills.
The teacher candidate:
 Has high expectations for all
students.
 Holds students accountable for
their learning.
Element f:
. . . and
The teacher candidate:
 Employs strategies and
procedures to ensure that all
students have equal and
appropriate access to available
technology.
 Monitors the use of available
technology in the classroom.
. . . and
The teacher candidate:
 Sets student expectations at a
level that challenges students.
 Incorporates critical thinking
and problem-solving skills.
. . . and
The teacher candidate:
 Challenges all students to
learn to their greatest ability.
 Explicitly teaches higher-order
thinking and problem-solving
skills.
 Ensures that students perform
at levels meeting or exceeding
expectations.
. . . and
Students:
 Help set their learning
objectives.
 Apply higher-order thinking
and problem-solving skills to
address challenging issues.
. . . and
Students:
 Monitor their progress toward
achieving teacher’s high
expectations.
 Seek opportunities to test their
problem-solving and higherorder skills.
Teachers provide students with opportunities to work in teams and develop leadership qualities.
The teacher candidate:
 Includes all students in
individual and group activities.
The Teacher Candidate plans
lessons that:
 Provide opportunities for
students to participate using
various roles and modes of
communication.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
The teacher candidate:
 Flexibly groups students.
 Adjusts team composition
based on lesson objectives and
student needs.
 Varies group size,
composition, and tasks to
create opportunities for
students to interact and learn
from each other.
34
. . . and
Students:
 Accept and fulfill their
assigned roles within the team.
 Assume leadership roles in
their teams.
. . . and
Students:
 Utilize group processes to
build trust and promote
effective interactions among
team members.
 Participate in teams in ways
that build trust and ownership
of ideas among team
members.
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Element g:
Proficient
(Meets State Standard)
Accomplished
Exemplary
Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
The teacher candidate:
 Communicates effectively
with students.
Element h:
Partially Proficient
. . . and
The teacher candidate:
 Models effective
communication skills.
 Encourages students to
communicate effectively.
. . . and
The teacher candidate:
 Teaches students to be
effective communicators.
 Provides opportunities for
students to practice
communication skills.
. . . and
Students:
 Apply effective written and
oral communication skills in
their work.
. . . and
Students:
 Use academic language in
spoken and written work.
Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and
use results to plan further instruction.
The teacher candidate:
 Provides actionable feedback
to students, families, and
significant adults.
. . . and
The teacher candidate:
. . . and
The teacher candidate:
. . . and
Students:
 Implements appropriate
strategies for assigning grades.
 Uses a variety of assessment
methods.
 Self-assess on a variety of
skills and concepts.
 Involves students in
monitoring their learning.
 Evaluates student performance
based on multiple measures.
 Assesses learning outcomes
appropriately.
 Includes documentation of
student progress toward
mastery of state content
standards in assessment plans.
 Provides actionable, timely,
specific and individualized
feedback about the quality of
student work.
 Articulate their personal
strengths and needs based on
self-assessment.
 Teaches students to use
feedback in their learning.
Examples of Artifacts that may be used to provide evidence of performance:
 Student achievement data
 Student feedback
 Parent feedback
 Lesson plans/units of study
 Feedback from observations
 Student work
 Instructional activities schedules
 Samples of collaboration with RtI team
 Anecdotal records
 Formative and summative assessments of student work
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
Students assume ownership for:
 Evaluating and monitoring
their progress.
 Setting learning goals.
 Compiling portfolios of their
work.
 Effectively use formal and
informal feedback to monitor
their learning.
 Applying Teacher feedback to
improve performance and
accelerate their learning.
Evidence of performance provided by artifact:
35
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD IV
Teachers reflect on their practice.
Basic
Element a:
Uses data to:
 Support student learning.
 Inform practice.
Accomplished
Exemplary
. . . and
The teacher candidate:
 Collects multiple examples of
student work to determine
student progress over time.
. . . and
The teacher candidate:
Applies knowledge of student
learning, development, and
growth to the development of:
 Lesson plans
 Instructional strategies
. . . and
The teacher candidate:
Develops student learning plans
based on:
 Multiple examples of student
work.
 Other data points.
 Information gathered from
students, families, and
colleagues.
. . . and
The teacher candidate:
 Monitors and evaluates
personal behavioral changes to
determine what works for
students.
. . . and
The teacher candidate:
 Implements new and different
instructional strategies based
on current research and district
initiatives.
 Adapts teaching skills to meet
student needs.
. . . and
The teacher candidate:
 Develops and follows a longterm professional development
plan.
. . . and
The teacher candidate:
 Serves as a critical friend for
colleagues, both providing and
receiving feedback on
performance.
. . . and
The teacher candidate:
 Strengthens teaching practice
by adapting instructional
practices based on colleague
feedback and other types of
performance data.
Teachers link professional growth to their professional goals.
The teacher candidate:
 Implements performance
feedback from supervisor
and/or colleagues to improve
practice.
Actively engages in professional
development focused on:
 Addressing student needs.
 School and district initiatives.
 Meeting professional goals.
Element c:
Proficient
(Meets State Standard)
Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.
The teacher candidate:
 Collects and analyzes student
data to inform instruction.
Element b:
Partially Proficient
. . . and
The teacher candidate:
Engages in professional
development activities based on:
 Likelihood of having a
positive impact on student
learning.
 Alignment with Colorado
Academic Standards and
school and district initiatives.
 Current research.
 Student needs.
. . . and
The teacher candidate:
 Advocates for professional
development that is evidence
based and targeted toward
improving student outcomes.
 Applies knowledge and skills
learned through professional
development to professional
practice.
Teachers are able to respond to a complex, dynamic environment.
The teacher candidate:
Collaborates with colleagues to:
 Implement new ideas to
improve teaching and learning.
 Support struggling students.
 Contribute to campus goals.
. . . and
The teacher candidate:
 Maintains a positive,
productive and respectful
relationship with colleagues.
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
The teacher candidate
 Initiates and leads
collaborative activities with
colleagues to:
 Analyze student data and
interpret results.
 Apply findings to improve
teaching practice.
 Support struggling and/or
advanced/ above grade level
students.
36
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD IV
Teachers reflect on their practice.
Examples of Artifacts that may be used to provide evidence of performance:
 Self-reflection templates
 Lesson plans/units of study
 Assessment plans
 Data analysis record
 Responses to feedback
 Samples of student work
 Professional growth plans
 Anecdotal records
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
Evidence of performance provided by artifact:
37
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD V
Teachers demonstrate leadership.
Basic
Element a:
Partially Proficient
Proficient
(Meets State Standard)
 Works collaboratively for the
benefit of students and
families.
. . . and
The teacher candidate:
 Contributes to school
committees and teams.
. . . and
The teacher candidate:
 Collaborates with schoolbased teams to leverage the
skills and knowledge of
colleagues.
 Supports school goals and
initiatives.
 Confers with school
administrators to improve
teacher working and student
learning conditions.
. . . and
The teacher candidate
initiates and leads
collaborative activities that:
 Partner with families to
coordinate learning
between home and school.
 Share ideas to improve
teaching and learning.
 Support struggling
students.
. . . and
The teacher candidate:
Collaborates with colleagues to:
 Support student growth and
development.
 Provide input into policies and
procedures that affect school
climate and student learning.
 Partner with families.
. . . and
The teacher candidate:
 Leads professional growth and
development activities
whenever possible.
. . . and
The teacher candidate:
 Participates in district wide
decision making processes that
impact the school community,
including families.
. . . and
The teacher candidate:
 Advocates for the
inclusion of teachers and
families in education and
government decisionmaking processes.
Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
The teacher candidate:
 Partners with every family to
support student success.
Element d:
. . . and
The teacher candidate:
 Shares lessons learned with
colleagues.
Teachers contribute knowledge and skills to educational practices and the teaching profession.
The teacher candidate:
 Shares expertise with
colleagues.
 Supports the work of
colleagues.
 Actively participates in
activities designed to improve
policies and procedures that
affect school climate and
student learning.
