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Appendix C: Elementary Student Teaching Performance Profile
This appendix includes performance dimensions and indicators used to describe the performance of elementary level (K-6 generalist / 5-8 specialist) candidates for licensure during their student teaching or “clinical” experience. Each of the ten Program Goals are drawn from the Education Department’s conceptual framework and anchored in its knowledge base. Performance Dimensions (1.a.1, 1.b.1, and so on) are based on selected Minnesota Standards of Effective Practice for Teachers. Performance indicators for each of four levels (Needs Attention, Basic, and so on) are in the form of scoring guides or “rubrics” anchored in candidates observed behavior. Performance Profiles offer a summative assessment of candidates’ student teaching performance based on their college supervisors analysis of all relevant sources of information gathered during their sixteen-week residency and included in their student teaching portfolios. Performance dimensions and indicators were derived from an analysis of Spring 2000 student teachers’ portfolios as described in Assessing Candidate Performance (2001), an unpublished Education Department monograph available upon request. A secondary level performance profile is in development.
Goal 1. Subject Matter Knowledge. The candidates we prepare for licensure as Minnesota teachers understand the central concepts, tools of inquiry, and structures of the disciplines they are preparing to teach so that they will be able to make this subject matter meaningful for their students (Knowledge Base, p. 2).
1.a.1 The candidate’s performances reveal understanding of major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the subjects shared with students (MSEP 1.A; INTASC 1.11).
Needs Attention: The candidate reveals insufficient prerequisite knowledge to encourage students’ learning. The candidate’s performances reveal content errors and/or disorganized, confused understanding of content knowledge.
Basic: The candidate displays basic content knowledge but does not go beyond text book information. Performances reveal difficulty responding to impromptu misconceptions.
Proficient: The candidate displays solid content knowledge, anticipating some student misconceptions, and responding accurately to some student questions.
Distinguished: The candidate displays extensive content knowledge, revealing continuing pursuit of such knowledge, anticipation and correction of student misconceptions, and accurate responses to student questions.
1.b.1 The candidate uses varied viewpoints and theories to offer multiple representations and explanations of concepts that reflect key ideas in the subjects shared with students
(MSEP 1.F and 1.E; INTASC 1.32 and 1.31).
Needs Attention: The candidate presents information in limited scope.
Basic: The candidate displays some knowledge of and openness to other theories, explanations.
Proficient: The candidate consistently presents more than one viewpoint, representation.
Distinguished: The candidate actively seeks out a wide variety of viewpoints and representations of subject matter; displays an openness to students’ theories; motivates students to further explore the content area.
1.e.1 The candidate integrates subject matter knowledge, skills, and methods of inquiry with that of other disciplines related to the subject matter they share with students (MSEP 1.J; INTASC 1.36).
Needs Attention: The candidate’s planning does not reveal intentional integration with other subjects.
Basic: The candidate reveals some effort to coordinate or integrate content.
Proficient: The candidate’s explicit objectives provide opportunities for integration with other content areas.
Distinguished: The candidates’ planning encourages student initiative to make connections with other content areas.
1.c.1 The candidate engages students in generating knowledge and using hypotheses that reflect a discipline’s methods of inquiry and standards of evidence (MSEPT 1.H, INTASC 1.34).
Needs Attention: The candidate provides some meaningful opportunities for students to generate knowledge; those opportunities lack variety.
Basic: The candidate engages students in generating knowledge and testing hypotheses that are appropriate for the objectives; mentally engages students.
Proficient: The candidate consistently provide opportunities for students to generate knowledge and test hypotheses.
Distinguished: The candidate’s K-12 students take initiative to pursue information and test their emerging hypotheses using intellectually challenging material.
1.d.1 The candidate links subject matter concepts to students’ prior learning (MSEPT 1.E, INTASC 1.31)
Needs Attention: The candidate reveals insufficient prerequisite knowledge of students’ learning. Evidence suggests the candidate does not understand its importance.
Basic: The candidate’s performance indicates some awareness of prerequisite learning; but their knowledge of that prior learning is incomplete or limited in scope.
