CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 1
PERSONAL PHILOSOPHY
The CSU Teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice.
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE (0)
EMERGING (1)
PROFICIENT (2)
EXEMPLARY (3)
Does not provide a clear
Defines educational beliefs with
Provides an explanation of
Provides an explanation of
Knowledge & Understanding
explanation of beliefs.
general justifications that are
educational beliefs consistent
educational beliefs consistent
Understands the need to develop
Educational philosophy as
largely based on personal
with current ideas of best practice with current ideas of best practice
and articulate a personal
described is incomprehensible experience.
as justified by theory and
that includes specific and
philosophy grounded in theory
or contradictory.
research.
appropriate references to
and practice.
personal experiences. Clearly
and articulately explains the
theoretical and philosophical
bases for personal beliefs.
Little or no evidence that the
Some evidence that the candidate Some evidence that the candidate Clear evidence that the candidate
Performance & Skills
can assess the consequences of
can apply philosophical
can apply philosophical
Applies philosophical reasoning to candidate can assess the
educational implications and
instructional decisions, but lacks
reasoning to assess the
reasoning to the critical
a critical assessment of the
consequences of instructional
skill in philosophical reasoning.
consequences and implications of assessment of his/her own
consequences and implications of
decisions. Writing is
Writing is somewhat incoherent.
instructional decisions. Writing is beliefs and actions. Writing is
educational decisions.
incoherent. Unable to
Able to cogently summarize
clear with minor incoherence.
clear and coherent. Able to
cogently summarize, analyze,
information, ideas, and opinions. Able to cogently summarize and
cogently summarize, analyze and
or evaluate information, ideas,
analyze information, ideas, and
evaluate information, ideas, and
and opinions.
opinions.
opinions.
Personal philosophy violates
Personal philosophy is congruent Personal philosophy is congruent Personal philosophy is congruent
Dispositions
professional and/or ethical
with professional and ethical
with professional and ethical
with professional and ethical
Displays beliefs that are
standards; reflects biased,
standards. Beliefs and attitudes
standards, provides some
standards, provides ample
congruent with professional and
stereotypical, or prejudicial
expresses are relatively free from evidence of a commitment to
evidence of a commitment to
ethical standards and free from
attitudes and beliefs; and
bias; however, scant evidence is
continued professional
continued professional
bias.
provides no evidence of a
provided to suggest a ongoing
development, and is free from
development, and is free from
commitment to continued
commitment to continued
bias.
bias.
professional development.
professional development.
Revised 3/7/11
1
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 2
SOCIAL FOUNDATIONS
The CSU teacher education student has knowledge of pertinent issues in society, how they effect education and how they relate to educational reform on community, state,
national and international levels.
CRITERIA
Unacceptable (0)
LEVELS OF ACHIEVEMENT
Emerging (1)
Proficient (2)
Knowledge & Understanding
Understands the need to see education as
part of a complex socio-cultural fabric.
Recognizes the potential to effect social
change through educational processes.
Lacks an understanding of
the need to view
education within the
framework of broader
social issues.
Displays some limited concept
of the need to understand
education within a broader
framework of social issues.
Acceptable understanding of
education as part of a complex
socio-cultural fabric. Knowledge
of the effect of social change
through educational practice.
Performances & Skills
Displays knowledge of social issues in
education and the ability to use that
knowledge to build conceptual
relationships between socio-cultural
issues and the practice of education.
Dispositions
Understands the value of working
collaboratively with students, colleagues,
parents, and community; feels a sense of
empowerment to effect change in the
field of education through an
understanding of social issues and
educational practice.
Lacks the ability to build
conceptual relationships
between education and
other socio-cultural
concepts..
Displays some limited
evidence of ability to
articulate conceptual
relationships between
education and other sociocultural fields of study.
Displays some limited interest
and effort in working
collaboratively with students,
colleagues, parents and
community. Displays some
sense of responsibility and
empowerment of effecting
social change through the
practice of education.
Provides acceptable evidence of
building conceptual relations
among education and a wide
variety of socio-cultural issues.
Revised 3/7/11
Lacks desire to effect
social collaboration and
change in education
through understanding of
social issues.
Works consistently with colleagues
to plan ways to involve a broader
community in the process of the
practice of education and
educational reform. Displays
evidence of a belief that
educational practice can effect
social change.
Exemplary (3)
Displays evidence through
exemplary written and oral
communication indicating a
profound understanding of
socio-cultural issues and how
they are effected by and affect
the practice of education.
Shows exemplary evidence
using synthesis to build complex
conceptual relations between
education and a wide variety of
socio-cultural issues.
Provides exemplary positive
leadership in working with
others to affect the process of
educational change and reform.
Displays considerable evidence
of a belief that educational
practice can effect social change.
