Performance Standards
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Elementary Education Performance Standards
Professionalism and Collaboration
Mathematics
Reading/Language Arts
Social Studies
Science
Professionalism and Collaboration
I-A Internship completed in a culturally, linguistically and racially diverse
setting
I-B Exhibits a professional disposition
The teacher candidate exhibits a professional disposition in all aspects of
the workplace
Indicators
- Arrives to and departs from the workplace in timely fashion
- Is punctual for meetings and appointments
- Dresses appropriately
- Can read, write, speak, and listen effectively
- Establishes rapport with students, staff, and colleagues in respectful and
caring manner
- Creates a learning community that respects diversity
I-C Effectively manages the classroom
The teacher candidate manages learning environments that encourage students�
social interaction, active engagement in learning, and motivation
Indicators
- Establishes control of the class before instruction begins
- Sets high expectations for students and makes them clear to students
- Uses a variety of techniques to redirect students who are off-task
- Establishes and maintains effective behavior management system
- Conducts orderly transitions
- Provides prompt feedback of student work
- Manages time to maximize student learning
I-D.1 Establishes relationships/communicates with parents/guardians
The teacher candidate maintains productive relationships with parents/guardians
and seeks to develop cooperation in support of student motivation and learning.
Indicators
- Participates in the mentor teacher�s communication system with parents and
guardians
- Uses both formal and informal mechanisms to communicate with parents and
guardians.
I-D.2 Collaborates with colleagues
The teacher candidate participates in collaborative activities designed to
make the school a productive learning environment for students, parents, staff,
and administrators.
Indicators
- Is aware of the variety of collaborative activities at school
- Participates in a faculty study group (e. g. inquiry group, cross-grade
team)
- Participates as a member of a school-wide committee
I-D.3 Collaborates with special services staff
The teacher candidate collaborates with special services staff (e.g. ESOL teachers,
special education teachers, counselors, curriculum specialists, instructional
aides) to maintain the most productive learning environment for special needs
students.
Indicators
- Identifies a need for assistance with a student who is experiencing difficulty
- Collaborates with specialists in planning appropriate strategies for special
needs students
- Is aware of the appropriate referral processes for special needs students
- Seeks out strategies and resource materials to incorporate in instructional
practices
I-E Engages in inquiry and reflection
The teacher candidate engages in inquiry that promotes self-assessment, professional
development, and program development.
Indicators
- Reflects thoughtfully on how his/her teaching actions influence student
behavior and learning
- Can articulate awareness of his/her own teaching strengths and weaknesses
orally and in writing
- Is aware of available school program or curriculum strengths and weaknesses
- Seeks out information related to professional or program development needs
Mathematics Education
II-A. Planning
I-A.1 Assesses individual differences
The teacher candidate assesses individual differences through a variety of
formal and informal techniques, then designs instruction appropriate to students�
stages of development, cultural backgrounds, strengths, and needs.
Indicators
- Uses data from assignments, class assessments and formal assessments to
drive instruction
- Designs mathematics activities that are appropriate to age/grade level
- Makes adjustments for individual differences
II-A.2 Evaluates teaching resources
The teacher candidate evaluates teaching resources for their comprehensiveness,
accuracy, and utility for representing particular ideas and concepts.
Indicators
- Chooses or creates materials that are mathematically accurate
- Matches materials with lesson objectives
- Chooses or creates materials that reflect mathematical processes and concepts
II-A.3 Uses culturally diverse resources
The teacher candidate incorporates culturally diverse resources, including
those from the learner�s family and community.
Indicators
- Selects and creates materials that represent a variety of cultures, ages,
and abilities
II-A.4 Makes short- and long-range plans
The teacher candidate creates short-range and long-range plans around key concepts
that are linked to student needs, and adapts these plans to promote student
progress and motivation.
Indicators
- Plans activities that show attention to conceptual as well as procedural
knowledge
- Plans with attention to district curricular expectations for mathematics
- Ideas presented one day are linked to those which precede or follow
II-B. Delivery (Mathematics)
II-B.1 Provides effective instruction
The teacher candidate provides learning experiences that are based on principles
of effective instruction.
Indicators
- Links new ideas to familiar ideas
- Asks questions to elicit reasoning in order to evaluate students� understanding,
encourages critical thinking and problem-solving
- Supports the use of a variety of models, concepts, and strategies
- Provides sufficient practice and reinforcement, in school and at home
II-B.2 Integrates content and process
The teacher candidate creates learning experiences that allow students to integrate
knowledge, experiences, skills, and method of inquiry from several subject areas.
Indicators
- Creates learning experiences that provide linkages between mathematics and
other subject areas
- Creates learning experiences that foster connections between mathematical
concepts
II-B.3 Effectively uses manipulatives
The teacher candidate uses a variety of manipulatives and communication tools
in teaching mathematics, including diagrams, models, calculators, and computers.