Proficient: Plans reflect candidate’s understanding of prerequisite relationships among topics and concepts.
Distinguished: The candidate actively builds on knowledge of prerequisite relationships when planning instruction or in seeking causes for student misunderstanding.
Goal 2: Student Learning and Development. Our candidates draw upon their understanding of learning and developmental processes to choose optimal way to encourage their students’ intellectual, social, and personal development.
2.a.1 The candidate uses students’ learning as a basis for growth and students’ errors as opportunities for learning (MSEPT 2.D, INTASC 2.22).
Needs Attention: The candidate has few ideas for building on student strengths or responding to student errors.
Basic: The candidate implements some procedures for building on student strengths and meeting student needs.
Proficient: The candidate consistently build on students’ knowledge and addresses errors.
Distinguished: The candidate shows exceptional creativity in providing learning opportunities that challenge and correct students misconceptions or procedural errors.
2.b.1 The candidate elicits samples of students’ thinking as revealed in oral and written work to use as resources in planning instructional activities (MSEPT 2.G, INTASC 2.33).
Needs Attention: The candidate makes no attempt to discover their students’ thinking.
Basic: The candidate seeks out students’ thinking on a least a basic level.
Proficient: The candidate consistently considers student thinking when planning instruction.
Distinguished: The candidate uses multiple ways to seek out evidence of their students’ thinking. The candidate consistently uses this information in planning lessons and units.
Goal 3: Diverse Learners. Our candidates, recognizing how differences among students can influence their learning, make instructional decisions that reflect their students’ backgrounds and exceptionalities.
3.a.1 The candidate uses teaching approaches that address students’ stages of development (MSEPT 3.K, INTASC 3.31).
3.a.2 The candidate uses teaching approaches that address students’ preferred styles
of learning and modes of performing (MSEPT 3.L, INTASC 3.32).
3.a.3 The candidate uses teaching approaches that use students’ strengths and talents to encourage their learning (MSEPT 3.A, INTASC 3.11).
3.a.4 The candidate uses teaching approaches that accommodate students’ learning needs (MSEPT 3.M, INTASC 3.33).
3.a.5 The candidate uses teaching approaches to explain subject matter using multiple
perspectives that make use of students’ personal, family, and cultural experiences
(MSEPT 3.P, INTASC 3.36).
3.a.6 The candidate uses teaching approaches that connect instruction to students’ families, cultures, and communities (MSEPT 3.O, INTASC 3.35).
Needs Attention: The candidate reveals limited knowledge of this dimension and little ability to appropriately respond to it in teaching.
Basic: The candidate’s teaching approaches often include appropriate responses, but strategies are limited.
Proficient: The candidates teaching approaches consistently include appropriate responses that are varied, sensitive to individuals and effective in creating a pleasant and productive learning environment.
Distinguished: The candidate uses an extensive repertoire of strategies (including additional resources from the school) to provide educational opportunities appropriate for all students.
3.b.1 The candidate develops learning communities in which individual differences are respected (MSEPT 3.Q, INTASC 3.37).
Needs Attention: The candidate is unaware of students’ individual differences.
Basic: The candidate is aware of students’ differences; sometimes models accepting behavior; sometimes facilitates learning opportunities that affirm the value of such differences.
Proficient: The candidates consistently models warm, accepting behaviors. The candidate responds to impromptu situations appropriately. He or she consistently facilitates learning opportunities to promote feelings of belonging and acceptance for all students.
Distinguished: The candidate implements techniques which bring about a positive and dramatic change for one or more students.
Goal 4: Instructional Strategies. Our candidates use their knowledge of instructional strategies to decide upon and employ those that are most likely to encourage their students’ critical thinking, problem solving, and performing skills.
4.a.1 The candidate motivates students and introduces learning objectives in an “anticipatory set” or its equivalent (MSEPT 4.B, INTASC 4.11).
Needs Attention: The candidate’s anticipatory sets or their equivalent are sometimes omitted, or are similar (lack creativity) and do not always communicate objectives to students.
Basic: Most of the candidate’s anticipatory sets motivate students and communicate objectives.