Element c:
Exemplary
Teachers demonstrate leadership in their schools.
The teacher candidate:
 Participates in school activities
expected of all teachers.
Element b:
Accomplished
. . . and
The teacher candidate:
 Discusses potential revisions to
policies and procedures with
administrators to better address
student, family, and school
needs.
. . . and
The teacher candidate:
 Contributes to in school and/or
district committees to advocate
for students.
. . . and
The teacher candidate:
 Advocates for students and the
school to external agencies and
groups.
. . . and
The teacher candidate:
 Collaborates with
professional,
governmental, and/or
community agencies to
advocate for curricular,
school, and instructional
improvements.
. . . and
The teacher candidate:
 Helps students understand the
importance of ethical behavior
as an individual and member
. . . and
Students:
Demonstrate:
 Honesty.
Teachers demonstrate high ethical standards.
The teacher candidate:
 Maintains confidentiality of
student records as required by
. . . and
The teacher candidate:
 Models ethical behavior,
including honesty, integrity,
fair treatment, and respect for
 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
. . . and
The teacher candidate:
 Maintains confidentiality of
student and fellow teacher
interactions as well as student
38
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER QUALITY STANDARD V
Teachers demonstrate leadership.
Basic
law.
Partially Proficient
others.
Proficient
(Meets State Standard)
data.
Accomplished
of society.
Exemplary
 Respect for others.
 Adheres to standards of
professional practice.
Examples of Artifacts that may be used to provide evidence of performance:
 Documentation of service on teams, task forces, and committees
 Notes from parent and community meetings
 Records of advocacy activities



 Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
Evidence of performance provided by artifact:
39
UCCS ALP Teacher Effectiveness Rubric 08.13
TEACHER EVALUATION PROCESS: FORMS
Teacher Evaluation Process Tracking Form
The tracking form below is from CDE’s User’s Guide for the State Model Educator Evaluation System. At your school, you may be asked to complete something
similar. Use this page to keep track of steps in the process.
NAME
POSITION/TITLE
SCHOOL
GRADE LEVEL(S)
SCHOOL ADMINISTRATOR
ACTIVITY
DATE COMPLETED
UNIVERSITY SUPERVISOR
TEACHER SIGNATURE
Training
Orientation
Self-Assessment
Review of Annual
Goals and
Performance Plan
Mid-Year Review
Evaluator Assessment
End-of-Year Review
Final Ratings
Goal-Setting and
Performance Planning
40
EVALUATOR SIGNATURE
COMMENTS
TEACHER EVALUATION PROCESS: FORMS
Goal Setting Form for Teachers
The goal-setting form below is from CDE’s User’s Guide for the State Model Educator Evaluation System. At your school, you may be asked to complete
something similar. Use this page to record your goals, action steps, anticipated outcomes, evidence, and timeline.
Evidence of
QUALITY
Goal(s) for
Action steps to
Anticipated
ELEMENT AND STANDARD
Achievement of
Timeline
STANDARD
Standard
address goals
outcome(s)
Outcome(s)
I.
A. Provides instruction that is aligned with
TEACHERS
the Colorado Academic Standards; their
District’s organized plan of instruction;
DEMONSTRATE
and the individual needs of their
MASTERY OF
students.
AND
PEDAGOGICAL
EXPERTISE IN
B. Demonstrates knowledge of student
THE CONTENT
literacy development in reading, writing,
speaking and listening.
THEY TEACH
C. Demonstrates knowledge of
mathematics and understand how to
promote student development in
numbers and operations, algebra,
geometry and measurement, and data
analysis and probability.
D. Demonstrates knowledge of the content,
central concepts, tools of inquiry,
appropriate evidence-based instructional
practices and specialized character of the
disciplines being taught.
E. Develops lessons that reflect the
interconnectedness of content
areas/disciplines.
F. Makes instruction and content relevant
to students and takes actions to connect
students’ background and contextual
knowledge with new information being
taught.
Overall Rating for Standard I
41
TEACHER EVALUATION PROCESS: FORMS
QUALITY
STANDARD
II.
TEACHERS
ESTABLISH A
SAFE,
INCLUSIVE AND
RESPECTFUL
LEARNING
ENVIRONMENT
FOR DIVERSE
POPULATION OF
STUDENTS
ELEMENT AND STANDARD
Goal(s) for
Standard
Action steps to
address goals
A. Fosters a predictable learning
environment in the classroom in which
each student has a positive, nurturing
relationship with caring adults and peers.
B. Demonstrates a commitment to and
respect for diversity, while working
toward common goals as a community
and as a country.
C. Engages students as individuals with
unique interests and strengths.
D. Adapts teaching for the benefit of all
students, including those with special
needs across a range of ability levels.
E. Provides proactive, clear and
constructive feedback to families about
student progress and works
collaboratively with the families and
significant adults in the lives of their
students.
F. Creates a learning environment
characterized by acceptable student
behavior, efficient use of time, and
appropriate intervention strategies.
Overall Rating for Standard II
42
Anticipated
outcome(s)
Evidence of
Achievement of
Outcome(s)
Timeline
TEACHER EVALUATION PROCESS: FORMS
QUALITY
STANDARD
III.
TEACHERS PLAN
AND DELIVER
EFFECTIVE
INSTRUCTION
AND CREATE AN
ENVIRONMENT
THAT
FACILITATES
LEARNING FOR
THEIR
STUDENTS.
ELEMENT AND STANDARD
Goal(s) for
Standard
Action steps to
address goals
A. Demonstrates knowledge of current
developmental science, the ways in
which learning takes place, and the
appropriate levels of intellectual, social,
and emotional development of their
students.
B. Plans and consistently delivers
instruction that draws on results of
student assessments, is aligned to
academic standards, and advances
students’ level of content knowledge and
skills.
C. Demonstrate as rich knowledge of
current research on effective
instructional practices to meet the
developmental and academic needs of
students.
D. Thoughtfully integrates and utilizes
appropriate available technology in their
instruction to maximize student learning.
E. Establishes and communicates high
expectations for all students and plan
instruction that helps students develop
critical-thinking and problem solving
skills.
F. Provides students with opportunities to
work in teams and develop leadership
qualities.
G. Communicates effectively, making
learning objectives clear and providing
appropriate models of language.
H. Uses appropriate methods to assess what
each student has learned, including
formal and informal assessments, and
use results to plan further instruction.
Overall Rating for Standard III
43
Anticipated
outcome(s)
Evidence of
Achievement of
Outcome(s)
Timeline
TEACHER EVALUATION PROCESS: FORMS
QUALITY
STANDARD
IV.
TEACHERS
REFLECT ON
THEIR
PRACTICE.
ELEMENT AND STANDARD
Goal(s) for
Standard
Action steps to
address goals
A. Demonstrates that he/she analyzes
student learning, development and
growth and applies what he/she learns to
improve practice.
B. Links professional growth to
professional goals.
C. Is able to respond to a complex, dynamic
environment.
Overall Rating for Standard IV
V.
TEACHERS
DEMONSTRATE
LEADERSHIP.
A. Demonstrates leadership in the school.
B. Contributes knowledge and skills to
educational practices and the teaching
profession.
C. Advocates for schools and students,
partnering with students, families and
communities as appropriate.
D. Demonstrates high ethical standards.
Overall Rating for Standard V
44
Anticipated
outcome(s)
Evidence of
Achievement of
Outcome(s)
Timeline
TEACHER EVALUATION PROCESS: FORMS
Teacher Evaluation Worksheet
The evaluation worksheet below is from CDE’s User’s Guide for the State Model Educator Evaluation System. It should be completed by the evaluator prior to
the final evaluation and goal-setting meeting held each spring. The teacher candidate and evaluator should discuss the contents of this form, the accompanying
Summary Evaluation sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for improvement,
resources needed to accomplish those actions, and a determination of how the teacher and evaluator will know improvements have been made.
Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and
mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The
secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
B
PP P
A
E
A.Provides instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the
individual needs of their students.