2
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 3
KNOWLEDGE OF SUBJECT MATTER AND INQUIRY
The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.[INTASC #1; PRAXIS
A3 & C2)]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE (0)
EMERGING (1)
PROFICIENT (2)
EXEMPLARY (3)
Does not have a grasp of
Displays limited knowledge of Displays substantial knowledge Displays comprehensive
Knowledge & Understanding
Displays comprehensive knowledge of
subject matter, content area
subject matter and content
of subject matter and content
knowledge of subject matter
subject matter and content area
standards, or strategies required area standards. Evidences
area standards. Evidences
and content area standards.
standards. Understands strategies,
to create and implement
some understanding of
adequate understanding of
Understands strategies,
methods, and materials to create and
developmentally-appropriate
strategies, methods, and
strategies, methods, and
methods, and materials to
implement developmentally-appropriate
activities.
materials needed to create and materials needed to create and
create and implement
activities.
implement a developmentally- implement developmentallydevelopmentallyappropriate activity.
appropriate activities.
appropriate activities
Uses representations of
Uses limited representations of Consistently uses
Uses multiple
Performances & Skills
Uses multiple representations of key
disciplinary ideas that are
disciplinary ideas to make
representations of key
representations of key
disciplinary ideas to make subject matter inaccurate or unclear. Engages
subject matter accessible to
disciplinary ideas to make
disciplinary ideas to make
accessible and meaningful to students.
in little or no inquiry for
students. Engages in limited
subject matter accessible and
subject matter accessible
Engages in extensive inquiry for
preparation.
inquiry for preparation.
meaningful to students.
and meaningful to students.
preparation.
Engages in an adequate amount Engages in extensive
of inquiry for preparation.
inquiry for preparation.
Does not recognize the
Has limited recognition of the
Consistently recognizes the
Has an extensive awareness
Dispositions
Has an extensive awareness of the
importance of content
importance of content
importance of content
of the synergistic
synergistic relationship between content
knowledge. Lacks the
knowledge. Has some
knowledge. Motivated to
relationship between content
and inquiry as applied to planning and
motivation to engage in inquiry motivation to engage in
engage in inquiry to learn new
and inquiry as applied to
teaching.
to learn new content for
inquiry to learn new content
content for planning and
planning and teaching.
panning and teaching
for planning and teaching.
teaching.
Revised 3/7/11
3
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 4
KNOWLEDGE OF DEVELOPMENT AND LEARNING
The teacher candidate understands how individuals learn and develop, and that students enter the learning setting with prior experiences that give meaning to the construction of
new knowledge [INTASC #2; PRAXIS A1, A2, A4, A5, & B1]
LEVELS OF ACHIEVEMENT
CRITERIA
Knowledge & Understanding
Understands major theories of cognitive, physical,
emotional, social, and moral development;
understands how students construct knowledge and
acquire cognitive and metacognitive skills; is aware
of developmental progressions.
Performances & Skills
Demonstrates ability to apply knowledge of
educational theories and concepts; builds on prior
knowledge in the development of students’ thinking
and the implementation of appropriate instructional
activities; demonstrates awareness of cultural and
individual differences and similarities.
Dispositions
Appreciates and respects both developmental
changes and individual differences; values the
importance of self-efficacy; appreciates that all
students are able to achieve; sees students’
misconceptions as an instructional opportunity.
Revised 3/7/11
Unacceptable (0)
Emerging (1)
Proficient (2)
Exemplary (3)
Lacks knowledge and
understanding of major theories of
cognitive, physical, emotional,
social, and moral development, of
how students construct knowledge
and acquire cognitive and
metacognitive skills, and of
developmental progressions.
Has limited knowledge and
understanding of major theories of
cognitive, physical, emotional,
social, and moral development, of
how students construct knowledge
and acquire cognitive and
metacognitive skills, and of
developmental progressions.
Has acceptable knowledge and
understanding of major theories of
cognitive, physical, emotional,
social, and moral development, of
how students construct knowledge
and acquire cognitive and
metacognitive skills, and of
developmental progressions
Has extensive knowledge
and understanding of major
theories of cognitive,
physical, emotional, social,
and moral development, of
how students construct
knowledge and acquire
cognitive and metacognitive
skills, and of developmental
progressions
Lacks ability to apply knowledge
of educational theories and
concepts, to build on prior
knowledge in the development of
students’ thinking and the
implementation of appropriate
instructional activities; lacks
ability to integrate awareness of
cultural and individual differences
and similarities into practice.
Has limited ability to apply
knowledge of educational theories
and concepts, to build on prior
knowledge in the development of
students’ thinking and the
implementation of appropriate
instructional activities; has limited
ability to integrate awareness of
cultural and individual differences
and similarities into practice.
Consistently applies knowledge of
educational theories and concepts,
to build on prior knowledge in the
development of students’ thinking
and the implementation of
appropriate instructional
activities; consistently integrates
awareness of cultural and
individual differences and
similarities into practice.
Consistently and deliberately
applies knowledge of
educational theories and
concepts, provides
opportunities for students to
discover connections
between prior knowledge
and present learning ;
consistently and deliberately
integrates awareness of
cultural and individual
differences and similarities
into practice.
Lacks appreciation and respect for
developmental changes,
individual differences, selfefficacy, for the fact that all
students are able to achieve; and
the instructional opportunity of
students’ misconceptions.
Has limited appreciation and
respect for developmental change,
individual differences, selfefficacy, the fact that all students
are able to achieve, and the
instructional opportunity of
students’ misconceptions
Consistently appreciates and
respects developmental changes,
individual differences, selfefficacy, the fact that all students
are able to achieve, and the
instructional opportunity of
students’ misconceptions.