Proficient: The candidate consistently uses creative, motivating anticipatory sets which communicate objectives to students.
Distinguished: The candidate’s anticipatory sets are consistently creative and motivational, linked to prior knowledge and students interests. Students display knowledge of objectives gained from such use of anticipatory sets or their equivalent.
4.b.1 The candidate provides “closure” by summarizing learning objectives to evaluate students’ learning (MSEPT 4.B, INTASC 4.11).
Needs Attention: The candidate’s closures are often omitted, are similar and provide minimal summary and evaluation of objectives.
Basic: Closures are often included in lessons and provide a basic summary and/ or evaluation.
Proficient: Closures are consistently included and provide a summary and evaluation of learning.
Distinguished: The candidate’s closures are consistently creative, promote retention of learning; they give direction to future learning.
4.c.1 The candidate uses a variety of appropriate instructional materials supported by
human and technological resources (MSEPT 4.D, INTASC 4.13)
Needs Attention: The candidate seems hesitant to use a variety of materials.
Basic: The candidate uses materials and resources provided; these resources support objectives.
Proficient: The candidate brings in additional resources which support objectives and engage students in meaningful learning.
Distinguished: The candidate consistently uses a wide variety of resources which motivate students, support objectives and promote creative thinking. Students are motivated to select or adapt materials.
4.d.1 The candidate allows adequate “wait time” while setting a pace that reflects learners needs and subject matter complexity (MSEPT 4.I / 4.J, INTASC 4.33 / 4.34).
Needs Attention: The candidate’s pacing is inappropriately slow, or rushed, or both. Little awareness of wait time.
Basic: Candidate’s pacing of the lesson is sometimes even, but not consistently so. Observations suggest a growing awareness of how to use wait time.
Proficient: Candidate’s pacing of the lesson is consistently even; wait time is consistently sufficient.
Distinguished: The candidate’s pacing of the lesson is consistently even and coherent. Wait time is consistently appropriate to allow all or most students to respond with well-formulated thoughts.
4.e.1 The candidate uses multiple teaching and learning strategies to promote students’ critical thinking (MSEPT 4.H, INTASC 4.32).
4.e.2 The candidate uses multiple teaching and learning strategies to promote students’ problem solving (MSEPT 4.H, INTASC 4.32).
4.e.3 The candidate uses multiple teaching and learning strategies to promote students’ performance capabilities (MSEPT 4.H, INTASC 4.32).
4.e.4 The candidate uses multiple teaching and learning strategies to encourage students to identify and use relevant learning resources (MSEPT 4.H, INTASC 4.32).
Needs Attention: The candidate’s teaching and learning strategies are either use infrequently, result in minimal student learning, or are inappropriate for his or her instructional objectives.
Basic: Learning strategies used are appropriate, are used often, and result in meaningful learning.
Proficient: Learning strategies are consistently used when appropriate, result in meaningful learning and are creative in their approach to the candidate’s instructional objectives.
Distinguished: The candidate implements several new strategies which result in productive and meaningful learning experiences. Students provide ideas for strategies and/or can choose their preferred strategy from those offered by the candidate.
4.f.1. The candidate monitors and adjusts instructional strategies in response to learners’ performance (MSEPT 4.I, INTASC 4.33)
Needs Attention: The candidate adheres to his or her instructional plan, even when a change is needed; seems to not be alert to students’ needs or other cues suggesting that some adjustment is required.
Basic: The candidate adjusts lessons with some beneficial results.
Proficient: The candidate makes needed adjustments to lessons; the adjustment occurs smoothly.
Distinguished: The candidate successfully makes major adjustments to one or more lessons that reflect students’ needs and have the potential for improved learning.
4.g.1 The candidate uses appropriate educational technologies to deliver instruction at different levels and rates (MSEPT 4.L, INTASC 4.36) (Performance Indictors to be developed)
Goal 5: Learning Environment. Our candidates use their knowledge and skills to create just, disciplined learning communities that can motivate students to achieve personal and academic success through positive social interaction and active engagement in their learning.