B. Demonstrates knowledge of student literacy development in reading, writing, speaking and listening.
C. Demonstrates knowledge of mathematics and understand how to promote student development in numbers and operations, algebra,
geometry and measurement, and data analysis and probability.
D.Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and
specialized character of the disciplines being taught.
E. Develops lessons that reflect the interconnectedness of content areas/disciplines.
F. Makes instruction and content relevant to students and takes actions to connect students’ background and contextual knowledge with
new information being taught.
Overall Rating for Standard I
Comments:
Artifacts that may be used to support ratings:
 Student achievement data
 Student feedback
 Parent feedback
 Peer feedback
 Lesson plans/units of study
Recommended actions for improvement:
 Feedback from walkthrough observations
 Instructional activities schedules
 Student journals/learning logs
 Student work
Resources needed to complete these actions:
45
TEACHER EVALUATION PROCESS: FORMS
Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
B
PP
P
A
E
A.Fosters a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring
adults and peers.
B. Demonstrates a commitment to and respect for diversity, while working toward common goals as a community and as a country.
C. Engages students as individuals with unique interests and strengths.
D.Adapts teaching for the benefit of all students, including those with special needs across a range of ability levels.
E. Provides proactive, clear and constructive feedback to families about student progress and works collaboratively with the families
and significant adults in the lives of their students.
F. Creates a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention
strategies.
Overall Rating for Standard II
Comments:
Artifacts that may be used to support rating:








Student achievement data
Student feedback
Parent feedback
Peer feedback
Lesson plans/units of study
Feedback from walkthrough observations
Instructional activities schedules
Student journals/learning logs
 Student work
Recommended actions for improvement:
Resources needed to complete these actions:
Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
B
A. Demonstrates knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of
intellectual, social, and emotional development of their students.
B. Plans and consistently delivers instruction that draws on results of student assessments, is aligned to academic standards, and
advances students’ level of content knowledge and skills.
C. Demonstrate as rich knowledge of current research on effective instructional practices to meet the developmental and academic
needs of students.
D. Thoughtfully integrates and utilizes appropriate available technology in their instruction to maximize student learning.
E. Establishes and communicates high expectations for all students and plan instruction that helps students develop critical-thinking
and problem solving skills.
F. Provides students with opportunities to work in teams and develop leadership qualities.
G. Communicates effectively, making learning objectives clear and providing appropriate models of language.
H. Uses appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to
plan further instruction.
Overall Rating for Standard III
46
PP
P
A
E
TEACHER EVALUATION PROCESS: FORMS
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Artifacts that may be used to support rating:











Student achievement data
Student feedback
Parent feedback
Peer feedback
Lesson plans/units of study
Feedback from walkthrough observations
Instructional activities schedules
Student journals/learning logs
Student work
Anecdotal records
Formative and summative assessments of student
work
Standard IV: Teachers reflect on their practice.
B PP P
A
E
A. Demonstrates that he/she analyzes student learning, development and growth and applies what he/she learns to improve practice.
B. Links professional growth to professional goals.
C. Is able to respond to a complex, dynamic environment.
Overall Rating for Standard IV
Comments:
Artifacts that may be used to support rating:







Recommended actions for improvement:
Resources needed to complete these actions:
Student achievement data
Lesson plans/units of study
Self-reflection templates
Assessment plans
Data analysis record
Responses to feedback
Student portfolios
Standard V: Teachers demonstrate leadership.
B PP P
A
E
Demonstrates leadership in the school.
Contributes knowledge and skills to educational practices and the teaching profession.
Advocates for schools and students, partnering with students, families and communities as appropriate.
Demonstrates high ethical standards.
Overall Rating for Standard V
Comments:
Artifacts that may be used to support rating:
A.
B.
C.
D.
 Student achievement data
 Documentation of service on teams, task forces,
and committees
 Notes from parent and community meetings
 Records of advocacy activities
Recommended actions for improvement:
Resources needed to complete these actions:
47
TEACHER EVALUATION PROCESS: FORMS
This form provides a summary of the teacher candidate’s ratings on all elements and standards and should be used to guide discussions regarding
strengths and areas needing improvement. It may also be used to guide the development of the supervisor’s growth plan and development of
personal and school goals for the subsequent year.
Determining the Overall Professional Practices Rating (standards weighted by district)
Standard
I.
Mastery of
and
Pedagogical
Expertise in
the Content
They Teach
Element
a. Provides instruction that is aligned with the Colorado Academic Standards; their District’s
organized plan of instruction; and the individual needs of their students.
b. Demonstrates knowledge of student literacy development in reading, writing, speaking and
listening.
c. Demonstrates knowledge of mathematics and understand how to promote student
development in numbers and operations, algebra, geometry and measurement, and data
analysis and probability.
d. Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate
evidence-based instructional practices and specialized character of the disciplines being
taught.
e. Develops lessons that reflect the interconnectedness of content areas/disciplines.
f. Makes instruction and content relevant to students and takes actions to connect students’
background and contextual knowledge with new information being taught.
Overall Rating for Standard I
a. Fosters a predictable learning environment in the classroom in which each student has a
positive, nurturing relationship with caring adults and peers.
II.
b. Demonstrates a commitment to and respect for diversity, while working toward common
Safe,
goals as a community and as a country.
Inclusive
c. Engages students as individuals with unique interests and strengths.
and
d. Adapts teaching for the benefit of all students, including those with special needs across a
Respectful
range of ability levels.
Learning
e.
Provides proactive, clear and constructive feedback to families about student progress and
Environment
works collaboratively with the families and significant adults in the lives of their students.
for Diverse
f.
Creates a learning environment characterized by acceptable student behavior, efficient use
Population
of time, and appropriate intervention strategies.
of Students
Overall Rating for Standard II
48
B
PP
Rating
P
A
E
(0 pts)
(1 pt)
(2 pts)
(3 pts)
(4 pts)
TEACHER EVALUATION PROCESS: FORMS
Standard
Element
B
(0 pts)
a. Demonstrates knowledge of current developmental science, the ways in which learning
takes place, and the appropriate levels of intellectual, social, and emotional development of
their students.
b. Plan and consistently deliver instruction that draws on results of student assessments, is
aligned to academic standards, and advances students’ level of content knowledge and skills.
III.
c. Demonstrate a rich knowledge of current research on effective instructional practices to
Effective
meet the developmental and academic needs of their students.
Instruction d. Thoughtfully integrate and utilize appropriate available technology in their instruction to
and an
maximize student learning.
Environment e. Establishes and communicates high expectations for all students and plan instruction that
that
helps students develop critical-thinking and problem solving skills.
Facilitates
f. Provides students with opportunities to work in teams and develop leadership qualities.
Learning
g. Communicates effectively, making learning objectives clear and providing appropriate
models of language.
h. Uses appropriate methods to assess what each student has learned, including formal and
informal assessments, and uses results to plan further instruction.
Overall Rating for Standard III
a. Demonstrates that he/she analyzes student learning, development and growth and applies
what he/she learns to improve practice.
IV.
Reflection on b. Links professional growth to professional goals.
c. Is able to respond to a complex, dynamic environment.
Practice
Overall Rating for Standard IV
V.
Leadership
a. Demonstrates leadership in the school.
b. Contributes knowledge and skills to educational practices and the teaching profession.
c. Advocates for schools and students, partnering with students, families and communities as
appropriate.
d. Demonstrates high ethical standards.
Overall Rating for Standard V
49
Rating
PP
P
(1 pt)
(2 pts)
A
E
(3 pts)
(4 pts)
Determining the Overall Rating for Professional Practices
Total Points Calculated
I.
Standard
Teachers demonstrate mastery of and pedagogical expertise in
the content they teach.
II.
Teachers establish a safe, inclusive and respectful learning
environment for a diverse population of students.
III.
Teachers plan and deliver effective instruction and create an
environment that facilitates learning for their students.
IV.
Teachers reflect on their practice.
