Liberty University
TEACHER COMPETENCY ASSESSMENT
PART 1: For ALL Student Teachers
Instructions:
Responses for the Teacher Competency Assessment will be submitted online using the link provided by e-mail.
Please refer to the descriptions below and choose the level that BEST describes the teacher candidate’s performance.
Proficient or Advanced level performance is expected for all teacher candidates who successfully complete the
program. Please provide a comment below for any rating at the Developing level.
REMINDER:
In addition to this survey, be sure to complete PART 2 for the appropriate endorsement area.
PART 1: TEACHING COMPETENCIES [Knowledge, Skills, Dispositions]
A. KNOWS
Advanced
A1. General/professional knowledge
Teacher candidate applies a broad base
of general and professional knowledge.
A2. Content knowledge
Teacher candidate demonstrates
exemplary knowledge of content in the
endorsement area.
B. IMPLEMENTS
B3. Communication
Teacher candidate integrates exemplary
skills in speaking, writing, reading, and
listening.
B4. Planning
Teacher candidate utilizes highly
effective instructional strategies based
on developmental levels and needs of
the learner.
B5. Curriculum
Teacher candidate applies exemplary
knowledge of content areas and
curriculum goals to design instruction.
B6. Diversity
Teacher candidate initiates collaborative
opportunities for diverse learners.
B7. Classroom management
Teacher candidate manages highly
effective classroom climate and
procedures to motivate students and
maximize learning.
B8. Assessment
Teacher candidate uses an exemplary
variety of assessment strategies to
improve student learning.
B9. Technology and resources
Teacher candidate selects highly
appropriate technology and resources to
support instruction.
Proficient
Developing
Teacher candidate demonstrates
adequate general and professional
knowledge.
Teacher candidate demonstrates
inadequate general and professional
knowledge.
Teacher candidate demonstrates
adequate knowledge of content in the
endorsement area.
Teacher candidate demonstrates
inadequate knowledge of content in the
endorsement area.
Teacher candidate integrates sufficient
skills in speaking, writing, reading, and
listening for effective classroom
communication.
Teacher candidate demonstrates
insufficient skills in speaking, writing,
reading, and listening for effective
classroom communication.
Teacher candidate plans and selects
effective instructional strategies based
on developmental levels and individual
needs of the learner
Teacher candidate uses ineffective
instructional strategies that do not match
developmental levels and individual
needs of the learner.
Teacher candidate applies sufficient
knowledge of content areas and
curriculum goals to design appropriate
instruction.
Teacher candidate demonstrates
insufficient knowledge of content areas
and curriculum goals to design
appropriate instruction.
Teacher candidate participates
collaboratively to enhance the success
of diverse learners.
Teacher candidate does not participate
collaboratively to enhance the success
of diverse learners.
Teacher candidate manages classroom
climate and procedures to motivate
students and maximize learning.
Teacher candidate does not manage
classroom climate and procedures to
motivate students and maximize
learning..
Teacher candidate uses a variety of
assessment strategies to improve student
learning.
Teacher candidate selects appropriate
technology and resources to support
instruction.
Teacher candidate does not use variety
in assessment strategies.
Teacher candidate fails to select
appropriate technology and resources to
support instruction.
Teacher Competency Assessment – PART 1
B10. Candidate’s impact on K-12
student learning
Teacher candidate provides multiple
evidences of student learning at the
grade level and content appropriate to
the endorsement, with at least one
evidence over time including pre- and
post-test performance.
C. BELIEVES
C11. Human relations
Teacher candidate models exemplary
citizenship through moral leadership and
sensitivity to human needs.
C12. Professionalism
Teacher candidate demonstrates
exemplary behaviors of a reflective
practitioner and seeks opportunities for
professional development.
Teacher candidate provides multiple
evidences of student learning at the
grade level and content appropriate to
the endorsement.
Teacher candidate provides insufficient
evidence of student learning at the grade
level and content appropriate to the
endorsement.
Teacher candidate models adequate
citizenship through moral leadership and
sensitivity to human needs.
Teacher candidate needs to improve
citizenship behaviors and sensitivity to
individual needs.
Teacher candidate demonstrates
appropriate behaviors of a reflective
practitioner and seeks opportunities for
professional development.
Teacher candidate does not demonstrate
reflective practices and seldom seeks
opportunities for professional
development.
Teacher candidate consistently
Teacher candidate demonstrates all five
demonstrates all five dispositions
dispositions expected of professional
expected of professional educators:
educators:
Social responsibility,
Social responsibility,
Commitment,
Commitment,
Reflective practice,
Reflective practice,
Integrity,
Integrity,
Professionalism.
Professionalism
Final grade recommended for student teaching:
Teacher candidate exhibits difficulty
with one or more of the five dispositions
expected of professional educators:
Social responsibility,
Commitment,
Reflective practice,
Integrity,
Professionalism
DISPOSITIONS. S-C-R-I-P
A = Strongly recommended for a teaching position
B = Recommended for a teaching position
C = Conditional recommendation for teaching
D = Not recommended for licensure or teaching
F = Not recommended for licensure or teaching
Comments for any rating(s) at the Developing level:
Other comments:
REMINDER:
In addition to this survey, be sure to complete PART 2 for the appropriate endorsement area
2015