5.a.1 The candidate uses a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom (MSEPT 5.E, INTASC 5.14).
Needs Attention: The candidate sometimes allows or promotes activities which produce conflict or encourage student “put-downs.”
Basic: Candidate’s interactions are usually appropriate and free of competition but may show some favoritism or minimal respect for some persons.
Proficient: Candidate’s interactions are consistently respectful. Students work cooperatively rather than competitively.
Distinguished: The candidate demonstrates genuine caring and respect for all students. Students extend respect and support to each other and to the candidate.
5.b.1 The candidate designs and manages learning communities in which students assume responsibility for themselves and one another (MSEPT 5.L, INTASC 5.31).
5.b.2 The candidate designs and manages learning communities in which students participate in decision-making (MSEPT 5.L, INTASC 5.31).
Needs Attention: Students are given few opportunities to direct their learning, assume little responsibility.
Basic: The candidate provides students with some opportunities for decision making; students assume some responsibility for their learning.
Proficient: The candidate consistently provides opportunities for students to make choices, assume responsibility and manage their learning community.
Distinguished: The candidate shows unusual creativity for guiding students to make sound educational decisions which enhance learning.
5.c.1 The candidate promotes intrinsic motivation by relating instruction to students’ personal interests (MSEPT 5.F / 5.M, INTASC 5.15 / 5.32)
5.c.2 The candidate promotes intrinsic motivation by allowing students to make choices in their learning (MSEPT 5.M, INTASC 5.32).
5.c.3 The candidate promotes intrinsic motivation by leading students to ask questions and pursue problems that are meaningful to them (MSEPT 5.M, INTASC 5.32).
5.c.4 The candidate promotes intrinsic motivation by providing emotionally safe learning environments (MSEPT 5.C, INTASC 5.21).
Needs Attention: The candidate often uses extrinsic motivational strategies, seldom relates lesson to student interests, seldom allows students to have choices, seldom leads students to ask questions, sometimes causes anxiety with strategies that cause embarrassment, comparison, or undue pressure.
Basic: The candidate often provides learning opportunities that allow for student choices, elate to student interest, and allow students to ask questions. The candidate is aware of situations which could cause anxiety for students and tries to avoids these situations.
Proficient: The candidate consistently relates lessons to students’ interests and encourages students to pursue content that is of interest to them. The candidate avoids situations which cause anxiety for students and facilitates classroom activities so that students are affirmed.
Distinguished: The candidate arranges intrinsic motivators that encourage students to display a high degree of initiative and self-motivation.
5.d.1 The candidate encourages safe, active engagement for all students by organizing, allocating, and managing time on task as well as transitions between tasks (MSEPT 5.N, INTASC 5.33).
5.d.2 The candidate encourages safe, active engagement for all students by organizing, allocating, and managing physical space (MSEPT 5.N, INTASC 5.33).
5.d.3 The candidate encourages safe, active engagement for all students by organizing, allocating, and managing classroom activities (MSEPT 5.N, INTASC 5.33).
5.d.4 The candidate encourages safe, active engagement for all students by organizing, allocating, and managing students’ attention to learning tasks (MSEPT 5.N, INTASC 5.33).
5.d.5 The candidate encourages safe, active engagement for all students by creating physical settings conducive to learning (MSEPT 5.N / 5.O, INTASC 5.33 / 5.34).
5.d.6 The candidate encourages safe, active engagement for all students by creating processes for communication that are conducive to learning (MSEPT 5.N, INTASC 5.33).
Needs Attention: The candidate’s classroom is sometimes unsafe. Furniture arrangements are seldom made to suit the needs of the lesson activities. Physical resources are poorly used. Learning is not accessible to some students.
Basic: The candidate’s classroom is safe. Furniture is adjusted if necessity is obvious. Arrangement is somewhat effective.
Proficient: The candidate’s classroom is safe, and the furniture arrangement is a resource for learning activities. Candidate uses physical resources skillfully and all learning is equally accessible to all students.
Distinguished: The candidate’s classroom is safe; students adjust the furniture to advance their own purposes in learning. Both candidate and students use physical resources optimally, and students ensure that all learning is equally accessible to all students.