V.
Teachers demonstrate leadership.
Standards Rating Level
Total Points of All Standards
Translating the Total Points for All Standards to Overall Professional Practices Rating
Total Number
of Points
Received
0 to 108 Points
109 to 216 Points
217-324 Points
325 to 432 Points
433 to 520 Points
Rating for Number of Points Received
Basic
Partially Proficient
Proficient
Accomplished
Exemplary
Total Number of Points Received for this
Evaluation:
Overall Professional Practices Rating:
50
CTQS Standards Portfolio: Evidence
To complete the Alternative Licensure Program successfully, you will need to document your proficiency in each of the Colorado Teacher Quality Standards
and their individual elements. Your edTPA should demonstrate that you have met the elements of Standard VI, but you will need to produce proof that you
meet the other 27 elements that define Standards I-V as well. While your School Administrator and/or your University Supervisor may note proficiency in
some of the elements during formal observations, it is never too early to start collecting other evidence. In fact, the number one recommendation from
previous ALP teachers is, “Start collecting portfolio evidence now!” We strongly recommend that you create a file system, either in hard copy or electronically,
to save artifacts as you go. The chart below suggests ideas for what to include. The Educator Effectiveness rubric includes additional suggestions.
Standard and Element
Evidence
Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and
mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts, physical education, or world languages).
The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
I.a Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan
of instruction; and the individual needs of their students.
I.b Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
I.c Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement, and data analysis and probability.
I.d Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
I.e Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
I.f Teachers make instruction and content relevant to students and take actions to connect students’ background and
contextual knowledge with new information being taught.




Lesson plans/units of study
Samples of student work
Interdisciplinary units
Reading guides, writing assignments, annotated
bibliographies, etc.
 Feedback from observations
Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
II.a Teachers foster a predictable learning environment in the classroom in which each student has a
positive, nurturing relationship with caring adults and peers.
II.b Teachers demonstrate a commitment to and respect for diversity, while working toward common goals
as a community and as a country.
II.c Teachers engage students as individuals with unique interests and strengths.
II.d Teachers adapt their teaching for the benefit of all students, including those with special needs across a
range of ability levels.
II.e Teachers provide proactive, clear and constructive feedback to families about student progress and
work collaboratively with families and significant adults in the lives of their students.
II.f Teachers create a learning environment characterized by acceptable student behavior, efficient use of
time, and appropriate intervention strategies.
 Student profiles
 Student surveys
 Collaboration with ESL teachers and RtI
specialists (G/T coordinators, special education
resource teachers, reading specialists, etc.)
 Documentation of differentiated instruction
 Documentation of referral data and use of IEPs
 Communications with parents/community
 Training on culturally responsive practices
 Classroom management plan
Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
III.a Teachers demonstrate knowledge of current developmental science, the ways in which learning takes
place, and the appropriate levels of intellectual, physical, social, and emotional development of their
students.
51
 Lesson plans
 Unit plans
Standard and Element
Evidence
III.b Teachers plan and consistently deliver instruction that draws on results of student assessments, is
aligned to academic standards, and advances students’ level of content knowledge.
III.c Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet
the academic needs of their students.
III.d Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to
maximize student learning.
III.e Teachers establish and communicate expectations for all students and plan instruction that helps
students develop critical-thinking and problem solving skills.
III.f Teachers provide students with opportunities to work in teams and develop leadership qualities.
III.g Teachers communicate effectively, making learning objectives clear and providing appropriate models
of language.
III.h Teachers use appropriate methods to assess what each student has learned, including formal and
informal assessments, and use results to plan further instruction.
 Display of technology used
 Materials used to promote critical thinking and
problem solving
 Tests, quizzes, labs, debates, panels, projects
 WebQuests
 Wikis, blogs
 Instructional use of Twitter, texting, Facebook,
Skype
 Virtual manipulatives, simulations
 Samples of instructions, forms, etc. connected to
use of student learning teams
Standard IV: Teachers reflect on their practice.
IV.a Teachers demonstrate that they analyze student learning, development, and growth and apply what
they learn to improve their practice.
IV.b Teachers link professional growth to their professional goals.
IV.c Teachers are able to respond to a complex, dynamic environment.
 “Author’s Comments and Reflections” field in
TaskStream lesson plan template
 Professional growth plan
 Professional Learning Community artifacts
 Journals
Standard V: Teachers demonstrate leadership.
V.a Teachers demonstrate leadership in their schools.
V.b Teachers contribute knowledge and skills to educational practices and the teaching profession.
V.c Teachers advocate for schools and students, partnering with students and families as appropriate.
V.d Teachers demonstrate high ethical standards.




School improvement planning
Service on committees
Professional Learning Community
Membership in professional organizations
(NCTE/CLAS, NCTM, etc.)
Standard VI: Teachers take responsibility for Student Academic Growth.
VI.a Teachers demonstrate high levels of student learning, growth, and academic achievement.
VI.b Teachers demonstrate high levels of Student Academic Growth in the skills necessary for postsecondary and
workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize
multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually
improvement attainment of Student Academic Growth.
edTPA
CTQS Standards Portfolio: Reflections
For each standard, your portfolio must include a 2-3 page reflection. This paper should speak to your understanding of the standard in general and explain why the
evidence you have submitted demonstrates that you are proficient in each of the elements.
52
edTPA
In 2013-2014, the UCCS College of Education will be implementing edTPA for the first time. Several states have
already formally adopted or are considering edTPA for statewide use to license new teachers or approve teacher
preparation programs. Colorado is one of 24 states in the Teacher Performance Assessment Consortium (TPAC). At
UCCS, edTPA will be integrated with other Resident Teacher assessments such as course grades, formal observations
and the CTQS Standards Portfolio. The American Association of Colleges for Teacher Education (AACTE) provides
the following overview:
One of the most important challenges facing public education is to ensure that the nation’s increasingly young and
inexperienced teacher workforce is prepared to meet the academic needs of all students. Teachers must be ready to teach,
with the necessary skills needed to support student learning, from the first day they enter the classroom. That is why Stanford
University and the American Association of Colleges for Teacher Education formed a partnership to develop and share
edTPA. For the first time, edTPA will give teacher preparation programs access to a multiple-measure assessment system
aligned to state and national standards – including Common Core State Standards and the Interstate Teacher Assessment and
Support Consortium (InTASC) – that can guide the development of curriculum and practice around the common goal of
making sure new teachers are able to teach each student effectively and improve student achievement.
Recognizing the need for a uniform and impartial process to evaluate aspiring teachers, Stanford University faculty and staff
at the Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA. They received substantive advice
and feedback from teachers and teacher educators, and drew from experience gained over 25 years of developing
performance-based assessments of teaching (including the National Board for Professional Teaching Standards, the InTASC
Standards portfolio, and the Performance Assessment for California Teachers). The more than 120 design and review team
members included university faculty, national subject-matter organization representatives, and K-12 teachers.
Demand for edTPA grew so rapidly that Stanford University engaged Pearson as an operational partner to help deliver it to
the wide educational audience that asked for it. Involvement with edTPA is endorsed by AACTE and the Teacher
Performance Assessment Consortium (TPAC), comprised of 24 states and the District of Columbia and more than 160
teacher preparation programs participating in edTPA activities.
What is edTPA?
The edTPA is a student centered, subject specific, multiple-measure assessment of teaching. Copies of the handbooks for
secondary English Language Arts, History, Mathematics, and Science as well as for World Languages may be found in
the Resources section of TaskStream.
What does edTPA measure?
The edTPA process identifies and collects subject-specific evidence of effective teaching from a learning segment of 3-5
lessons from a unit of instruction for one class of students. Teacher candidates submit authentic artifacts from a clinical
field experience. Candidates also submit commentaries that provide a rationale to support their instructional practices
based on the learning strengths and needs of students. Candidates’ evidence is evaluated and scored within the following
five dimensions of teaching:
1. Planning Instruction and Assessment establishes the instructional and social context for student learning and
includes lesson plans, instructional materials and student assignments/assessments. Candidates demonstrate how
their plans align with content standards, build upon students’ prior academic learning and life experiences and
how instruction is differentiated to address student needs.
