MAINE TEACHER CERTIFICATION STANDARDS (Ch114) ETEP Instructional Rubric REVISED Oct 1, 2014

MAINE TEACHER CERTIFICATION STANDARDS (Ch114) ETEP Instructional Rubric REVISED Oct 1, 2014 Ratings for each Standard are based on the evidence provided in the intern s Maine Teaching Standards Documentation and correspond to indicators which are highlighted in each category: ENTRY SEMESTER REVIEW: Action Needed ; Basic (2) FINAL SEMESTER REVIEW: Action Needed ; Basic (2); Proficient (3) Distinguished (4). A rating of Action Needed or Basic for the final semester review means the standard has not been met. NAME: REVIEW: Entry/Final DATE: Standard 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 2 Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. ELEMENTS Data Collection, Analysis & Application Actively gathers information through various means and sources (observations, student, parent, colleague interviews, surveys, inventories) about learner s cognitive, linguistic, social, emotional, physical development, interests and learner profile in order to o Analyze changes and patterns in learners across areas of development o Design developmentally Analyzes individual learner developmental and learning profiles and how diverse learners process information and develop skills to o differentiate learning experiences, using an appropriate balance of o support and challenge, move learners toward their next levels of development. Analyzes potential curriculum and setting demands and student Uses on-going interactions with learners and data on learner performance to: set goals for individual student learning, monitor learner progress, adjust instruction and thus continuously expand and, deepen his/her understanding of differences and their USM Initial Certification Standards rev. 10.1.14 1

appropriate learning experiences. readiness to scaffold learning through multiple approaches and methods impact on learning, Uses student cues during instruction to adjust pacing, learning task challenge level, communication and assessment method for individual learners with particular learning needs. Cultural Responsiveness (Cultural is defined broadly to include major identity markers (gender, ethnicity, linguistic, religion, SES, ability, sexual orientation) students funds of knowledge (athletics, technology, region, local) Modifications Applies interventions, modifications, and accommodations based on IEPs, IFSPs, 504s, gifted, and/or other legal requirements, seeking advice and support from specialized support staff and Addressing personal bias and assumptions Actively gathers information about learner's personal, family, community and cultural values, experiences and norms. Uses understanding of literacy and language skills, exceptional needs, and learners background knowledge to identify specific linguistic needs of individuals and groups of learners. Reflects on multiple perspectives that include learners personal, family, community, and cultural experiences and norms. families. Recognizes that his/her identity affects perceptions and biases and reflects on the fairness and equity of those views and decisions Provides opportunities for learners to discuss personal, family, community and cultural values, experiences and norms. Uses modified or culturally relevant materials, resources, tools and technology to address exceptional learner needs. Builds multicultural curriculum materials that reflect global diversity and demonstrate global competency. Designs lessons that include multiple perspectives in the presentation and discussion of content that include learners personal, family, community, and cultural experiences and norms. Employs a range of individualized supports, flexible groups and/or extended learning experiences to support students development of literacy and language skills and cultural awareness. Seeks out opportunities to examine personal bias or assumptions and address expectations for learners. Facilitates his/her learners inquiry into their own personal, family, community and cultural values, experiences and norms. Builds a common understanding of literacy and language skills and exceptional needs with her/his learners and collaborates on strategies to support language learning. Analyzes and applies strategies to counter personal bias and assumptions through interactions with learners, USM Initial Certification Standards rev. 10.1.14 2