5.e.1 The candidate manages independent and group work to encourage the effective participation of all students (MSEPT 5.R, INTASC 5.37).
Needs Attention: Group work and independent work experiences are minimally successful in advancing instructional goals. Students may have insufficient challenge, may not be adequately focused or may not meet needs of all students.
Basic: Most group and independent work experiences provide appropriate challenges for all students. Students are focused and the experiences are productive.
Proficient: Group and independent work experiences are consistently productive for all students. Students are appropriately challenged with creative options.
Distinguished: Instructional groups are productive and fully appropriate to students and objectives. Experiences are varied and creative. Students implement their ideas to advance understanding.
Goal 6: Communication. Our candidates plan effective verbal, nonverbal, and media communication techniques to foster their students’ learning.
6.a.1 The candidate for licensure writes effectively (coherent, grammatically correct, mechanically sound) (MSEPT 6.D, INTASC 6.14).
6.a.2 The candidate speaks effectively (adequate vocal volume, rate, and tone) (MSEPT 6.D, INTASC 6.14).
6.a.3 The candidate uses effective non-verbal communication techniques (body language, facial expression, spatial awareness) (MSEPT 6.D, INTASC 6.14).
6.a.4 The candidate uses effective media communication techniques (clarity of visualand audio information) (MSEPT 6.D, INTASC 6.14).
Needs Attention: The candidate’s writing is difficult to read and contains some errors. Vocabulary is vague or incorrect. Spoken language is difficult to hear or understand, may be incorrect or inappropriate. Body language seems aloof and appears to lack warmth.
Basic: The candidate’s written communication is correct, but may at times be inappropriate for the audience or lack clarity. Spoken language is usually audible, clear, correct. The candidate is comfortable with his or her students.
Proficient: The candidate’s written and spoken communication is consistently correct and clear, appropriate to students’ age and interest. The candidate has solid background knowledge which allows for accurate responses to students’ questions and ideas. She or he conveys warmth and interest in students.
Distinguished: The candidate’s written language and vocabulary are well-chosen and enrich the lesson. Spoken language is expressive and appropriately challenging. The candidate consistently conveys warmth and interest.
6.b.1 The candidate supports learners’ development of their oral communication techniques (MSEPT 6.I, INTASC 6.32).
6.b.2 The candidate supports learners’ development of their written communication techniques (MSEPT 6.I, INTASC 6.32).
6.b.3 The candidate supports learners’ development of their media communication techniques (MSEPT 6.I, INTASC 6.32).
Needs Attention: The candidate offers few opportunities for students to develop their communication skills through speaking. Writing opportunities are limited to “fill-in-the blank” activities or short responses to teacher’s questions. Students do not use media to communicate
Basic: The candidate provides students with some productive opportunities to enhance writing, speaking and media communication skills, offering little instruction in those areas.
Proficient: The candidate’s students are consistently given meaningful opportunities to express themselves through writing and speaking and other media.
Distinguished: The candidate offers opportunities to communicate through writing and speaking that are varied, creative, and address student interests. Instruction in the use of media communication helps students integrate relevant techniques with their with writing and speaking opportunities.
6.c.1 The candidate facilitates students’ learning through discussion by using questions to probe for understanding (MSEPT 6.J, INTASC 6.33).
6.c.2 The candidate facilitates students’ learning through discussion by helping them clarify their ideas (MSEPT 6.J, INTASC 6.33).
6.c.3 The candidate facilitates students’ learning by promoting conceptual risk-taking and problem-solving (MSEPT 6.J, INTASC 6.33).
6.c.4 The candidate facilitates students’ learning, stimulating their curiosity (MSEPT 6.J, INTASC 6.33).
Needs Attention: The candidate asks students many questions that are at a “lower” level, with predictable answers, encouraging students’ factual recall with little extended participation.
Basic: Most students are engaged in meaningful discussion. Questions vary in quality. The candidate directs students discussion.
Proficient: The candidate consistently includes challenging, higher level questions with answers students cannot predict, leading students to articulate their ideas while encouraging their creativity.