2. Instructing and Engaging Students in Learning includes one or two unedited video clips of 15-20 minutes
from the learning segment and a commentary analyzing how the candidate engages students in learning activities.
Candidates also demonstrate subject-specific pedagogical strategies and how they elicit and monitor student
responses to develop deep subject matter understandings.
3. Assessing Student Learning includes classroom based assessment (evaluation criteria), student work samples,
evidence of teacher feedback, and a commentary analyzing patterns of student learning. Candidates summarize
the performance of the whole class, analyze the specific strengths and needs of three focus students, and explain
how their feedback guides student learning.
4. Analysis of Teaching Effectiveness is addressed in commentaries within Planning, Instruction and Assessment
tasks. In planning, candidates justify their plans based on the candidate’s knowledge of diverse students’ learning
strengths and needs and principles of research and theory. In Instruction, candidates explain and justify which
53
aspects of the learning segment were effective, and what the candidate would change. Lastly, candidates use their
analysis of assessment results to inform next steps for individuals and groups with varied learning needs.
5. Academic Language Development is evaluated based on the candidate’s ability to support students’ oral and
written use of academic language to deepen subject matter understandings. Candidates explain how students
demonstrate academic language using student work samples and/or video recordings of student engagement.
How is edTPA scored?
The five dimensions of teaching are evaluated using 15 analytic rubrics on a five-point scale focused on student learning.
(These rubrics may be found in the edTPA handbooks in TaskStream.) Qualified scorers are trained to use edTPA rubrics
to evaluate candidate submissions consistently and fairly. Local, state and national scoring pools include teacher
education faculty and clinical supervisors, as well as P-12 educators (e.g. National Board Certified Teachers, cooperating
teachers who host teacher candidates, and school administrators). All scorers must meet rigorous qualifications including
subject-matter experience, and recent experience teaching the subject and mentoring or supporting beginning teachers.
UCCS candidates will submit their edTPA materials through TaskStream. UCCS faculty provide formative feedback to
candidates while they are developing edTPA materials within TaskStream. Score reports include individual candidate
scores as well as a narrative profile of candidate performance. The score reports and candidate edTPAs are useful data
sources for informing program and curriculum revision within participating campuses and as evidence for state and
national accreditation processes.
Dimensions
Planning
Instruction
Assessment
Analysis of
Teaching
Academic
Language
Artifacts
Lesson plans, instructional materials, student
assignments, assessments
Planning commentary
Unedited video clips
Instruction commentary
Samples of student work
Summary of student learning
Assessment commentary
Planning commentary
Instruction commentary
Assessment commentary
Unedited video clips and/or student work samples
Planning and assessment commentaries
54
Rubrics
Planning for Content Understandings
Supporting Students’ Learning Needs
Planning Assessment to Monitor Student Learning
Demonstrating a Positive and Engaging Learning
Environment
Engaging Students in Learning
Deepening Learning During Instruction
Subject-Specific Pedagogy
Analyzing Student Learning
Providing Feedback to Guide Learning
Supporting Students’ Use of Feedback
Using Knowledge of Students to Inform Planning
Analyzing Teaching
Using Assessment to Inform Instruction
Identifying and Supporting Language Demands
Evidence of Language Use to Support Content
Understandings
What does edTPA cost?
edTPA costs $300/candidate for submission and scoring. In this first year of implementation, the College of Education
will absorb $200/candidate, and Resident Teachers will be responsible for the other $100.
What is the timeline for edTPA?
You will submit your edTPA sometime during the spring semester. A rough outline of edTPA implementation activities is
as follows:
SUMMER 2013
College of Education Faculty:



Develop TaskStream DRF
Build edTPA language into
appropriate courses
Resident Teachers:
 Receive introduction to edTPA at

FALL 2013
College of Education Faculty:

Build edTPA language into
appropriate courses
Explain edTPA at Saturday open
labs
Resident Teachers:
orientation
Learn more about model lessons
in summer courses


Learn more about edTPA in
CURR 5018 and at Saturday open
labs
Become accustomed to
videotaping instruction
SPRING 2014
College of Education Faculty:
 Conduct Saturday open labs for
Resident Teachers to develop
edTPA work
Resident Teachers:
 Develop edTPA in CURR 5020
 Make reservations for edTPA
 Do performance assessment
 Submit final assessment
You will complete three “tasks” for edTPA:
1. Planning for Instruction and Assessment
2. Instructing and Engaging Students in Learning
3. Assessing Student Learning
Although these tasks will not technically be “due” until the spring semester, it is never too late to start
planning your learning segment. Throughout the year think about which one class will be the focus
for your edTPA. Gather relevant context information about those students (specific details about
demographics, significant subgroups of students with similar characteristics, etc.). Collect
instructional resources and materials. Look into the equipment you will need to make video
recordings of your instruction. (Note: edTPA does not require any particular software, cameras, or
editing equipment, and an expensive camera is not necessary.) Experiment with various recording
set-ups while you are teaching so that you and your students can become accustomed to being filmed
so that the picture and sound quality of your edTPA is as good as it can be.
and
How does edTPA compare to the CTQS Standards Portfolio?
Both edTPA and the CTQS Standards Portfolio address similar principles from different angles. One key difference is
that your edTPA artifacts will all come from the same learning segment (3-5 lessons from one unit of instruction for one
class of students). Your CTQS portfolio may include evidence from throughout your time in the Alternative Licensure
Program.
55
Coding the Colorado Academic Standards
56
Blackboard and TaskStream
In the Alternative Licensure Program at UCCS, Resident Teachers use two separate online programs:
Blackboard and TaskStream. Each program serves a distinct and necessary purpose. As you progress
through the ALP, these purposes will become clearer to you; in the meantime, here is a table designed to
help you keep them straight.
Purpose
Availability
Formal
Observations
Unit Plans
Other
Assignments
Dispositions
edTPA
Standards
Portfolio
UCCS platform for online course delivery
Resident Teachers have access to courses during
current term.
Points for each observation are recorded in the
gradebook for course grades.
Points for the unit plan are recorded in the
gradebook for course grades.
Points for all assignments are recorded in the
gradebook for course grades.
Points for Dispositions are recorded in the
gradebook for course grades.
Points for completing edTPA tasks are recorded in
the gradebook for course grades.
Points for Standards Portfolio evidence and
reflection papers are recorded in the gradebook for
course grades.
College of Education licensure programs’
warehouse for assessment and accreditation
Resident Teachers have access to work for the
length of their subscription. Program
administrators have permanent access to work.
Resident Teachers use the Lesson Plan template to
create lessons, submit them for review prior to
observations, reflect on their lessons, and submit
them for evaluation after the observation.
Resident Teachers use the Unit Plan template for a
core assignment in their content methods course.
Many (not necessarily all) course assignments
have slots in TaskStream.
Ratings for Dispositions are documented in
TaskStream. For state and national accreditation
purposes, TaskStream can connect Dispositions
ratings with other data to examine potential
correlations.
edTPA tasks uploaded in TaskStream are
forwarded to Pearson for scoring.
Evidence of your proficiency in each element of
the Colorado Teacher Quality Standards is stored
in the Standards Portfolio.
In the course of a program like the ALP, digital content succumbs to any number of mishaps. We have seen Resident
Teachers lose work through computer crashes, misplaced flash drives, changes in Internet service or email providers,
even fire and theft. As we like to say, the work you have stored in TaskStream – whether in the form of Word
documents, PowerPoints, videos, MP3 files, or images – can always be retrieved.
57
TaskStream Guide
The UCCS Alternative Licensure Program is routinely
evaluated by the Council for Accreditation of Educator
Preparation (CAEP) and the Colorado Department of
Education (CDE). As part of the accreditation process,
the College of Education must collect, analyze, and report data on all aspects of the program. Like hundreds
of other educational institutions throughout the country, UCCS uses TaskStream for this purpose.
