Center for Educator Preparation

Transcription

1 Colorado State University Center for Educator Preparation TEACHER CANDIDATE QUALITY STANDARDS The following standards are adapted from the Colorado State Model Evaluation System for Teachers approved by the Colorado State Board of Education in May of 2013, and reflect the knowledge, skills, and dispositions required for teachers to ensure students academic success and social growth. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success (Colorado Department of Education, 2016). These Teacher Candidate Quality Standards have been adapted to reflect the specific context and opportunities available to teacher candidates throughout the four-phase program in the Center for Educator Preparation at Colorado State University. The first category involves the work surrounding the act of teaching. Since the primary role of the teacher is to support students academic and personal success, it is the focus of three of the five standards. CEPTCQS #1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. CEPTCQS #2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. CEPTCQS #3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. The second category involves continuing improvement and the effectiveness of the teacher, both personally and professionally: CEPTCQS #4: Teachers reflect on their practice. CEPTCQS #5: Teachers demonstrate leadership. Preservice teacher candidate performance should be rated on each element within each standard at one of four levels: Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. These levels are cumulative across the rows of the rubric in that a Proficient Candidate must exhibit the characteristics encompassed under each previous level in addition to those described at the Proficient Candidate level. A candidate must demonstrate professional performance with a C or better and at the proficient level for dispositions to be recommended for licensure. Revised

2 CEPTC Quality Standard #1 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). Teacher Candidates: 1a. Lesson plan and instruction is aligned with the Colorado Academic Standards and the individual needs of their students Observation Artifact Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality *Effective Communicator *Improve Performance *Culturally Responsive *Committed to Profession uses lesson plans that reflect: and uses lesson plans based on:...and... and -daily review and revision -instructional objectives appropriate for students -explicit connections to specific learning objectives and approved curriculum. -student needs -Colorado Academic Standards -stated learning objectives -collaborates with the Cooperating Teacher and department to deliver the approved curriculum. -understand and can access their district's plan of instruction. -collaborates with other school staff to vertically align and horizontally align, articulate, and deliver the approved curriculum. 1

3 1b. Demonstrate knowledge of student literacy development in reading, writing, speaking and listening. and...and provides and Students meet or understands and strives instruction that enhances exceed expectations for: to make complex students reading accessible to students by: -demonstrates an understanding of literacy content and skills; -emphasizes literacy connections while teaching content. -adjusting content to students' skill levels - providing relevant content that addresses students' interests. -integrating knowledge into lessons -critical thinking and reasoning -information literacy -oral communication -written communication -critical thinking and problem solving -literacy skills 1c. Demonstrate knowledge of mathematics and understand how to promote student development in mathematical concepts connected to the content area : and...and and the Teacher -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. -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 their content area -emphasizes interdisciplinary connections to math -models mathematical thinking 2

4 1d. Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught. :...and...and and engages students in -breaks down concepts into instructional parts and teaches each part using appropriate, effective strategies and/or tools; -provides explanations of content area that are accurate; clear; concise; comprehensive. -provides students with a variety of explanations and multiple representations of concepts and ideas. -a variety of explanations and multiple representations of concept and ideas -uses instructional materials that are accurate and appropriate for the lesson being taught -a variety of inquiry methods to explore new ideas and theories. -employs a variety of instructional strategies to address student needs 1e. Develop lessons that reflect the interconnectedness of content areas/disciplines. -emphasizes key concepts and connects them to other essential ideas within the content area and -connects lessons to other disciplines and/or content areas...and implements instructional strategies that -articulate content and interdisciplinary connections -integrate literacy skills across content areas...and -clarifies and elaborates on interdisciplinary connections for students -employs instructional strategies that include literacy, numeracy, and language development across content areas 3

5 1f. Make instruction and content relevant to students and take actions to connect students' background and contextual knowledge with new information being taught. and...and and Students -selects a variety of instructional materials and strategies based on their relevance, central contexts, and foundational evidence base -links lessons to students' prior knowledge -encourages and provides opportunities for students to make connections to prior learning. -delivers lessons and uses materials to ensure that students backgrounds are considered -provides opportunities for students to self-select tasks that accelerate learning -interact with materials that are relevant to them -make connections to prior learning to understand current content Feedback/Questions/ Next Steps for overall TCQS #1: 4