Distinguished: Students often assume responsibility for the success of the discussion, initiating topics and making positive, unsolicited contributions. The candidate successfully engages all students in meaningful discussion.
Goal 7: Planning. Our candidates plan and effect instruction as they decide what content they will teach, to whom they will teach it, in what ways they will do so, and with what effect.
7.a.1 The candidate for licensure creates long and short range plans that are linked to students’ needs (MSEPT 7.D, INTASC 7.21)
7.a.2 The candidate creates long and short range plans that bridge curriculum and students’ experiences (MSEPT 7.D, INTASC 7.21).
Needs Attention: The candidate’s planning reveals minimal knowledge of developmental characteristics. The candidate seems unfamiliar with the different approaches to learning (styles, modalities, intelligencies) that might be appropriate for her or his students, and seems unaware of their experiences.
Basic: The candidate’s plans provide content which is appropriate for most students, making some adaptations for academic needs, cultural heritage, and experiences.
Proficient: The candidate’s plans provide content which is appropriate for all students, making general adaptations for academic needs, experiences and cultural heritage. The candidate shows knowledge of learning styles and student needs.
Distinguished: The candidate’s plans provide appropriate content for each student, making specific adaptations for academic needs, interests and cultural heritage. The candidate shows extensive knowledge of learning styles developmental characteristics, and student needs.
7.b.1 The candidate designs lessons and activities that operate at multiple levels to meet the developmental and individual needs of all students (MSEPT 7.F, INTASC 7.33).
Needs Attention: Candidate's lesson show few attempts to adapt them to accommodate individual needs of his her students.
Basic: The candidate makes some adaptations to ensure that learning is available to all learners.
Proficient: The candidate consistently designs lessons that meet the needs of many ability levels. Lessons include variety and creativity.
Distinguished: The candidate uses an extensive repertoire of strategies and additional resources to provide effective learning experiences to students.
7.c.1 The candidate plans instruction that uses principles of effective instruction to help learners reach curricular goals (MSEPT 7.31, INTASC 7.31).
7.c.2 The candidate evaluates plans in relation to instructional goals, adjusting those plans to encourage students’ learning (MSEPT 7.H, INTASC 7.34).(Performance indicators to be developed)
Goal 8: Assessment. Our candidates use information provided through their use of formal and informal assessment methods to make instructional decisions that will support their students’ continuous development.
8.a 1 The candidate for licensure uses a variety of formal and informal assessment techniques, including observations (MSEPT 8.G, INTASC 8.31).
8.a.2 The candidate for licensure uses a variety of formal and informal assessment techniques, including student portfolios. (MSEPT 8.G, INTASC 8.31).
8.a.3 The candidate for licensure uses a variety of formal and informal assessment techniques, including teacher-made tests. (MSEPT 8.G, INTASC 8.31).
8.a.4 The candidate for licensure uses a variety of formal and informal assessment techniques, including performance tasks (MSEPT 8.G, INTASC 8.31).
8.a.5 The candidate for licensure uses a variety of formal and informal assessment techniques, including student projects (MSEPT 8.G, INTASC 8.31).
8.a.6 The candidate for licensure uses a variety of formal and informal assessment techniques, including student self-assessments (MSEPT 8.G, INTASC 8.31).
8.a.7 The candidate for licensure uses a variety of formal and informal assessment techniques, including peer assessments (MSEPT 8.G, INTASC 8.31).
8.a.8 The candidate for licensure uses a variety of formal and informal assessment techniques, including standardized / published tests (MSEPT 8.G, INTASC 8.31).
Needs Attention: The candidate’s assessments are either omitted, do not evaluate learning encouraged by instructional objectives, or lack variety.
Basic: Some of the candidate’s assessment is of high quality; others are not. Some lessons do not include assessment. There is some variety in types of assessment.
Proficient: All of the candidate’s instructional objectives are assessed. Assessment approaches are of high quality. Some accommodations are made for individuals. Some variety is evident in the approaches that are used.