In addition to its institutional purpose, TaskStream is a helpful management tool for individual ALP
Resident Teachers as well.
 It provides all ALP Resident Teachers with standard Lesson Plan and Unit Plan templates. Completing
each part of these templates should ensure that you think through essential aspects of your instruction
ahead of time.
 The Lesson Plan and Unit Plan templates include Comment fields. Being able to read what you have
written will help your University Supervisor understand what you have in mind and record constructive
feedback, both before and after you teach.
 Once uploaded to the Directed Response Folio (DRF), your Lesson and Unit Plans, along with other
essential documents, become a part of the evidence that you have successfully completed an accredited
teacher licensure program.
TaskStream has several built-in help features, including online documentation, webcasts, and phone and
email support. Navigating the entire program can be challenging at first, however, so this guide contains
step-by-step instructions for the most essential processes.
Creating a New Lesson Plan
The TaskStream Lesson Builder allows you to create standards-based lesson plans using a template designed by the
UCCS TELP/ALP team. This template will ensure that all the lessons you submit for formal observations are in a
logical format and include all the required elements. From the Lesson Builder home page,
1. Enter a new lesson title.
How you name your lessons will become important as you move deeper into the school year. You will need to
be able to access lessons that you have previously taught to add reflections and move them into your
electronic portfolio. The basic convention for naming lessons is as follows:
00/00/000 Observation #0 Observer and number of observation
For example:
09/28/2013 Observation #1 University Supervisor 1
This format will allow you to easily find your observed lessons and keep track of how many observations you
have completed. From the examples above you are able to easily ascertain that the first observation took place
on September 28, 2013, that this was the first observation of the semester, that the observer was your
University Supervisor, and that this was the first time your University Supervisor observed you for the
semester. All of this information will become critical when you need to complete your post-observation
reflection and/or move lesson plans into your electronic Standards Portfolio.
2. Select a starting template from your lesson plan from the Choose a Format pull-down list. Choose the
University of Colorado Springs – Revised format.
3. (Optional) If you have created custom folders to organize your work in TaskStream, you can choose to file
your new lesson in one of these folders by selecting from the Add to Folder pull-down menu.
4. Click the Create New button. You are navigated to the Build Lesson tab to enter lesson information using the
template you selected.
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Entering Information into Lesson Plan Template
The left panel of the Build Lesson page displays the format template. Each element of the unit is identified by a button
with a descriptive name. As you add and save information for an element, the area to the right of the button is filled
with a read-only version of that content. To add/edit information about a lesson element,
1. Click the element button.
2. A new window displays, in which to describe that element of the lesson or activity.
The features of this window will vary based on the particular element you are describing. For example,
describing Subjects may require you to select applicable checkboxes, while attaching Standards navigates you
to the Standards Wizard.
Some windows include multiple tabs, enabling you to provide information in several ways. For example, the
Assessment description has tabs that enable you to include text, an attached TaskStream rubric, and/or a
variety of uploaded files or web links that support or illustrate the method of assessment. If the element you
selected includes an Attachments tab, you can upload and attach files to your lesson template.
3. After you have entered information for an element, click Save & Close Window. You are navigated back to
the main Build Lesson page.
In the BASIC INFORMATION Block
 Teacher Candidate: Your name will automatically appear in this box.
 Subject: Select the subject of your lesson by clicking to place a checkmark in the appropriate box. You may
select multiple subjects or enter a new subject in the If Other, specify box.
 Grade Level: Select the grade level of the lesson plan by clicking to place a checkmark in the appropriate
box. You may select multiple grade levels or enter a new grade level in the If other, please specify box.
 Summary: Provide a brief overview of your activity. Limit this summary to 3-4 sentences.
 Date: Enter the date of that your lesson will be observed.
 Period/time: Enter the time of your scheduled observation.
In the PLANNING Block
 Standards and Benchmarks: In this section you will include all the standards that you will address in this
lesson. This includes both the Colorado Teacher Quality Standards (2013) and the P-12 Colorado
Academic Standards (2012). When you click to
 Make sure to select the Colorado
open the TaskStream pop-up window you will be
Teacher Quality Standards marked
taken to the Standards Wizard. This wizard will
2013. There are other drafts of the
allow you to easily select the standards that you will
CTQS in TaskStream from earlier
address in your lesson, and will insert these standards
into your lesson plan.
years. They can’t be removed from the
 Lesson Goal: What are the goal(s) of this lesson
menu because they are tied to previous
based on the P-12 Colorado Academic Standards you
candidates’ work, but they are now
selected? Look at the P-12 Colorado Academic
outdated.
Standards that you have selected to address in this
 Make sure to select from the standards
lesson. Write your lesson goal with these goals in
titled P-12 Colorado Academic
mind. This goal should be broader than your lesson
Standards (2012). Other sets of
objectives and convey the “big idea” of your lesson.
Example: The goal of this lesson is for students to
understand how literature reflects the social and cultural
values of its time.
“Colorado Academic Standards” do
not include references to the Common
Core State Standards.
 Learning Context: How does this activity fit into
the general context of what you're teaching? Describe the larger unit, and/or consider the activities that came
before and the activities that come after.
 Objectives: The objectives for your lesson will correlate directly to the standards you have selected to
address. (We recommend that you copy Evidence Outcomes from the Colorado Academic Standards
whenever possible.) Objectives must be measureable and observable via your assessment plan. They will
59
reflect what the students will know and be able to do. Consider the domains of Bloom’s Taxonomy when
writing your objectives and use verbs from Bloom’s Taxonomy in your wording. For example:
o
o
o
Each student will be able to list five characteristics of both the Age of Reason and the Romantic period.
(Knowledge)
Each student will be able to explain five ways the Romantic Period differed from the Age of Reason. (Analysis)
In groups of 4-5, students will create a name for the contemporary period and justify their choice with at least
three examples from current events or popular culture. (Synthesis)
 Evaluation and Assessment Plan: How are you planning to evaluate whether or not your students have met
your objective? Describe any formative (during instruction) or summative (after instruction) assessments you
will employ. Your assessments should measure your objectives directly.
 Assessment/Rubrics: In this area you should describe and attach any assessments and/or rubrics that you
plan to use in this lesson. You may attach rubrics that you created in the TaskStream Rubric Wizard, upload
files you have scanned or created in Word, or provide links to assessments and/or rubrics on the Web.
 Who are your learners? Describe your learners. Consider multiple intelligences (verbal/linguistic,
visual/spatial, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal,
naturalist, existential) and learning preferences (visual, auditory, kinesthetic, and tactile) as well as other
considerations (More girls than boys? Sleepy during 1st period?) that may affect your plans.
 Diagnostic Data: Describe the learning needs of your students and accommodations that you will make in the
lesson to address these needs. Include information from formal and informal assessments including recent
quizzes, previous tests, IEPs, 504 plans, student ability levels, early finishers, and students that are difficult to
manage. For example:
o
o
For early finishers (on the quiz), I have provided an extension option for them to classify particular
contemporary public figures as Age of Reason or Romantic.
Two students are English language learners. I have provided a word bank for them to use.
 Grouping: Describe the grouping strategy you will use in this lesson. Will the lesson be taught whole group
or small group? Will the students work in cooperative groups or individually?
 Clinical Coaching: What suggestions were made in your last observation post-conference? How will you
address those issues in this lesson? What are some areas that you would like to have address by your observer
for this lesson?
 Instructional Materials and Resources – List the materials required to make this lesson successful.
 Feedback and Comments: This field is for your University Supervisor.
In the INSTRUCTIONAL STRATEGIES Block
 Focus: This is the lesson “grabber.” When planning your focus, determine how you will review and activate
prior knowledge; decide what you will use as a hook, and state the goal in terms the students will understand.
Tell students what they will learn, why it is important, how it relates to everyday life, and when they might
apply it.