Indicators
- Uses a variety of manipulatives or models to teach the same concept or procedure
- Organizes and manages students use of manipulatives effectively (e.g., prepared
ahead of time, clear directions)
- Models how and discusses w hen to use technology for mathematical tasks
- Supports students� independent use of technology and manipulatives
II-B.4 Adjusts to changing conditions
The teacher candidate makes adjustments in response to the changing conditions
of the learning situation.
Indicators
- Monitors students� comprehension during learning activities (e.g., asks
critical questions, asks students to explain their reasoning)
- Notices and reacts to student actions and behaviors that signal confusion
or boredom
- Recognizes the teachable moment and attends to it
- Increases the level of thinking and/or raises expectations for reasoning
when student actions suggest it is time
- Decides when to reteach a concept or skill using different models or smaller
numbers when students are confused
II-C. Assessment (Mathematics)
II-C.1 Assesses student progress
The teacher candidate uses a variety of formal and informal assessment techniques
to assess students� progress and to modify teaching strategies.
Indicators
- Includes formal written assessments as well as data from class questions,
informal interviews or student work samples
- Pays attention to conceptual as well as procedural knowledge
- Monitors students� attitudes toward mathematics
- Shares expectations for success with students (e.g., rubrics)
- Provides prompt feedback to students
II-C.2 Maintains records and communicates progress
The teacher candidate maintains useful records of student performance and can
communicate student progress to students, parents, and colleagues.
Indicators
- Records are maintained in a systematic, up-to-date manner
- Records provide for more diagnostic information that given by a simple letter
or numeric grade
- Records are shared in an accurate, respectful, and appropriate manner with
the intended audience
Reading/Language Arts Education
III-A. Planning
III-A.1 Assesses individual differences
The teacher candidate assesses individual differences through a variety of
formal and informal techniques, then designs instruction appropriate to students�
stages of development, cultural backgrounds, strengths, and needs.
Indicators
- Uses information obtained from formal (e.g., standardized tests) and informal
writing assessments (e.g. writing samples) and classroom observations to assess
students� level of writing development
- Uses information obtained from formal (e.g., phonemic awareness; letter
recognition; concepts about print; etc.) and informal reading assessments
(e.g. running records; informal reading inventories) and classroom observations
to assess students� level of reading development
- Uses information obtained from formal (e.g., spelling inventories) and informal
spelling assessments (e.g. writing samples; weekly assignments) and classroom
observations to assess students� level of spelling development
- Plans a balanced literacy program (e.g., goals; grouping; practices; etc.)
for each student based on literacy assessment information
III-A.2 Evaluates teaching resources
The teacher candidate evaluates teaching resources for their comprehensiveness,
accuracy, and utility for representing particular ideas and concepts.
Indicators
- Reviews published programs (e.g., handwriting; spelling; grammar; reading;
writing) to determine usefulness given students strengths and needs
- Chooses the appropriate text(s) given the goals of the instructional situation
(e.g., students; purposes; level of difficulty; related to unit theme)
- Creates/maintains areas in the classroom (or school) that promote literate
behavior (e.g., a classroom library; a quiet place to read or write; centers)
- Creates/maintains an instructional library based on text difficulty (e.g.,
leveled text) and/or student interest (e.g., text sets based on a theme)
III-A.3 Uses culturally diverse resources
The teacher candidate incorporates culturally diverse resources, including
those from the learner�s family and community.
Indicators
- Avoids materials that promote stereotypical portraits of people and events
based on race, ethnicity, age, and gender
- Incorporates materials which draw from students� cultural backgrounds
- Uses materials that respect the different perspectives and viewpoints of
students
III-A.4 Makes short- and long-range plans
The teacher candidate creates short-range and long-range plans around key concepts
that are linked to student needs, and adapts these plans to promote student
progress and motivation.
Indicators
- Creates/maintains curriculum plans in spelling, reading, and writing based
on students� level of development and curricular expectations
- Uses plans as guides and makes adjustments based on student progress and
motivation
III-B. Delivery (Reading/Language Arts)
III-B.1 Provides effective instruction
The teacher candidate provides learning experiences that are based on principles
of effective instruction.
Indicators
- Links new ideas to familiar ideas
- Builds on new and learned skills
- Questions to elicit reasoning in order to evaluate students
- Encourages critical thinking and problem-solving
- Supports the use of a variety of models, concepts, and strategies
- Provides sufficient practice and reinforcement, in school and at home
III-B.2 Integrates content and process
The teacher candidate creates learning experiences that allow students to integrate
knowledge, experiences, skills, and method of inquiry from several subject areas.