and reflection on classroom approaches, lesson and unit planning, informal and formal assessments. Standard 3: Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation. ELEMENT Mutual Respect, Rapport, Responsiveness Classroom Procedures Builds positive relationships with students Articulates expectations for behavior that include classroom norms and values related to respectful interaction, full engagement in discussions, and individual responsibility for quality work Listens responsively and supportively to the cultural backgrounds and differing perspectives learners bring to the learning environment Manages the learning environment by organizing, allocating and coordinating resources (e.g. time, space, materials) to promote learner engagement and maximize the use of instructional time. Develops purposeful routines that support the class norms., (e.g. posting schedules, homework, in-out box, morning meeting, lunch tally, job chart, bell-work). Collaborates with learners in the development of classroom norms and values related to respectful interaction, full engagement in discussions, and individual responsibility for quality work Shares these with families and caregivers. Communicates verbally and nonverbally in ways that demonstrate respect for each learner s cultural background and perspective Actively involves learners in managing the learning environment and making full use of instructional time Employs strategies to build learner and self-direction and ownership of learning. Actively involves students in implementing class routines. Contributes to the development of school-wide norms and values related to respectful interaction, rigorous discussions, and individual and group responsibility for quality work. Supports learner independence and self direction in identifying their learning needs, accessing resources, and using time to accelerate their learning. Supports learner autonomy in developing and implementing class routines. USM Initial Certification Standards rev. 10.1.14 3

Student Behavior & Motivation Cooperative learning & choice Designs learning experiences that engage students interest and motivation. Uses a range of techniques for establishing and encouraging positive behavior, gaining attention, managing transitions, maintaining focus, managing whole class and small groups. Varies learning activities to involve learners in whole group, small group and individual work and develop a range of learner skills. Uses a system of data collection to assess behaviors and implement and evaluate interventions. Consults with other professionals to address behaviors. Uses techniques to support students self-direction and ownership of learning. Anticipates potential problems and takes preventive steps. Provides options and a variety of resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning. Supports learner autonomy and self-direction in managing their behaviors and assuming responsibility for their own learning. Supports learners growing ability to participate in decision-making, problem-solving, exploration and invention by suggesting resources and guiding independent identification of resources. Standard 4: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard 5: Innovative Applications of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues. ELEMENTS Teacher content knowledge Uses the disciplinary content standards and learning progressions to plan instruction. Begins to communicate concepts, processes and Uses the content standards and learning progressions in the discipline(s) fluently to plan longterm curriculum and make adjustments for individual Collaborates with others to expand her/his content knowledge in order to keep up with changes in the discipline USM Initial Certification Standards rev. 10.1.14 4

knowledge in the discipline and use vocabulary and academic language that is clear, correct and appropriate for learners. learners. Accurately and effectively communicates concepts, processes and knowledge in the discipline and uses and academic language that is clear, correct and appropriate for learners Articulates how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and weaves those themes into meaningful learning experience Addressing Misconceptions Representing and Linking Content Student Inquiry and Application of Knowledge Academic Language Draws upon initial knowledge of common misconceptions in the content area and uses available resources to address them to plan instruction. Uses a variety of means to represent and explain key ideas in the discipline. Links new concepts to familiar concepts and helps learners see them in connection to their prior knowledge and experiences. Engages learners in recognizing and applying methods of inquiry used in the discipline. Models the use of academic language and uses disciplinespecific vocabulary to express complex thinking (explanation, analysis, synthesis). Uses analysis of group discourse and learner work to identify learner misconceptions and uses the processes, vocabulary, and strategic tools of the discipline to address those misconceptions and build accurate and deep understanding Provides multiple representations and explanations of key ideas with connections to varied learner background knowledge and experiences. Engages learners in reflecting upon the connection between prior content knowledge and new ideas and concepts. Facilitates learners independent use of disciplinary methods of inquiry and standards of evidence. Uses a variety of methods to scaffold learners use of academic language and vocabulary in order to express their complex thinking (explanation, analysis, synthesis). Consults with colleagues about anticipating learners' needs for explanations and experiences that create accurate, understanding in the content area. Evaluates and modifies instructional resources and curriculum materials, and facilitates learners critical analysis of varying perspectives Recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias Actively supports students in identifying their prior knowledge through a variety of means. Guides learners in critiquing processes and conclusions using appropriate disciplinary standards. Engages learners in identifying diverse perspectives in disciplinespecific inquiry to expand competence in the use of USM Initial Certification Standards rev. 10.1.14 5

