D’YOUVILLE COLLEGE STUDENT TEACHING COMPETENCIES
Candidate Name:
Associate Teacher:
Grade Level:
Please indicate the frequency with which each competency is observed according to the
following scale: 1 = Never, 2 = Sometimes, 3 = Usually, 4 = Consistently
PLANNING
Presented lesson plans to the classroom
consultant/associate teacher prior to the
commencement of the school day.
Lesson planning follows the D’Youville College
format.
Selects appropriate standards and expectations
as outlined in the Common Core Learning
Standards for New York State.
Recognizes and plans for the individual needs
of students and provides appropriate
modifications.
Relates lessons to students’ knowledge and
skills attained in earlier learning (prior
knowledge).
Provides students with a wide range of
learning formats (group, cooperative learning,
individual inquiry, discovery).
Prepares instructional materials and student
learning materials of the highest quality.
Utilizes summative assessments as part of a
unit of study.
Demonstrates extensive background
knowledge in the subject/content area.
Monitors and adjusts teaching through selfreflection, and as discussed with the classroom
consultant/associate teacher.
Utilizes outside resources to enhance lessons.
1
2
3
4
LEARNING ENVIRONMENT
Establishes mutual trust and respect with
students and staff.
Motivates students and engages them in the
learning process; few management problems
1
2
3
4
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take place.
Recognizes and rewards positive behavior.
Creates a physically and emotionally safe
classroom environment by establishing and
maintaining effective classroom routines and
expectations.
Implements behavioral interventions
consistently by using a variety of effective
intervention strategies.
Promotes fairness and is able to work with a
variety of students.
METHODOLOGY
Provides instruction that is supported by
research-based “best practices.”
Implements motivation techniques which result
in student engagement and learning.
Uses a variety of materials, resources, and
technology-related materials/devices.
Establishes grouping which effectively match
student activities and provide appropriate
learning situations.
Develops learning objectives that are clearly
measurable and attainable.
Utilizes questioning techniques that increase
higher order thinking skills.
Provides a variety of learning experiences (e.g.
discussions groups, cooperative learning,
hands-on activities).
Provides closure at the end of lessons.
1
2
3
4
PROFESSIONALISM
Communicates daily with the classroom
consultant/associate teacher on methods,
practices, and practice.
Accepts feedback and incorporates it into
improved classroom performance.
Demonstrates knowledge of subject matter for
teaching.
Communicates and interacts with
parents/guardians when appropriate (in order
to enhance student achievement)
When appropriate, attends and participates in
staff meetings, team meetings, parent
conferences, etc.
Adheres to NYS regulations and ethical
principles of teaching and is a good role model
for students.
1
2
3
4
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