Indicators
- Creates learning experiences that provide linkages between reading/language
arts and other subject areas
- Creates learning experiences that extend knowledge about and use of print
genres and written language forms
- Models how to read, write, listen, and speak effectively in all areas and
provides guided and independent practice
- Promotes learning experiences that compel students to use a variety of language
modes within an activity (e.g., from reading to writing to discussion to writing;
etc.)
III-B.3 Effectively uses media and technology tools
The teacher candidate uses a variety of media communication tools, including
audio-visual aids and computers.
Indicators
- Uses a variety of media and source materials (e.g., literature; maps; diary
entries; Internet sources) in a way that contributes to learning goals
- Promotes students� independent use of technology to explore source materials
III-B.4 Adjusts to changing conditions
The teacher candidate makes adjustments in response to the changing conditions
of the learning situation.
Indicators
- Monitors students� comprehension during learning activities (e.g., asks
critical questions, asks students to explain their reasoning)
- Notices and reacts to student actions and behaviors that signal confusion
or boredom
- Recognizes the teachable moment and attends to it
- Increases the level of thinking and/or raises expectations for reasoning
when student actions suggest it is time
- Decides when to reteach a concept or skill using different models or strategies
when students are confused
III-C. Assessment (Reading/Language Arts)
III-C.1 Assesses student progress
The teacher candidate uses a variety of formal and informal assessment techniques
to assess students� progress and to modify teaching strategies.
Indicators
- Includes formal written assessments as well as data from class questions,
informal interviews or student work samples
- Pays attention to conceptual as well as procedural knowledge
- Monitors students� attitudes toward reading and writing
- Shares expectations for success with students (e.g., rubrics), provides
prompt feedback to students
III-C.2 Maintains records and communicates progress
The teacher candidate maintains useful records of student performance and can
communicate student progress to students, parents, and colleagues.
Indicators
- Records are maintained in a systematic, up-to-date manner
- Records provide for more diagnostic information that given by a simple letter
or numeric grade
- Records are shared in an accurate, respectful, and appropriate manner with
the intended audience
Social Studies Education
IV-A. Planning
IV-A.1 Assesses individual differences
The teacher candidate assesses individual differences through a variety of
formal and informal techniques, then designs instruction appropriate to students�
stages of development, cultural backgrounds, strengths, and needs.
Indicators
- Uses data from assignments, class assessments and formal assessments to
plan instruction
- Includes content and thinking processes that are appropriate to age/grade
level
- Makes adjustments for individual differences
IV-A.2 Evaluates teaching resources
The teacher candidate evaluates teaching resources for their comprehensiveness,
accuracy, and utility for representing particular ideas and concepts.
Indicators
- Chooses materials which foster the development of historical and social
studies thinking
- Assesses own content knowledge and researches topics further, if necessary
- Selects materials that provide multiple perspectives on historical and cultural
issues
IV-A.3 Uses culturally diverse resources
The teacher candidate incorporates culturally diverse resources, including
those from the learner�s family and community.
Indicators
- Uses materials which draw from students� cultural backgrounds
- Uses materials that respect the different perspectives and viewpoints of
students
IV-A.4 Makes short- and long-range plans
The teacher candidate creates short-range and long-range plans around key concepts
that are linked to student needs, and adapts these plans to promote student
progress and motivation.
Indicators
- Organizes activities that are built around key historical and/or social
studies concepts
- Uses plans as guides and makes adjustments based on student experience and
progress
IV-B. Delivery (Social Studies)
IV-B.1 Provides effective instruction
The teacher candidate provides learning experiences that are based on principles
of effective instruction.
Indicators
- Links new historical or social scientific ideas to familiar ideas and builds
new thinking strategies on learned skills
- Focuses on inquiring into social, cultural, economic, political, and geographic
issues within historical context
- Encourages critical thinking about what constitutes valid and reliable statements
- Presents a variety of perspectives on a given issue
- Helps students understand bias in textual and visual source material
IV-B.2 Integrates content and process
The teacher candidate creates learning experiences that allow students to integrate
knowledge, experiences, skills, and method of inquiry from several subject areas.
Indicators
- Creates learning experiences that deepen understandings in social studies
(e.g., geographical influences on culture; political influences on history)
- Creates learning experiences that promote linkages between social studies
and other subject areas
IV-B.3 Effectively uses media and technology tools
The teacher candidate uses a variety of media communication tools, including
audio-visual aids and computers.
Indicators
- Integrates media and source materials in a way that encourages inquiry and
appraisal of multiple perspectives (e.g., detection of bias in source materials)
IV-B.4 Adjusts to changing conditions
The teacher candidate makes adjustments in response to the changing conditions
of the learning situation.