 Instructional Strategies: Procedures for each activity should contain the following (recursive) elements:
1. Teacher Input (I do): Provides basic information needed for students to gain the knowledge or skill. Input
should address varied learning styles. In inquiry lessons the input would consist of clear procedural
information. Teacher input may occur throughout the lesson.
2. Modeling the Behavior: Once the material has been presented, the teacher shows students examples and
demonstrates process.
3. Check for Comprehension: Periodically and throughout a lesson check to make sure students are
understanding.
4. Guided Practice (We do): The teacher guides students through an activity or exercise in order to give
students an opportunity to demonstrate their understanding.
5. Independent Practice (You do): The lesson provides for reinforcement practice without teacher help. This
practice is clearly linked to the lesson.
6. Extension: Plan activities that will reinforce and/or enrich student learning.
7. Remediation: Plan strategies for what you will do for students who do not meet the criterion presented in
your lesson objectives
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 Closure and Summary: This section will include actions or statements that are designed to bring the lesson
to an appropriate conclusion. There are two parts to closure:
1. Review of the day’s lesson content.
2. Transition to next lesson.
 Differentiated Instruction: Explain how you will differentiate the instruction for students who may have
special needs. These include special education students, English learners, students at-risk of failing, and
advanced learners. How will you help these students meet or exceed the standard(s) addressed in your lesson?
 Author’s Comments and Reflection: After you have completed a post-observation conference with your
University Supervisor, you will enter comments and reflection in this section. In your reflection, address the
following questions:
1. If I had the opportunity to teach this lesson again to the same students, what parts would I keep? Why?
2. If I had the opportunity to teach this lesson again to the same students, what parts would I change? Why?
3. Did the students learn what I intended? Were my instructional goals met? How can I be sure?
4. As I reflect on the lesson, to what extent were the students productively engaged?
5. Did I alter my goals or plans as I taught the lesson? What was the outcome?
6. Other comments, observations and self-reflections
7. What artifacts from this lesson or observation could be included in my Standards Portfolio as evidence
that I have met the Colorado Quality Standards for Teachers?
 Your observation must be entered into TaskStream no later than 48 hours after your post-conference.
Submitting Your Lesson Plan for REVIEW (Pre-Observation Conference)
Your lesson plan should be submitted to your University Supervisor for review at least 24 hours prior to your
scheduled observation. (Ideally, supervisors would like to see the lesson plans even earlier, so that they can
provide suggestions and/or resources in time for you to use them.) Your University Supervisor may choose to
enter comments on your lesson plan in TaskStream or meet with you in person to discuss your lesson prior to
your observation. If your University Supervisor does choose to enter comments in TaskStream, be sure you
view them before you teach the lesson.
 When you have completed your lesson plan to your satisfaction, you will need to submit it for
review. Click the yellow Request Feedback button on the bottom of the Lesson Builder screen.
 When you click this button a pop-up screen will appear. Click to place a check mark in the box that
designates your University Supervisor.
 Scroll to the bottom of the screen and click the yellow Submit for Review button.
 Your lesson will now be visible to your University Supervisor. He or she will be able to go into the
lesson and make comments and suggestions.
Entering Your Reflection (Post-Observation Conference)
 Begin by entering the Lesson Builder as if you are creating a new lesson.
 There will be a list of lessons that you have created visible on the screen. Select the lesson that you
wish to reflect upon.
 Enter your reflection by selecting the “Author’s Comments and Reflections” field and typing into the
provided space.
Submitting Your Lesson Plan for EVALUATION
 From Home (Author tab), click on your DRF, then on the Attachments icon at the bottom of the
screen.
 Under Add New Attachments, click the radio button for “An artifact created in TaskStream.”
 Select the category (Lesson Plans) and the work.
 Click the Submit button at the top of the screen, then on the confirmation.
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Directed Response Folios (DRFs)
As an author in this program, you will be submitting your work into a Directed Response Folio (DRF). The DRF that
you will be working on is titled ALP Program Portfolio 2013-2014.
When you have accessed your DRF you should have a screen that looks like this:
 Along the left side of the screen you will be able to navigate by course.
 Items that are marked with a green exclamation point do not require a submission from you. Your University
Supervisor will enter information for these requirements. Requirements that do not have the green exclamation
point require you to enter information.
62
 To add content to your DRF, select the item that you would like to work on by highlighting it in the navigation
window. In the picture below, the Formal Observation 1: University Supervisor item is highlighted.
 A window will open with links to directions and the evaluation method for the item.
 Click on the Add Toolbar at the bottom of the screen. The toolbar will allow you to upload different file types
including images, text, videos, and web links.
 Select the appropriate tab for the type of attachment you would like to upload. If you are uploading files other
than image or video, select the Attachments tab. (A lesson plan you have previously created in TaskStream is an
attachment.)
 Click on Add File.
 Click on Save and Return.
 On the next screen you will have the option to Request Comments or to Submit Work. Ultimately, you must
“submit” all your work for evaluation. However, when directed by your instructor or University Supervisor, you
may first Request Comments. In the case of formal observations, you will always Request Comments first. This
gives your University Supervisor the opportunity to review your lesson plan prior to the observation and offer
suggestions or provide additional resources. It also enables you to go back into your lesson plan afterwards and
enter remarks in the Author’s Comments and Reflections field.
 When requesting comments, you will be prompted to select a reviewer’s name. Please check only the appropriate
instructor (for a course assignment) or University Supervisor (for an observation).
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Submitting Items for Evaluation
All the items that you add to your DRF will need to be submitted for evaluation by the UCCS ALP staff. Once you
Submit Work, the item is locked and you cannot make any changes.
 Make certain that you are COMPLETELY satisfied with an item before you submit it for evaluation.
 To submit an item for evaluation, open the DRF and select the item that you wish to submit. When the item
appears in your window click on the Submit Work button on the top right of the box.
TaskStream Resources
TaskStream has a number of resources available for you to utilize. These resources include items that have
been uploaded by the UCCS program as well as the TaskStream Message Center and several types of
TaskStream Wizards. This section is designed to give you an overview of these resources.
Program Resources
The program resources section includes information that has been uploaded into TaskStream by UCCS
administrators. These resources include your ALP Resident Teacher Handbook, edTPA materials, copies of
evaluation rubrics and spreadsheets, useful PowerPoints, and other materials. To access these resources select
your DRF from the TaskStream homepage. Click on the Resources tab or on Resources under Program
Links.
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TaskStream Wizards/Managers/Builders
Within TaskStream, but not specific to the UCCS ALP program, are several wizards you may find useful.
These wizards, managers and builders will help you build rubrics, create entire units, and manage your
standards. They can all be accessed from the Lessons, Units & Rubrics tab at the top of the Home page.
Rubric Wizard
The rubric wizard will allow you to quickly create and edit rubrics, and attach these rubrics to your TaskStream
lesson plans.
 Begin by selecting Lessons, Units & Rubrics from the navigation bar on the TaskStream homepage. Then click the
Go to the Rubric Wizard link.
 There are several sample rubrics available from the drop-down menu that you can select and edit to fit your needs, or
you can create a rubric from scratch.
Unit Builder
The Unit Builder is a template for designing an entire unit of study. This wizard provides an outline much like
the Lesson Builder template.
 Begin by selecting Lessons, Units & Rubrics from the navigation bar on the TaskStream homepage. Then click the
Go to the Unit Builder link.
 Input information into the Unit Builder template the same way as you would in the Lesson Builder.
Standards Manager
The Standards Manager will become a valuable tool as you accumulate lesson plans and other evidence but
wonder whether you have addressed all standards. This function will allow you to select a set of standards to
apply to your lesson plans. From there you will be able to see at a glance which standards you have addressed
and which standards you have yet to address.
In the course of the Alternative Licensure Program, you will constantly be aligning your work to at least three sets of state
and/or national standards, as follows:
 CO – Colorado Teacher Quality Standards (2012)
 CO – Colorado P-12 Academic Standards (2012)
 USA – Standards from your SPA (NCTE, NCTM, NSTA, NCSS, ACTFL)
Rather than browse the many sets of state and national standards each time, it is easiest to create a Target Set of standards.