Consistently and deliberately
appreciates and respects
developmental changes,
individual differences, selfefficacy, the fact that all
students are able to achieve,
and the instructional
opportunity of students’
misconceptions.
4
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 5
DIVERSITY
The teacher candidate understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such
diversity in teaching and learning [INTASC #3; PRAXIS A1 & B1]
LEVELS OF ACHIEVEMENT
CRITERIA
Knowledge & Understanding
Understands differences in approaches to learning and
performance; is able to explain areas of varying abilities,
cultural issues that effect learning, culturally responsive
pedagogy, and issues related to teaching second language
learners; understands how learning is influenced by
individual experiences, talents and prior learning;
understands cultural and community diversity and
resources.
Performances & Skills
Uses instructional approaches that are sensitive to different
learning and performance modes; makes appropriate
provisions to meet individual needs of youngsters with
varying abilities, second language learners, or those from
diverse cultures; can access appropriate community
services and resources; responds sensitively to students’
families and cultures.
Dispositions
Values high expectations for the learning of all children;
values human diversity; respects students’ varied abilities,
linguistic histories, and cultural backgrounds; is sensitive
to diverse family needs and to community and cultural
norms.
Revised 3/7/11
Unacceptable (0)
Emerging (1)
Proficient (2)
Exemplary (3)
Lacks a grasp of varying individual
learning abilities; lacks knowledge of
the need to vary instructional
assessments and approaches for
students, including those with varying
abilities, second language learners and
those from diverse cultural
backgrounds; lacks understanding of
the importance of community
resources to learning of diverse
learners.
Has limited knowledge of varying
individual learning abilities and of the
need to vary instructional assessments,
appropriate activities, response modes,
etc. to accommodate the needs of
learners with varying abilities, second
language learners, and those from
diverse cultural backgrounds; has
limited knowledge of the community
resources.
Has acceptable levels of knowledge
of varying learning abilities and of the
need to vary instructional assessments,
appropriate activities, response modes
and adaptations of instruction for
students with varying abilities, has
knowledge of educational needs of
second language learners and those
from diverse cultural backgrounds;
understands the importance of
community resources to diverse
learners and their families.
Has deep knowledge of “culturally
responsive pedagogy” including
assessments, curricular and
instructional design related to it for
children with varying abilities, second
language learners, and those from
diverse cultural backgrounds; has
deep understanding of the importance
of community resources to meet the
needs of diverse learners and their
families.
Lacks the ability to design instruction
that responds to the needs of
individual and diverse learners;
demonstrates only modest
expectations for children with varying
abilities, second language learners,
and those from diverse cultural
backgrounds; does not respond
sensitively to the needs of students’
families from diverse cultures or
abilities.
Has limited ability to design
instruction that is responsive to
individual student needs; does not
display consistent expectations for
students; has limited ability to respond
to sensitively to differing and diverse
family cultures and needs.
Designs instruction that appropriately
challenges students of varying
abilities, diverse cultures, and
linguistic histories; communicates
effectively with families of children
with varying abilities, from diverse
cultures and those of second language
learners; utilizes community services
and resources to support students’
learning needs.
Consistently plans and implements
effective instruction which responds
to individual students’ diverse needs;
consistently utilizes community
resources that support the learning of
students with varying abilities, second
language learners, and those from
diverse cultural backgrounds; works
effectively with families as partners in
their children’s learning.
Places little value on high expectations
for all students or on the importance
of “culturally responsive pedagogy”
to meet the needs of diverse learners;
shows little respect for students’
varied talents, interests, linguistic
histories, or cultural backgrounds;
shows little regard for the importance
of community resources for diverse
learners and their families.
Places little value on the need to vary
goals, instruction, activities, and
assessment in response to individual
students’ needs for children with
varying abilities, those from diverse
cultural backgrounds, and second
language learners; shows little
appreciation for human diversity and
how human differences have an
impact on the learning process; places
some value on using community
resources in the educational process
for diverse learners and their families.
Places high value on the importance of
responding sensitively to students’
varied t abilities, cultures, and
linguistic histories; appreciates and
seeks ways to represent community
and cultural norms in the learning
environment; appreciates the
importance of families and the
community in the educational process.
Places high value on human
variability and the importance of
varying instruction to meet the needs
of children with varying abilities,
second language learners, and those
from diverse cultural backgrounds;
expects students to achieve at their
highest levels; has a deep
appreciation of the importance of
family and community involvement in
the educational process.
5
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 6
LEARNING ENVIRONMENT
The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and selfmotivation. [INTASC #5; PRAXIS B1, B2, B3, B4 & B5].
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE (0)
EMERGING (1)
PROFICIENT (2)
EXEMPLARY (3)
Knowledge & Understanding
Understands major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics, and
development as well as cultural
variations and classroom applications;
understands how materials, tasks, and
features of the physical environment
contribute to students’ learning.
Lacks knowledge and understanding of
major theories of motivation and learning,
self-efficacy, goal orientations, group
dynamics, and development as well as
cultural variations and classroom
applications; lacks knowledge of how
materials, tasks, and features of the physical
environment contribute to students’ learning.