Distinguished: Assessment in the candidate’s classroom is consistently congruent with objectives, both in content and process. Accommodations are often made for individuals. Students are aware of how they are meeting standards, participate in evaluating themselves and goal-setting. A variety of assessments are conducted to meet the variety of learning styles.
8.b.1 The candidate for licensure establishes and maintains student records of work and performance (MSEPT 8.L, INTASC 8.36)
Needs Attention: The candidate’s records of students’ progress are disorganized and/or insufficient
Basic: The candidate keeps records and adheres to required procedures.
Proficient: The candidate’s system for keeping records is effective, up-to-date, and broad in scope.
Distinguished: Students’ records are orderly, up-to-date, and allows for some student maintenance.
8.c.1 The candidate implements students’ self-assessment activities to help them identify their strengths and needs (MSEPT 8.I, INTASC 8.35).
8.c.2 The candidate implements students’ self-assessment activities to encourage them to set personal goals for learning (MSEPT 8.I, INTASC 8.35).
Needs Attention: Students do not assess themselves or set their own learning goals.
Basic: Students assess themselves infrequently; rarely set their own goals.
Proficient: Students consistently assess themselves and set goals based on strengths, needs and interests.
Distinguished: Students consistently assess themselves on a wide range of objectives, set goals and experience high levels of success. Methods of self-assessment are varied and creative.
8.d.1 The candidate communicates student progress to students (MSEPT 8.M, INTASC 8.36).
8.d.2 The candidate communicates students’ progress to their parents or guardians (MSEPT 8.M, INTASC 8.36).
8.d.3 The candidate communicates students’ progress to colleagues (MSEPT 8.M, INTASC 8.36).
Needs Attention: The candidate neglects to provide pertinent information to students, parents and/or colleagues. Information may be insufficient, inaccurate or delivered in an insensitive matter.
Basic: The candidate adheres to required procedures for communicating progress to students, parents, colleagues.
Proficient: The candidate consistently communicates progress to parents, students, and colleagues. Feedback addresses a wide range of skills.
Distinguished: Students participate in communicating progress to parents. The candidate keeps students, parents and colleagues informed. These processes motivate students to achieve goals, commensurate with their abilities.
8.e.1 The candidate selects or constructs and uses assessment techniques that are appropriate for learning outcomes (MSEPT 8.E, INTASC 8.12). (Performance indicators to be developed)
Goal 9: Reflection. Our candidates critically reflect on the effects of their instructional decisions on the performance of their students, on the practice of their colleagues, and on the actions of others in their learning communities, using those reflections to direct and sustain their professional renewal.
9.a.1 The candidate uses research on teaching, classroom observation, student information, and assessment data to evaluate the outcomes of teaching (MSEPT 9.H, INTASC 9.31).
9.a.2 The candidate uses research on teaching, classroom observation, student information, and assessment data to revise instructional practice (MSEPT 9.H, INTASC 9.31).
Needs Attention: The candidate appears to seldom use information to evaluate outcomes and revise practice. He or she is unclear about the success or limitations of a lesson. The candidate has few suggestions for improving her or his practice.
Basic: The candidate has a generally accurate impression of a lesson’s effectiveness and makes general suggestions for improvement. He or she often assesses similar teaching skills.
Proficient: The candidate makes an accurate assessment of a lesson’s effectiveness and the extent to which it encourages students to achieve its objectives. The candidate cites general references to support that judgment. The candidate makes specific suggestions of what could be tried another time, reflecting on a variety of teaching skills that might be used.
Distinguished: The candidate makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which students reached its objectives, citing many specific examples from the lesson and weighing the relative strength of each in his or her analysis. The candidate offers specific alternative approaches to try in the future, complete with estimates of probable success based on her or his analysis of students’ needs and capabilities.
9.b.1 The candidate uses professional resources and colleagues to support reflection that encourages professional development (MSEPT 9.I / 9.J, INTASC 9.32 / 9.33)
Needs Attention: The teacher responds defensively to feedback, suggesting that the views of others may not be important. He or she shows little willingness to implement suggestions.
Basic: The candidate responds cordially to suggestions for improvement, later trying to implement some of them.