academic language. Engagement in Disciplinary Problems and Questions Introduces learners to the problems or issues addressed by the content area(s) as well as the local/global contexts for those issues. Structures interactions among learners and/or with local and global peers to support and deepen learning. Uses problems or questions to guide learners in applying the critical thinking skills and other tools in the content area. Reinforces learners use of these skills to solve problems or answer questions. Engages learners in identifying and connecting with people and resources, locally and globally to explore topics or questions. Fosters learners ability to independently identify issues or problems in or across content area(s) and use critical thinking skills to explore possible solutions, actions or answers. Fosters learner independence in identifying and accessing local and global people and resources to help address questions or issues. Standard 6 Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher s on - going planning and instruction. ELEMENTS Assessment types Uses a variety of classroom formative assessments, matching the method with the type of learning objective. Interpretation Uses data from formative assessments to draw conclusions about learner progress toward learning objectives and determine subsequent instructional moves. Criteria Setting & Feedback Articulates criteria for quality work through verbal explanations, product USM Initial Certification Standards rev. 10.1.14 6 Describes and designs, adapts, or selects appropriate assessments to address specific learning goals and individual differences methods/modes and matches the method to the learning objectives. Analyses data from multiple types of assessments to draw conclusions about learner progress toward learning objectives and plan differentiated individual learning experiences and assessments. Composes clear criteria for assignments in rubrics, checklists, scoring guides. Examines designed, adapted, or selected assessments tools to minimize bias. Works individually and with colleagues to gather additional data needed to better understand what affects learner progress and advocate for necessary change. Engages learners in giving peers feedback on performance using criteria generated

descriptors, rubrics or models. Provides feedback on learners performance pointing out strengths and suggestions for improvement. Helps learners apply the feedback to strengthen their performance. Modifications Implements required assessment accommodations and testing conditions for learners with disabilities and language learning needs. Documentation Maintains digital and/or other records of formative learner performance and monitors and reports learners' progress. Engages learners in understanding criteria for quality work by examining exemplars and/or generating criteria for quality work on a particular assignment. Structures reflection prompts to assist each learner in examining his/her work and making suggestions or improvement. Differentiates assessment methods and tools to support and challenge learners who are learning English and/or academically advanced. Maintains accurate formative and summative digitally and/or other records of learner performance Communicates assessment information to learners and parents so they can monitor progress and identify areas for additional practice or support. collaboratively. Builds learners meta-cognitive skills to help them identify how specific performance elements contribute to effectiveness and outline concrete strategies for improvement for themselves and their peers. Modifies classroom assessments and testing conditions flexibly and appropriately to enable all learners to demonstrate their knowledge and understanding. Standard 7 Planning for Instruction - The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. ELEMENTS Coherence Uses curriculum materials and content standards to identify learning objectives for lessons and mini-units based on targeted Uses curriculum materials and content standards to identify learning objectives for long-term units based on targeted Collaborates with learners to identify personalized learning objectives to reach long-term goals. USM Initial Certification Standards rev. 10.1.14 7

knowledge and skills Plans and sequences learning experiences linked to the learning objectives and makes content relevant to learners. Identifies formative means for assessing learning outcomes. Implementation Makes learning objectives clear to learners Addresses learning goals by selecting a few strategies, resources or materials to differentiate instruction for individuals and groups. Recognizes when to adjust plans Responsivenes s to students Evaluates effectiveness Uses learner performance data and his/her knowledge of learners to identify learners who need significant intervention to support or advance learning. Reflects on planned instruction and identifies areas of effectiveness and improvement based on feedback and learner performance knowledge, big ideas, and skills Structures time in plans to build learners' prerequisite skills, support steady progress and/or extend learning. Uses assessment methods that match learning objectives. Effectively communicates shortand long-term learning goals to students. Chooses from a repertoire of strategies, resources and materials prior to and during instruction to support learning, Regularly adjusts plans based on student responses, informal assessment data, and other contingencies, and makes the appropriate changes. Consults with specialists(e.g., special educators, language learning specialists, librarians, media specialists) to design learning experiences to meet unique learning needs. Evaluates plans in relation to short- and long-range goals and adjusts plans and thinking to meet students learning needs. Plans ways to support learners in taking responsibility for identifying learning challenges and using resources to support their progress. Engages learners in assessing the strategies, resources or materials that support their own learning and uses this as one source of data to individualize and adjust plans. Adapts and creates innovative plans based on students reactions to material and formative and summative assessment data. Collaborates with specialists, colleagues and learners to plan specific interventions or support in meeting the needs of individuals or groups. Standard 8 Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information ELEMENTS USM Initial Certification Standards rev. 10.1.14 8