Performances & Skills
Uses strategies that demonstrate ability
to apply knowledge of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics, and
development in culturally appropriate
ways; utilizes understanding of how
materials, tasks, and features of the
physical environment contribute to
students’ learning.
Lacks ability to use strategies that
demonstrate knowledge of major theories of
motivation and learning, self-efficacy, goal
orientations, group dynamics, and
development in culturally appropriate ways;
lacks ability to utilize understanding of how
materials, tasks, and features of the physical
environment contribute to students’ learning.
Dispositions
Appreciates the importance of
establishing a positive learning
environment in the classroom that
promotes social interaction, active
engagement in learning and selfmotivation in culturally appropriate
ways; appreciates the degree to which
materials, tasks, and features of the
physical environment contribute to
students’ learning.
Lacks appreciation for the importance of
establishing a positive learning environment
in the classroom that promotes social
interaction, active engagement in learning
and self-motivation in culturally appropriate
ways; lacks appreciation for the degree to
which materials, tasks, and features of the
physical environment contribute to students’
learning.
Revised 3/7/11
Has limited knowledge and
understanding of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics, and
development as well as cultural
variations and classroom applications;
has limited knowledge of how
materials, tasks, and features of the
physical environment contribute to
students’ learning.
Has limited ability to use strategies that
demonstrate knowledge
of major theories of motivation and
learning, self-efficacy, goal
orientations, group dynamics, and
development in culturally appropriate
ways; has limited ability to utilize
understanding of how materials, tasks,
and features of the physical
environment contribute to students’
learning.
Has acceptable knowledge and
understanding of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics, and
development as well as cultural
variations and classroom applications;
has acceptable knowledge of how
materials, tasks, and features of the
physical environment contribute to
students’ learning.
Consistently uses strategies that
demonstrate knowledge of
major theories of motivation and
learning, self-efficacy, goal orientations,
group dynamics, and development in
culturally appropriate ways; consistently
applies understanding of how materials,
tasks, and features of the physical
environment contribute to students’
learning.
Has extensive knowledge and
understanding of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics,
and development as well as cultural
variations and classroom applications;
has extensive knowledge of how
materials, tasks, and features of the
physical environment contribute to
students’ learning.
Consistently and deliberately uses
strategies that demonstrate knowledge
of major theories of motivation and
learning, self-efficacy, goal
orientations, group dynamics, and
development in culturally appropriate
ways; consistently and deliberately
applies understanding of how
materials, tasks, and features of the
physical environment contribute to
students’ learning.
Has limited appreciation for the
importance of establishing a positive
learning environment in the classroom
that promotes social interaction, active
engagement in learning and selfmotivation in culturally appropriate
ways; has limited appreciation for the
degree to which materials, tasks, and
features of the physical environment
contribute to students’ learning.
Consistently appreciates the importance
of establishing a positive learning
environment in the classroom that
promotes social interaction, active
engagement in learning and selfmotivation in culturally appropriate
ways; consistently appreciates the degree
to which materials, tasks, and features of
the physical environment contribute to
students’ learning.
Consistently and explicitly appreciates
the importance of establishing a
positive learning environment in the
classroom that promotes social
interaction, active engagement in
learning and self-motivation in
culturally appropriate ways;
consistently and explicitly appreciates
the degree to which materials, tasks,
and features of the physical
environment contribute to students’
learning
6
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
CRITERIA
Outcome 7
COMMUNICATION
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster
inquiry, collaboration, and engagement in learning environments. [INTASC #6; PRAXIS B3, C1, C2, C3, & C5]
LEVELS OF ACHIEVEMENT
Unacceptable (0)
Weak knowledge of subject may hinder
ability to provide understandable, accurate
statements about content; understands
multiple methods of presenting
information; understands how to structure
classroom discussion and how to question
students to probe their thinking;
understands how to use nonverbal
communication strategies.
Emerging (1)
Relatively weak knowledge of subject may
hinder ability to provide understandable,
accurate statements about content; limited
repertoire of methods of presenting
information; limited awareness of how to
structure classroom discussion or how to
question students to probe their thinking;
little or no understanding of nonverbal
communication strategies.
Proficient (2)
Knowledge of subject supports ability to
provide understandable, accurate statements
about content; understands multiple methods
of presenting information; understands how
to structure classroom discussion and how to
question students to probe their thinking;
understands how to use nonverbal
communication as a communication tool.
Performances and Skills
Communicates challenging learning
expectations clearly; listens carefully to
students and helps students articulate and
extend their thinking; uses multiple
representations to make content
comprehensible; uses instructional time
effectively, including introductions,
closure, transitions, questioning and
discussion strategies, management of
individual and group work.
Communicates learning expectations
poorly; ineffective use of instructional
time; uses lecturing as the only mode of
communication, never group work;
presentations of content are
incomprehensible or incorrect; rarely
attempts to probe or encourage diversity of
student thinking; manages group work
ineffectively. Demonstrates mastery of
some major conventions of standard
English.
Communicates non-challenging learning
expectations clearly;
ineffective use of instructional time, which
includes doing two or three or more of the
following poorly; primarily uses lecturing
as a mode of communication, with
occasional questions interspersed; group
work used sporadically; presentations of
content are difficult to follow or contain
relatively serious factual errors; rarely
attempts to probe or encourage diversity of
student thinking; manages group work
ineffectively. Demonstrates mastery of
most major and some minor conventions of
standard English.