Proficient: The candidate responds well to suggestions for improvement, viewing
suggestions as opportunities rather than as criticism. She or he consistently and successfully tries new approaches suggested.
Distinguished: The candidate eagerly seeks out opportunities for growth by asking for suggestions from supervisor, cooperating teacher and colleagues (principal, other teachers, peers). The candidate views this process positively and successfully implements new approaches. He or she uses professional resources to gain insights into students and teaching.
9.c.1 The candidate demonstrates professionalism in dress and conduct (MSEPT 9.K, INTASC 9.34).
Needs Attention: The candidate engages in behavior, language or dress that is inappropriate or offensive to others.
Basic: The candidate usually demonstrates professionalism in dress, language, and behavior.
Proficient: The candidate consistently demonstrates professionalism in dress, language, and behavior.
Distinguished: The candidate consistently demonstrates professionalism in dress, language, and behavior. Teacher consistently displays a mature attitude and generous spirit when dealing with unexpected requests or situations.
9.d.1 The candidate demonstrates dependability (MSEPT 9.G, INTASC 9.25).
9.d.2 The candidate demonstrates initiative (MSEPT 9.G, INTASC 9.25).
9.d.3 The candidate demonstrates enthusiasm (MSEPT 9.G, INTASC 9.25).
9.d.4 The candidate demonstrates commitment to the profession (MSEPT 9.G, INTASC 9.25).
9.d.5 The candidate demonstrates flexibility and open-mindedness (MSEPT 9.G, INTASC 9.25).
Needs Attention: The candidate does not accept responsibility for being present when required, follow through, or preparation. She or he does only what is required. The candidate is hesitant to consider alternatives that would encourage changes in deficient behaviors.
Basic: The candidate is on time, stays the full day, follows through with tasks, and is prepared for class. He or she is beginning to take initiative and consider alternatives.
Proficient: The candidate is consistently dependable and often does more than is required. She or he shows a strong interest in learning and readily adapts to changes.
Distinguished: The candidate anticipates needs of others and takes necessary action to meet these needs. The candidate actively seeks others’ opinions on how to strengthen professional involvement.
Goal 10: Collaboration. Our candidates enhance their effectiveness as educators by working together with their colleagues, their students’ parents, and members of their school community to create and sustain a positive learning environment that can enhance their students’ learning and well being.
10.a.1 The candidate ensures the confidentiality of student information (MSEPT 10.C / 10.f, INTASC 10.13 / 10.27)
10.a.2 The candidate ensures the appropriate treatment of students (MSEPT 10.C / 10.L, INTASC 10.13 / 10.37)
Needs Attention: The candidate sometimes shares information inappropriately. He or she may show favoritism to some students, may neglect the needs of some students, or may respond in a way that causes embarrassment for some students.
Basic: The candidate shares information appropriately, treats students fairly, and shows respect for all students. The candidate’s awareness of students’ needs seems to be growing.
Proficient: The candidate takes initiative to learn about students’ needs and the needs of students he or she may have in the future. The candidate is acquiring much useful knowledge about students’ needs. She or he treats students fairly and respectfully.
Distinguished: The candidate gains awareness of less obvious needs of students and takes innovative steps to address them. Students extend respect to the candidate and to each other.
10.b.1 The candidate collaborates in activities designed to make the entire school a productive learning environment (MSEPT 10.H, INTASC 10.25)
Needs Attention: The candidate avoids involvement in school events and projects.
Basic: The candidate participates in school events when asked or required to do so.
Proficient: The candidate volunteers to participate in school events and makes a substantial contribution.
Distinguished: The candidate assumes a leadership role in a major school event.
10.c.1 The candidate establishes productive relationships with students’ parents/guardians to support students’ learning and well-being (MSEPT 10.K, INTASC 10.34).
Needs Attention: The candidate has little positive contact with parents.
Basic: The candidate has informal contact with some or all parents.
Proficient: The candidate initiates positive relationships with parents to support students’ learning and well-being.
Distinguished: The candidate seeks out several opportunities to establish productive relationships with parents. She or he responds appropriately if challenged by parents.