Variety Makes the learning objectives and content standards explicit and understandable to learners by providing a variety of graphic organizers, non-linguistic representations, concept mapping and writing. Experiments with varying her/his role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners Experiments with hooks, activating activities, summarizers, etc. to maintain learner involvement and inquiry Uses selected literacy strategies to expand communication through speaking, listening, writing, reading and other media. Models higher order questioning skills related to content areas (e.g. generating hypotheses, taking multiple perspectives, using metacognitive processes). Group work skills Incorporates strategies to build group work skills including: thoughtful listening, extending or connecting one another s ideas and questioning for clarifications. Conveys ideas, content and concepts in a variety of forms and contexts. Introduces options for extensions and independent projects. Varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) and engages learners in assuming similar roles within small group settings. Incorporates a variety of hooks, activating activities, summarizers, etc. to engage learners and facilitate their student-generated inquiries. Uses a variety of literacy strategies to expand communication through speaking, listening, writing, reading and other media. Develops learners abilities to pose questions that can guide individual and group exploration of concepts and their application. Engages learners in expanding their abilities to use group discussion to learn from each other and to build interpretation, perspective-taking, and connection-making skills. Goal Setting Analyzes individual learner needs (e.g. language, thinking, processing) as well as patterns across groups of learners and sets goals for students. Engages learners in choosing learning strategies that enhance their understanding of concepts and build skills. Engages learners in designing higher order learning experiences that result in a variety of products and performances and build on learners interests and family and community resources. Collaborates with learners to create learning opportunities in which learners generate questions and design approaches for addressing them. Engages learners in demonstrating multiple ways to explain a concept or perform a process related to an instructional objective. Engages individuals and groups of learners in identifying their strengths and specific needs for support and uses this information to collaboratively set goals. USM Initial Certification Standards rev. 10.1.14 9

Standard 9: Reflection and Continuous Growth - The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. ELEMENTS Beliefs & Dispositions Professional Learning & Reflection Clearly articulates her/his beliefs about the role of education in a democracy, the nature of knowledge and learning, the dimensions of quality teaching, and the importance of an equitable education for all learners. Accepts responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice. Participates in professional learning opportunities such as: professional networks, professional learning communities, community and technological resources within and outside the school Feedback Openly accepts and evaluates feedback with tact, honesty, and openness, and responds to feedback in a timely and thoughtful manner. Makes practice transparent by USM Initial Certification Standards rev. 10.1.14 10 Reflects on and refines her/his beliefs based on practices that are congruent with beliefs. Seeks out opportunities to communicate and challenge those beliefs. Observes and reflects upon learners responses to her/his instruction to identify areas and set goals for improved practice. Uses evidence from multiple sources to evaluate effectiveness of his/her teaching. Engages in professional learning experiences that broaden her/his understanding of learner development and diverse needs in order to personalize and enhance practice. Seeks out and reflects upon feedback from colleagues to evaluate the effects of his/her actions on learners. Listens, shares ideas and materials, gives positive Uses research and experience to extend and synthesize beliefs. Reflects on and analyzes a wide range of evidence (e.g. feedback from families, students and learners peers) to evaluate the impact of instruction on individual learners and to set goals for improvement. Collaborates with colleagues and others to give, receive and analyze feedback on the effects of their actions and decisions on learners, colleagues and community members and to