Communicates challenging learning
expectations with some clarity; uses
instructional time effectively; varies methods
of presentation of new material, including
group work; presentations of content are
comprehensible and correct; makes some
attempts to probe or encourage diversity of
student thinking; manages group work
effectively. Demonstrates mastery of major
and many minor conventions of standard
English.
Dispositions
Views students as a valid source of
information; cares about student ideas and
student thinking; values group work as a
way to promote conversation and team
work, recognizes the importance of
multiple representations to engage learners
Views self as deliverer of information;
shows little regard for ideas of students;
believes that students have no prior
knowledge to use in making sense of new
content; believes that students should be
kept silent, even if that means not allowing
them to speak to one another; believes that
saying the same thing over and over again
will ultimately help students learn material
Views self as deliverer of information,
with an occasional need to solicit student
input; occasionally fosters student inquiry;
few attempts to promote student
collaboration; believes mainly in one
planned representation of content,
supplemented occasionally with other
representations (visual, audio)
Views students as a valid source of
information, offers additional information to
clarify and extend student thinking; believes
in the importance of listening to students’
ideas; fosters student inquiry by providing
situations, tasks or problems and inviting
students to engage with them individually;
believes in regular use of student
collaboration; believes in importance of
multiple representations of content to make
content comprehensible.
Knowledge and Understanding
Understands subject well enough to
communicate it effectively; communicates
ideas clearly; understands techniques of
structuring classroom discussion;
questioning strategies; how to structure
group work; understands the uses of nonverbal communication to maintain student
engagement and to manage student
behavior.
Revised 3/7/11
Exemplary (3)
Strong knowledge of subject
makes it possible to offer
multiple powerful
representations of content;
understands multiple methods of
presenting information;
understands how to structure
classroom discussion and how
to question students to probe
their thinking; understands how
to use nonverbal communication
as a communication tool.
Communicates challenging
learning expectations clearly;
uses instructional time
effectively; varies methods of
presentation of new material,
including group work;
presentations of content are
powerful, comprehensible and
correct; regularly probes and
encourages diversity of student
thinking; manages group work
effectively. Demonstrates
complete mastery of major and
minor conventions of standard
English.
Views students as a valid source
of information, offers additional
information to clarify or extend
student thinking; believes in the
importance of listening to
students’ ideas; fosters student
inquiry by providing situations,
tasks or problems and inviting
students to engage with them
individually or in groups;
believes in the importance of
multiple representations of
content that address multiple
learning styles to make content
comprehensible.
7
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 8
INSTRUCTIONAL STRATEGIES
The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and
problem solving, as well as to foster social, emotional, creative, and physical development. [INTASC #4 & #7; PRAXIS A2, A4, C3, & D2]
CRITERIA
LEVELS OF ACHIEVEMENT
Unacceptable (0)
Possesses little or no knowledge
and understanding of a range of
instructional strategies. Does not
understand that instructional
strategies are important for
students’ social, emotional,
creative, and physical
development.. Lacks knowledge
of how instructional strategies
promote critical thinking and
problem solving skills.
Emerging (1)
Possesses some knowledge and
understanding of a range of
instructional strategies. Understands
that instructional strategies are
somewhat important for students’
social, emotional, creative, and
physical development.. Has limited
knowledge of how instructional
strategies promote critical thinking
and problem solving skills.
Proficient (2)
Possesses knowledge and
understanding of an adequate range
of instructional strategies.
Understands that instructional
strategies are important for students’
social, emotional, creative, and
physical development.. Has
acceptable knowledge of how
instructional strategies promote
critical thinking and problem solving
skills.
Performance & Skills
Uses developmentally and
instructionally appropriate assessments
in several instructional areas, including
critical thinking, problem-solving, and
performance areas as the first step in the
instructional process; uses an array of
instructional strategies to foster social
and emotional development and
creativity.
Lacks a range of instructional
techniques and does not use
assessment properly.
Demonstrates little or no ability
to choose appropriate activities
for instructional objectives and
lacks flexibility to adapt
instructional strategies to
classroom needs.
Demonstrates a limited range of
instructional techniques, with little
understanding of assessment.
Demonstrates some ability to choose
appropriate activities for
instructional objectives and some
degree of flexibility to adapt
instructional strategies to classroom
needs.
Demonstrates a range of instructional
techniques, based on assessment,
including but not limited to
cooperative learning, presentation
skills, and discussion learning.
Demonstrates an adequate ability to
choose appropriate activities for
instructional objectives and a degree
of flexibility to adapt instructional
strategies to classroom needs.
Dispositions
Appreciates individual instructional
needs; believes in the importance of
using assessments to guide instructional
decision making; believes in the
importance of addressing many domains
of development.
Does not value the use of many
types of instructional strategies.
Does not value the importance of
adapting instructional strategies
to classroom and individual
student needs.
A limited acknowledgement of the
value of using many types of
instructional strategies. Values
somewhat the importance of
adapting instructional strategies to
classroom and individual student
needs.
Believes in the value of using many
types of instructional strategies.