Indicators
- Monitors students� understanding during learning activities (e.g., asks
critical questions, asks students to explain their reasoning)
- Restates, draws different connections, attends to prerequisite ideas, or
uses different representations, analogies, or metaphors when students are
confused
- Moves on or increases the level of thinking required when student actions
suggest it is time
IV-C. Assessment (Social Studies)
IV-C.1 Assesses student progress
The teacher candidate uses a variety of formal and informal assessment techniques
to assess students� progress and to modify teaching strategies.
Indicators
- Includes written assessments, data from class questions, interviews, or
student work samples
- Attends to content and process; Includes attention to students' dispositions
and attitudes toward current and historical issues
- Uses/creates assessments that respect the different perspectives of the
students; shares expectations for success with students (e.g., rubrics), provides
prompt feedback to students
IV-C.2 Maintains records and communicates progress
The teacher candidate maintains useful records of student performance and can
communicate student progress to students, parents, and colleagues.
Indicators
- Records are maintained in a systematic, up-to-date manner
- Records are shared in an accurate, respectful, and appropriate manner with
the intended audience
Science Education
V-A. Planning
V-A.1 Assesses individual differences
The teacher candidate assesses individual differences through a variety of
formal and informal techniques, then designs instruction appropriate to students�
stages of development, cultural backgrounds, strengths, and needs.
Indicators
- Uses assessment information from assignments, class discussions and formal
assessments to ascertain students� science-related conceptions and skills
- Emphasizes science concepts and processes that are appropriate to age/grade
level
- Adjusts plans to accommodate individual differences
V-A.2 Evaluates teaching resources
The teacher candidate evaluates teaching resources for their comprehensiveness,
accuracy, and utility for representing particular ideas and concepts.
Indicators
- Chooses materials which foster the development of scientific reasoning (e.g.,
content and process)
- Assesses own knowledge of content and researches further, if necessary
- Chooses or designs materials that meet accepted standards (e.g., National
Research Council; American Association for the Advancement of Science; school
system curriculum)
- Selects and organizes materials that complement an inquiry-based approach
V-A.3 Uses culturally diverse resources
The teacher candidate incorporates culturally diverse resources, including
those from the learner�s family and community.
Indicators
- Selects and creates materials that represent a variety of cultures, ages,
and abilities (e.g., authentic science-related inquiries; everyday observations)
V-A.4 Makes short- and long-range plans
The teacher candidate creates short-range and long-range plans around key concepts
that are linked to student needs, and adapts these plans to promote student
progress and motivation.
Indicators
- Organizes activities that are built around key scientific concepts and processes
- Uses plans as guides and makes adjustments based on student experience and
progress
- Plans activities over an extended period of time that attend to conceptual
as well as process knowledge
V-B. Delivery (Science)
V-B.1 Provides effective instruction
The teacher candidate provides learning experiences that are based on principles
of effective instruction.
Indicators
- Provides learning experiences in an inquiry-based approach
- Links new scientific concepts and processes to familiar ideas and learned
skills
- Allows for multiple representations and interpretations of scientific concepts
(individual and collaborative)
- Encourages active, hands-on activities that promote critical thinking based
on scientific observations
- Promotes independent scientific inquiry
- Is organized and manages materials used for inquiry-based learning
V-B.2 Integrates content and process
The teacher candidate creates learning experiences that allow students to integrate
knowledge, experiences, skills, and method of inquiry from several subject areas.
Indicators
- Creates learning experiences that make connections between science and other
subject areas
V-B.3 Effectively uses media and technology tools
The teacher candidate uses a variety of media communication tools, including
audio-visual aids and computers.
Indicators
- Uses and integrates a variety of media and source materials (e.g., text;
computer-based simulations; Internet sources) in a way that contributes to
learning goals
- Promotes students� independent use of technology to explore source materials
V-B.4 Adjusts to changing conditions
The teacher candidate makes adjustments in response to the changing conditions
of the learning situation.
Indicators
- Monitors students� science conceptions during learning activities (e.g.,
asks critical questions; asks students to explain their reasoning)
- Restates, draws different connections, attends to background knowledge,
or uses different representations, analogies, or metaphors
- Moves on or increases the level of thinking required when evidence suggests
students are ready
- Recognizes when to reteach a skill or concept
V-C Assessment (Science)
V-C.1 Assesses student progress
The teacher candidate uses a variety of formal and informal assessment techniques
to assess students� progress and to modify teaching strategies.
Indicators
- Includes formal written assessments as well as data from class questions,
informal interviews or student work samples; pays attention to conceptual
as well as procedural knowledge
- Pays attention to students� dispositions and attitudes towards science
- Develops criteria for success and shares with students (e.g., rubrics)
- Provides prompt feedback to students
V-C.2 Maintains records and communicates progress
The teacher candidate maintains useful records of student performance and can
communicate student progress to students, parents, and colleagues.
Indicators
- Records are maintained in a systematic, up-to-date manner; records are shared
in an accurate, respectful, and appropriate manner with the intended audience
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