 Select the Standards tab from the navigation bar on the TaskStream homepage.
 Click on Target Sets.
 Click on Create New Target Set.
 Name your target set in the Title box.
 Insert a purpose for this target set if you desire.
 Select the standards you want to include in the target set from the drop-down menu.
 Click Create Target Set.
To Apply a Target Set to your lesson plans. . .
 Select Generate Reports from the Standards Manager page.
 Click on Show Standards Added to Lessons and/or Units.
There are several options for applying Target Sets to your lesson plans.
 Select the options you wish to apply and click Continue to Next Step
 Select the lessons that you wish to analyze and click Continue to Next Step.
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The most useful application of this function is the Gap and Frequency Analysis tool. This will allow you to see what
standards you have addressed, and in what lessons, and what standards you have not yet addressed. To run a Gap and
Frequency Analysis. . .
 Select the Gap and Frequency Analysis option.
 Click on Generate Reports.
 A report will appear in your screen that will show:
 All the standards in your selected target set
 The lessons that included each standard
 The number of times you have addressed each standard
This information will be helpful as you plan your observations for the second semester and/or as you develop your
standards portfolio.
Glossary
ACADEMIC LANGUAGE Academic language represents the language of the discipline that students need
to learn and use to participate and engage in meaningful ways in a content area. Teachers need to consider
various language demands as they plan to support student learning of content. These language demands
include discourse, language functions, syntax and vocabulary.
 Discourse Discourse includes the structures of written and oral language, as well as how members of the discipline
talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways
of structuring oral or written language (text structures) that provide useful ways for the content to be communicated.
 Language demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used
by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding.
 Language functions
The content and language focus of the learning task represented by the active verbs
within the learning outcomes. Common language functions in various disciplines are outlined below.
English
Language
Arts





History/
Social
Studies





Reading/listening for main ideas and details
Analyzing and interpreting characters and plots
Writing narrative, informational, or poetic text
Using presentation skills to present a play, a speech, or do a dramatic reading
Evaluating and interpreting an author’s purpose, message, and use of language choice, setting, mood, tone,
and other literary strategies
Comparing ideas within and between texts
Making sense of unfamiliar vocabulary through pictures, word parts, and contextual clues
Interpreting maps, graphs, and data tables
Evaluating and interpreting an author/presenter/historian’s purpose and message
Examining evidence an author/presenter/historian uses to support claims
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Mathematics
Science
World
Language



 Analyzing arguments in favor of a perspective
 Writing/presenting persuasive arguments
 Analyzing and/or describing causes of historical, economic, geographic, and political events
 Defending argument with evidence
 Describing mathematical phenomena
 Predicting from models and data
 Comparing based on common attributes
 Summarizing mathematical information
 Justifying conclusions
 Evaluating data, models, and mathematical representations
 Classifying based on attributes
 Explaining phenomena and processes
 Drawing conclusions based on data
 Representing mathematical information
 Interpreting written investigative procedures, diagrams, figures, tables, graphs, and dense authoritative text
 Writing or presenting causal explanations
 Explaining models of scientific phenomena
 Predicting from models and data from scientific inquiries
 Comparing based on common attributes
 Summarizing scientific data from inquiries
 Justifying conclusions with scientific evidence
 Evaluating data and investigative procedures
 Classifying based on attributes
 Describing processes and procedures
 Drawing conclusions based on investigative results
Interpersonal language functions include greeting, expressing likes and dislikes, making requests, giving and
receiving information, initiating and ending conversations, etc.
Academic language functions include defining, classifying, comparing/contrasting, explaining, arguing,
interpreting, and evaluating ideas.
Language supports
Strategies that are used to build students’ academic language within a learning task.
Strategies involve both modeling the appropriate language for the students to use in a learning task as well as
opportunities for guided practice and independent practice. Strategies include think-pair-share, choral response,
word walls, modeling, graphic organizers, etc.
Syntax
The set of conventions for organizing symbols, words, and phrases together into structures (e.g.,
sentences, graphs, tables).
Vocabulary
Includes words and phrases that are used within disciplines including: (1) words and phrases
with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic
vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for
use in the discipline.
ARTIFACTS Authentic work completed by you and your students, including lesson plans, copies of
instructional and assessment materials, video clips of your teaching, and student work samples. Artifacts are
submitted as part of evidence you provide in your Standards Portfolio and edTPA.
ASSESSMENT (formal and informal) Activities undertaken by teachers and by their students to provide
information to be used as feedback to modify the teaching and learning activities. Assessments provide
evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand
and how they are thinking. Informal assessments may include such things as student questions and
responses during instruction and teacher observations of students as they work. Formal assessments may
include such things as quizzes, homework assignments, journals, and projects.
ASSETS (knowledge of students)
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


Personal
Refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and
so on, that a teacher can draw upon to support learning.
Cultural
Refers to the cultural backgrounds and practices that students bring to the learning
environment, such as traditions, languages, world views, literature, art, and so on, that a teacher can
draw upon to support learning.
Community Refers to common backgrounds and experiences that students bring from the community
where they live, such as resources, local landmarks, community events, practices, and so on, that a
teacher can draw upon to support learning.
COMMENTARIES Commentaries are your opportunity to describe your artifacts, explain the rationale
behind their choice, and analyze what you have learned about your teaching practice and your students’
learning.
COMPLEX TEXT According to the Common Core State Standards, text complexity can be measured in
three dimensions: (1) Qualitative dimensions which include the meaning, purpose, structure, language
conventions, and knowledge demands of the text for the reader; (2) Quantitative dimensions, such as word
length or frequency, sentence length, and text cohesion of the text; and (3) Reader and task dimensions,
which are variable specific to the readers, such as motivation, prior knowledge and experience, and the
particular purpose and tasks to be done with the texts.
ENGAGEMENT Students’ active involvement in learning tasks that increase their knowledge, skills, and
abilities related to specific learning objectives. Student engagement in learning contrasts with student
participation in tasks that are not well designed and/or implemented and do not increase student learning.
EVALUATION CRITERIA Performance indicators or dimensions that are used to assess evidence of
student learning. They indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learner’s degree of success on an assessment. Evaluation criteria can be
represented in various ways, such as a rubric, a point system for different levels of performance, or rules for
awarding full versus partial credit. Evaluation criteria may examine correctness/accuracy, cognitive
complexity, sophistication or elaboration of responses, or quality of explanations.
LEARNING OBJECTIVES Student learning outcomes to be achieved by the end of the lesson or learning
segment.
LEARNING SEGMENT A set of 3–5 lessons that build one upon another toward a central focus, with a
clearly defined beginning and end.
LEARNING TASK Includes activities, discussions, or other modes of participation that engage students to
develop, practice, and apply skills and knowledge related to a specific learning goal. Learning tasks may be
scaffolded to connect prior knowledge to new knowledge and often include formative assessment. A sample
English-Language Arts learning task for students working with poetry could be: Identify examples of
figurative language (e.g., metaphors, similes, personification); generate alternate examples of figurative
language in opposition to those presented in the text; small group discussions about how the meaning of the
poem changes when alternate examples are inserted; individual analysis of a new poem in terms of how
figurative language helps the reader interpret the poem.
PATTERNS OF LEARNING Includes both quantitative and qualitative consistencies for different groups
of students and individuals across the whole class. Quantitative patterns indicate the number of similar
correct responses or errors across or within student assessments. Qualitative patterns include descriptions of
understandings and/or misunderstandings, partial understandings, and/or perceptions and interpretations that
underlie the quantitative patterns.
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PRIOR ACADEMIC LEARNING AND PREREQUISITE SKILLS Includes students’ content
knowledge and skills as well as academic experiences developed prior to the learning segment.
VARIETY OF LEARNERS Students in your class who may require different strategies or support. These
students include but are not limited to students with IEPs, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students.
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