Values the importance of adapting
instructional strategies to classroom
and individual student needs.
Knowledge & Understanding
Understands the importance of
developing critical thinking and problem
solving skills; knowledgeable in using
instructional strategies to foster social,
emotional, creative, and physical
development; understands that
appropriate instructional strategies can
lead to successful learning and to
increasing self-esteem.
Revised 3/7/11
Exemplary (3)
Possesses knowledge and
understanding of a broad range
of instructional strategies.
Understands that instructional
strategies are an essential
prerequisite for students’ social,
emotional creative and physical
development. Has extensive
knowledge of how instructional
strategies promote critical
thinking and problem solving
skills.
Demonstrates mastery of an
extensive range of instructional
techniques, based on assessment,
including but not limited to
cooperative learning,
presentation skills, and leading
discussions. Demonstrates
ability to choose appropriate
activities for instructional
objectives and a high degree of
flexibility to adapt instructional
strategies to classroom needs.
Believes in the value of using
many types of instructional
strategies. Values the importance
of adapting instructional
strategies to classroom and
individual student needs. Values
the importance of students
engaging in performance, critical
thinking, and problem solving
activities.
8
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 9
ASSESSMENT
The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners
and gives accounts of students’ learning to the outside world. [INTASC #8; PRAXIS A5 & C4]
CRITERIA
Knowledge and
Understanding
Understands that an assessment is
related to an objective and learning
goals. Is knowledgeable about a
variety of formal and informal
assessment strategies.
Knowledgeable of constructs such
as validity and reliability.
Performances & Skills
Selects and uses procedures and
instruments for assessment that are
congruent with learning goals. Can
develop, administer, and interpret a
variety of formal and informal
activities and instruments to
evaluate products. Employs
reliable scoring procedures, clearly
written items and prompts, and
unambiguous directions to assess
pupil progress. Clearly and
accurately explains and reports
assessment strategies and results to
students, administrators, parents,
and other audiences.
Dispositions
Values assessment as an integral
part of instruction and consistently
uses the results of formative and
summative assessments to reflect
on practice and improve
instruction. Believes in adapting
assessment procedures to meet
individual needs but inconstantly
utilizes adaptations.
Revised 3/7/11
LEVELS OF ACHIEVEMENT
Unacceptable (0)
Lacks understanding of rationale
for adopting assessment procedures
to meet students individual needs.
Is familiar with a very limited
range of formal and informal
assessment strategies. Lacks
understanding of fundamental test
statistics and constructs such as
validity and reliability.
Emerging (1)
Is familiar with a limited range of
formal and informal assessment
strategies. Possesses initial
understanding of fundamental test
statistics and constructs such as
validity and reliability.
Proficient (2)
Is familiar with a variety of formal
and informal assessment strategies.
Understands and can accurately
calculate fundamental test statistics.
Possesses satisfactory knowledge
of constructs such as reliability and
validity.
Exemplary (3)
Very knowledgeable about a variety of formal and informal
assessment strategies, including their inherent strengths and
limitations. Understands and can accurately calculate
fundamental test statistics. Knowledgeable of different types
of validity and reliability.
Selects and uses instruments for
assessment that are incongruent
with learning goals. Lacks ability
to develop, administer, and
interpret a variety of formal and
informal instruments to evaluate
processes and products. Is unable
to devise and employ appropriate
and reliable scoring procedures for
evaluating student work. Cannot
adapt assessment procedures to
meet students’ individual needs or
employs inappropriate adaptations.
Cannot explain, utilize, or report
assessment strategies and results to
students, administrators, parents,
and other audiences.
Selects and uses procedures and
instruments for assessment that are
congruent with learning goals, but
lacks proficiency in designing and
interpreting measures to assess
complex tasks and higher order
knowledge and skills. Can
develop, administer, and interpret a
limited range of formal and
informal activities and instruments
to evaluate products. Has difficulty
adapting assessment procedures to
meet the individual needs of
students; heavily relies on only one
type of assessment. Accurately
explains and reports assessment
strategies and results to students,
administrators, parents, and other
audiences.
Selects and uses procedures and instruments for assessment
that are congruent with learning goals and is proficient in
designing and interpreting measures for assessing complex
tasks and higher order knowledge and skills. Can develop,
administer, and interpret a variety of formal and informal
activities and instruments to evaluate both products and
processes. Consistently employs reliable scoring procedures,
clearly written items and prompts, and unambiguous
directions to assess pupil progress. Routinely adapts
assessment procedures to meet the individual needs of
students. Using multiple forms, clearly and accurately explains
and reports assessment strategies and results to students,
administrators, parents, and other audiences.
Does not perceive assessment as an
integral part of instruction as
evidence by its lack of use in
instructional planning. Does not
believe in adopting assessment
procedures to meet students’
individual needs.
Somewhat values the role of
assessment in evaluating pupil
progress, but generally fails to
make use of the results of formative
and summative measures to reflect
on practice and improve
instruction. Believes in
occasionally adopting assessment
procedures to meet students’
individual needs.