6 CEPTC Quality Standard #2 Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Teacher Candidates: 2a. Foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers. Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Culturally Responsive and...and... and Observation Artifact -circulates through the classroom, interacting with every student -ensures that screen or board (focus) is positioned so that all students can see and hear what is projected -ensures that structures and routines are evident - has mutually respectful relationships with students -has consistent empathy for each student -displays public records of student work on walls that are relevant to ongoing instruction -fosters an environment where students respect their classmates and teacher(s) -fosters positive relationships between and among students that are respectful and demonstrate mutual support 2b. Demonstrate a commitment to and respect for diversity. and and and Students - shows a concern for issues of equity and social justice -uses instructional approaches and provides tasks that are relevant to students from a variety of backgrounds and interests -engages students in discussions concerning culture, equity, democracy & learning -establishes processes and an environment that result in a sense of community with effective interactions among students -respect the uniqueness of fellow students -seek a variety of perspectives to complete group assignments 5

7 2c. Engage students as individuals with unique interests and strengths. and...and and Students -implements lessons that reflect student interests -acknowledges all students for their accomplishments -showcases the belief that all students can learn -provides lessons that are explicitly differentiated -knows students as learners and purposefully allows space for students' strengths - have opportunities to show understandings and skills in a variety of ways - legitimizes multiple areas of expertise allows them to be leveraged 2d. Believe that instruction is for the benefit of all students, including those with special needs across a range of ability levels. :...and...and and The Students -adapts the learning environment to address individual student needs -challenges and supports individual student learning - uses multiple strategies to teach and assess students -works with support staff and school faculty to gather input to better understand students learning needs -engages in ongoing reflective practice that increases their depth of understanding of student centered learning -provides lessons that are explicitly differentiated -advocate for themselves by articulating their needs -communicate openly about circumstances that affect their classroom performance 6

8 2e. 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. and and and Families and Significant Adults -establishes a classroom environment that is inviting to families and significant adults -maintains respectful relationships with students, their families, and significant adults -understands students support structures outside of school -provides multiple opportunities for communication with students' support structures -partner with the teacher to support student strengths and address next steps for learning and growth 2f. Create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies. and...and and the Students -provides clear expectations to guide student behavior in the classroom -holds students accountable for school and class rules -maintains a safe environment - maximizes instructional time -stay on task during class -accept responsibility for their behavior and use of time Feedback/Questions/ Next Steps for overall TCQS #2: 7

9 CEPTC Quality Standard #3 Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. Teacher Candidates: 3a. 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. Observation Artifact Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality *Effective Communicator *Improve Performance *Culturally Responsive *Committed to Profession and...and... and Students -differentiates content to assure that students are able to work at their ability levels -builds on the interrelatedness of students intellectual, social and emotional development -uses appropriate language for the students in their classroom -use appropriate instructional strategies for the students in their classroom -use appropriate behavioral management strategies -understand how they learn best -are facilitators of learning, where students are engaged as leaders 8

10 3b. 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. and...and and Students -designs assessments that accurately measure the learning target -uses assessment results to guide instructional decisions -creates lesson plans showing alignment between Colorado Academic Standards and learning target, assessments,,and instruction -ensures that students meet learning targets while increasing mastery levels -confer with the teacher to make goals and monitor achievement -monitors student progress and adjusts instruction appropriately 3c. Demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. and...and and the Students -incorporates researchbased instructional strategies into their lessons - use strategies (in planning and instruction) that meet the unique needs of each student -provide tasks that allow student choice -are able to apply skills and knowledge learned in the classroom to other areas in their lives 9

11 3d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning....and...and and Students - uses available technology to enhance student learning -develops student knowledge and skills (in both content and technology) -enhances creative and innovative skills using technology -create experiences where students engage in virtual and face to face learning activities, enhanced by the appropriate use of available technology -produce creative and innovative products 3e. Establish and communicate high expectations for all students and plan instruction that helps students develop critical thinking and problem solving skills. and...and...and Students -holds students accountable for their learning -sets student expectations at a level that challenges students -consistently communicates high academic expectations -enhances learning by providing critical thinking and problem solving activities for students at all levels -help set their learning objectives -apply higher-order thinking and problem-solving skills to address challenging issues 10