sharing plans and inviting observation and feedback. feedback, and engages in teamwork with colleagues by supporting their ideas and showing confidence in them. apply it to improve practice. Standard 10: Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. ELEMENT Professionalism Collaboration & Consultation All interns are expected to meet the indicators in the Proficient column. Participates constructively with colleagues (mentor, team or departmental colleagues, program colleagues) to meet the needs of all learners including RTI system. Is aware of formal and informal services or resources to inform thinking about questions which arose in data collection and/or observations (guidance, Life Uses tact and discretion regarding private student or colleague information and is clear about the ground rules; uses names/information only when a child s safety is at issue. Honors time commitments (school schedule, meetings). Is well-informed about school policies on health/safety. Dresses neatly in keeping with the norms of the school, arrives on time, and is fully prepared. Fulfills university and program requirements in a timely and professional manner. Collaborates with colleagues to probe data and seek and offer feedback on practices that support learners. Collaborates to design lessons, Elicits information about learners and their experiences from families, and uses this ongoing communication to support learner development and growth. Accesses resources to deepen Takes leadership in advocating for students needs Enriches school offerings by leading afterschool activities, clubs, or other activities. USM Initial Certification Standards rev. 10.1.14 11 Shares innovative practices that meet learning needs with colleagues and supports colleagues in their use and analysis of effectiveness. Works with families to develop mutual expectations for learner performance and growth, and means to support them. Actively seeks professional, community and technological

Skills, Special Education, social work, gifted & talented). his/her understanding of subtle and complex learner situations, including, the cultural, ethnic, gender and learning differences among learners and their communities. Seeks out appropriate formal and informal services or resources to inform thinking about questions which arose in data collection and/or observations (guidance, Life Skills, Special Education, social work, gifted & talented). resources within and outside the school as supports for analysis, reflection and problem-solving Standard 11: Technology Standards for Teachers - (NETS.T) - Effective teachers model and apply the National Educational Technology Standards for Students (NETS S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators. ELEMENT Digital Learning Experiences Engages students in using technological applications and resources to promote student reflection, communication of conceptual understanding and thinking, and collaboration (e.g. online presentations, MLTI applications, on-line learning tools, wikis, blogs, portaportals,) Uses digital media tools and formats to explain concepts, processes or procedures Experiments with technology USM Initial Certification Standards rev. 10.1.14 12 Engages students in using a variety of technological applications and resources strategically in solving authentic local/global problems, engaging in creative processes, pursuing questions and interests, setting goals and monitoring their own learning. Communicates relevant information and ideas effectively to students, parents and peers using a variety of digital age Models collaborative knowledge construction by engaging in learning with students, colleagues, and others in faceto-face and virtual environments. Provides students options of digital tools based on their individual learning needs and preferences.

Digital-Age Professional Work and Learning Digital Citizenship applications and resources to tailor instruction to address student diversity. Explores how available technology applications and systems work together to support their own and students' work Uses digital communication and collaboration tools to communicate with students and peers Identifies and critiques local and global learning communities and resources to explore creative uses of technology to support student learning. Articulates school and/or district policies regarding ethical, legal and safe use of digital information and technology regarding Models ethical and legal use of digital materials and technology for students (digital etiquette, copyright, plagiarism, credible information sources) media and formats. Uses assistive technologies to support students with disabilities Uses technology tools and systems flexibly ethically to create learning environments, monitor student progress, maintain records and create learning materials. Uses a variety of examined digital communication and collaboration tools to communicate with peers, students, parents and community members (both local and global) Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning. Participates in local and global learning communities to explore creative applications of technology to improve student learning. Actively teach students safe, ethical and legal use of digital materials and technology for students (digital etiquette, copyright, plagiarism, credible information sources) Serves as a resource for colleagues, students, parents or community members in how to use technology flexibly to support and enhance learning. Facilitates or leads a local or global learning community that explores creative applications of technology to improve student learning. Serves as a resource for peers and students regarding ethical, legal and safe use of technology and digital media by advocating for such use, providing resources on the topic, and engaging in conversations or presentations. USM Initial Certification Standards rev. 10.1.14 13