Selects and uses procedures and
instruments for assessment that are
congruent with learning goals and
is somewhat proficient in designing
and interpreting measures for
assessing complex tasks and higher
order knowledge and skills. Can
develop, administer, and interpret a
variety of formal and informal
activities and instruments to
evaluate products. Usually
employs reliable scoring
procedures, clearly written items
and prompts, and unambiguous
directions to assess pupil progress.
Inconsistently adapts assessment
procedures to meet the individual
needs of students. Clearly and
accurately explains and reports
assessment strategies and results to
students, administrators, parents,
and other audiences.
Values assessment as an integral
part of instruction and endeavors to
use the results of formative and
summative assessments to reflect
on practice and improve
instruction. Believes in adapting
assessment procedures to meet
individual needs but inconstantly
utilizes adaptations
Values assessment as an integral part of instruction and
consistently uses the results of formative and summative
assessments to reflect on practice and improve instruction.
Constantly demonstrates a belief in the adaptation of
assessment procedures by utilizing adaptations in instruction
and assessment practice.
9
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 10
TECHNOLOGY
The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs. [INTASC #4 & #7;
PRAXIS A2, A4, C3, & D2]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE (0)
EMERGING (1)
PROFICIENT (2)
EXEMPLARY (3)
Knowledge & Understanding
Demonstrates a sound
understanding of technology
operations and concepts.
Understands the social, ethical,
legal, and human issues
surrounding the use of
technology in schools and applies
those principles in practice.
Performances & Skills
Plans and designs effective
learning environments and
experiences supported by
technology.
Implements curriculum plans that
include methods and strategies
for applying technology to
maximize student learning.
Does not understand basic
technology operations and
concepts.
Unfamiliar with the social,
ethical, legal and human issues
surrounding the use of
technology in schools.
Does not incorporate
technology into learning
environments and experiences.
Does not implement curriculum
plans which include
technological components.
Does not apply technology to
assessment or evaluation needs.
Applies technology to facilitate a
variety of effective assessment
and evaluation strategies.
Dispositions
Uses technology to enhance their
productivity and professional
practice.
Revised 3/7/11
Is aware of basic technology
operations and concepts, and has
begun to apply this awareness to
professional growth.
Is aware of the social, ethical, legal
and human issues surrounding the
use of technology in schools, and
has begun to apply them in
practice.
Has begun to tentatively
incorporate technology into their
learning environments and
experiences.
Implements curriculum plans
which incorporate minor
technological components which
have limited effect on student
learning.
Aware of methods for using
technology in assessment and
evaluation, and have begun to
implement these methods in their
own practice in tentative ways.
Does not value technology
within professional practice.
Somewhat values the use of
technology for periodic
professional communications and
to provide minor increases in
professional productivity.
Understands basic technology operations in most
but not all areas described in state or national
(e.g. ISTE) standards, and is actively working to
develop an understanding in the areas which
have not yet been mastered.
Understand technology knowledge, skills and concepts
as described in state or national (e.g. ISTE) standards
documents, and demonstrate continuing professional
growth in staying abreast of current and Unacceptable
technologies.
Functional understanding of the social, ethical,
legal and human issues surrounding the use of
technology in schools, and is actively working to
transform classroom practice to address these
issues.
Incorporates a variety of learner-appropriate
technology-enhanced activities within the
classroom learning environment, but has not yet
adopted a proactive stance with regard to
technological developments.
Model and teach legal & ethical technology use; apply
technology resources to empower diverse learners;
promote safe and healthy use of technology resources;
and facilitate equitable access to technology resources
for all students.
Designs developmentally appropriate learning
activities that incorporate technology-enhanced
instructional strategies; applies current research on
teaching and learning with technology; identifies,
locates and evaluates technology resources; plans for
the management of technology resources within
learning activities; and plans strategies to manage
student learning in a technology-enhanced
environment.
Implements curriculum plans which incorporate
substantial technological components likely to
significantly enhance student learning outcomes.
Applies technology regularly as a substantial
and meaningful component in their assessment
and evaluation activities.
Values the use technology for regular,
substantial professional communications and to
provide significant increases in professional
productivity. Has begun to value technology as a
means of acquiring new knowledge and skills.
Facilitate technology—enhanced experiences that
address content standards and student technology
standards; uses technology to support learner-centered
strategies; applies technology to develop students
higher order thinking skills and creativity; and
manages student learning activities in a technologyenhanced format.
Applies technology in assessing student learning using
a variety of assessment techniques; uses technology
resources to collect and analyze data, interprets results,
and communicates findings; and applies multiple
methods of evaluation to determine students’
appropriate uses of technology resources.
Appreciates the use of technology to: engage in
ongoing professional development; increase
professional productivity, and
communicate/collaborate with others in order to
nurture student learning.
10
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 11
PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who evaluates his/her interactions with others (e.g. learners parents/guardians, colleagues and professionals in the
community) and seeks opportunities to grow professionally. [INTASC #9; PRAXIS D1 & D2]
CRITERIA
LEVELS OF ACHIEVEMENT
Unacceptable (0)
Emerging (1)
Proficient (2)
Exemplary (3)
Knowledge and Understanding
Understands and communicates
personal goals for learning and
development; knows about
appropriate avenues for personal
growth. Thoughtful reflection on
one’s teaching, involving critical
thought about planning, student
learning, and can provide specific
evidence of learning goals.