12 3f. Provide students with opportunities to work in teams and develop leadership qualities. and...and and Students -includes all students in individual and group activities where each student in the room has a voice -groups students flexibly -provides opportunities for students to participate using various modes of communication -adjusts team composition based on lesson objectives and student needs -varies group size, composition, and tasks to create opportunities for students to learn from each other -assume leadership roles within their teams -participate in teams in ways that build trust and ownership of ideas among team members 3g. Teachers communicate effectively, making learning objectives clear, providing appropriate models of language and and and Students -communicates effectively with students -models appropriate and effective communication skills, including writing, listening, and speaking -provides opportunities for students to practice communication skills -effectively assesses students' communication skills -apply effective written and oral communication skills in their work -use academic language in oral and written work 11

13 3h. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. and and and Students -involves students in monitoring their learning -assesses learning outcomes appropriately -implements appropriate strategies for assigning grades -evaluates students using multiple measures -provides a variety of assessments at a variety of levels in each lesson -provides constant, individualized, specific, and timely feedback -teaches students to use feedback to improve their learning -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 Feedback/Questions/ Next Steps for overall TCQS #3: 12

14 CEPTC Quality Standard #4: Teachers reflect on their practice. Teacher Candidates: 4a. Demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice. Dispositions: *Professional Behaviors *Ethical Behavior & Integrity *Collegiality *Improve Performance *Culturally Responsive and...and... and Observation Artifact -collects and analyzes student data to inform instructional practice -collects multiple examples of student data to support student learning over time - develops student learning plans based on multiple data sources -adapts teaching skills to meet student needs from student data -monitors and evaluates personal behavioral changes to determine what works for students -analyzes instruction and outcomes at Blooms analyze and apply levels 13

15 4b. Teachers link professional growth to their professional goals. and...and and -implements feedback from evaluations to improve practice -identifies strengths and weaknesses in their own professional growth -applies differentiation to meet needs of students -evaluates strengths and weaknesses in their own professional growth -evaluates, acquires, and implements new strategies to improve instructional practices -engages in professional development that is targeted toward improving student outcomes 4c. Are able to respond to a complex, dynamic environment....and...and and -collaborates with colleagues to implement new ideas to improve teaching and learning -meets the needs of grade level students -maintains positive, productive and respectful relationships with peers - begins to individually support struggling/advanced students -supports struggling and/or advanced students -initiates and collaborates in activities with colleagues Feedback/Questions/ Next Steps for overall TCQS #4: 14

16 CEPTC Quality Standard #5: Teachers demonstrate leadership. Teacher Candidates: 5a. Demonstrate Leadership. Observation Artifact Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Committed to the Profession and and and -supports school goals and initiatives -participates in school activities expected of all teachers -works collaboratively for the benefit of students -collaborates effectively with school-based teams -contributes to school committees and teams -recognizes opportunities and handles challenges with a growth mindset -shares lessons learned with colleagues to improve teaching and learning 5b. Contribute knowledge and skills to educational practices. and and and -supports the work of colleagues -shares expertise with colleagues Supports the work of colleagues -collaborates with colleagues to support student growth and development -provides input into procedures that affect classroom climate and student learning -participates in district-wide decision-making processes that impact the school community 15

17 5c. Advocate for students and schools, partnering with students, families, and communities and appropriate. and and and -is an advocate for the profession of teaching -advocates for students with families and other significant adults using a variety of communication tools and strategies -contributes to school and/or district committees to advocate for students and their families -advocates for the students, the program(s), and the school 5d. Demonstrate high ethical standards. and and and -adheres to standards of professional practice -maintains confidentiality of student records as required by law -maintains confidentiality of student, family and fellow teacher interactions as well as student data -helps students understand the importance of ethical behavior as an individual and member of society -models ethical behavior, including honesty, integrity, fair treatment, and respect for others Feedback/Questions/ Next Steps for overall TCQS #5: 16