Performances and Skills
Reflects regularly on one’s teaching
through conversation with others,
writing about one’s teaching, or
thinking about ways to improve. Sets
specific goals, develops means for
accomplishing those goals and keeps
track of the success of these efforts.
Involved in professional
organizations, attends professional
learning opportunities, involved in
school outside classroom.
Dispositions
Believes that there is always more to
learn; treats teaching experiences as
opportunities to grow rather than
mere demonstrations of skill;
recognizes that there is no such thing
as “perfect” teaching; believes that
other school professionals have
valuable knowledge; believes in the
importance of parental involvement
Revised 3/7/11
Has no knowledge about how to
reflect on teaching. Does not
understand the importance of
professional development goals. Has
little or no awareness of strategies for
promoting professional development.
Has limited knowledge about how to
about teaching. Has some
understanding of the need for
professional development goals. Has
some awareness of strategies for
promoting professional development.
Has adequate knowledge about how
to reflect on teaching. Understands
the need for professional
development goals. Has some
awareness of strategies for promoting
professional development.
Knows how to think critically about
planning, teaching, and student
learning to reflect on teaching.
Understands the need for several
specific professional development
goals and a clear plan for
accomplishing those goals. Knows
about available strategies for
promoting professional development.
Does not reflect on teaching, and
makes no effort to improve. Does
not reflect on teaching. Does not
participate in professional
opportunities. Is not involved in
school activities outside the
classroom.
Reflects minimally on teaching (only
surface level awareness of classroom
events), and makes few efforts to
improve. Occasionally participates
in professional opportunities. Is
somewhat involved in school
activities outside the classroom.
Reflects adequately on teaching, and
seeks to improve, based on others’
suggestions. Reflects adequately on
teaching. Participates in professional
opportunities such as conferences
and workshops. Demonstrates
involvement in school activities
outside the classroom.
Reflects thoughtfully and critically
on teaching, and actively seeks to
improve teaching based on others’
suggestions and self-identified goals.
Participates actively in professional
opportunities such as conferences
and workshops. Demonstrates
extensive involvement in school
activities outside the classroom.
Does not acknowledge the
importance of professional growth;
views course work, supervision, and
other professional development
activities as hurdles rather than
growth opportunities. Does not value
supervisors, other professionals, or
parents as resources for growth.
Acknowledges minimal need for
professional growth; views course
work, supervision, and other
professional development activities
as hurdles. Values supervisors, other
professionals, and parents somewhat
as resources for growth.
Values the need for professional
growth. Views course work,
supervision, and other professional
development activities as
opportunities to learn. Values
supervisors, other professionals, and
parents as resources for growth.
Demonstrates a keen interest in
personal growth. Values course
work, supervision, and other
professional development activities
as opportunities to pursue learning
goals. Shows a keen interest in the
suggestions of supervisors, other
professionals, and parents as
resources for growth.
11
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 12
COLLABORATION AND PROFESSIONALISM
The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleagues/university
to support students’ growth and well-being. [INTASC #10; PRAXIS D3 & D4]
CRITERIA
Unacceptable (0)
LEVELS OF ACHIEVEMENT
Emerging (1)
Proficient (2)
Exemplary (3)
Knowledge & Understanding
Understands the concepts of
collaboration and professionalism;
understands the need for sharing
teaching insights and the coordination of
learning activities for students and
colleagues.
Performances & Skills
Uses approaches that foster building
positive professional relationships;
develops strategies for assisting others in
collaborative efforts; assists others in
developing collaborative activities for
students & colleagues.
Lacks the concept of the
need for working
positively with
colleagues, parents or
community or how to
actively build successful
partnerships.
Lacks the evidence of
fostering relationships
with colleagues,
parents/guardians,
agencies, to support
students’ growth and
well-being.
Displays some limited
knowledge and understanding
for working collaboratively
with colleagues, parents and
community.
Has an acceptable understanding
and knowledge of collaboration to
explain concepts necessary for
planning positive partnerships with
students, colleagues and
community.
Has comprehensive knowledge
of the need for and the planning
of positive collaborative
activities with students,
colleagues and community.
Displays some limited
evidence of fostering
relationships with colleagues,
parents/ guardians, agencies,
to support students’ growth
and well-being through
collaborative efforts.
Gives acceptable evidence of
fostering relationships and
reflections with colleagues,
parents/ guardians, agencies, to
support students’ growth and wellbeing through collaborative efforts.
Dispositions
Understands the value of working
collaboratively with colleagues, parents,
and community; recognizes the
importance of collaboration and
professionalism in the formation of
effective partnerships.
Lacks interest in working
positively with
colleagues, parents or
community
Displays limited interest and
effort in working
collaboratively with
colleagues, parents and
community.
Through acceptable evidence in
written and oral interactions,
student indicates an understanding
of the need for positive
collaboration. Has a desire to
develop successful partnerships.
Demonstrates extensive
evidence of fostering
relationships and reflections with
colleagues, parents/guardians,
agencies, to support students’
growth and well-being; has
evidence of participation beyond
basic requirements.
Believes that the teacher must
provide positive leadership in
developing relationships and
attitudes with colleagues and
others. Displays a sense of
efficacy.
Revised 3/7/11
12