Center for Educator Preparation

CEPTC Quality Standard #1

Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches

(e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Teacher Candidates:

1a. Lesson plan and instruction is aligned with the Colorado Academic Standards and the individual needs of their students

Observation

Artifact

Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality *Effective Communicator

*Improve Performance *Culturally Responsive *Committed to Profession

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher uses lesson plans that reflect:

-daily review and revision

-instructional objectives appropriate for students

-explicit connections to specific learning objectives and approved curriculum.

…and The Teacher uses lesson plans based on:

-student needs

-Colorado Academic Standards

-stated learning objectives

...and The Teacher

-collaborates with the Cooperating Teacher and department to deliver the approved curriculum.

-understand and can access their district's plan of instruction.

... and The Teacher

-collaborates with other school staff to vertically align and horizontally align, articulate, and deliver the approved curriculum.

Dates Observed:

1b. Demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-demonstrates an understanding of literacy content and skills;

-emphasizes literacy connections while teaching content.

…and The Teacher

understands and strives to make complex reading accessible to students by:

-adjusting content to students' skill levels

- providing relevant content that addresses students' interests.

-integrating knowledge into lessons

...and The Teacher provides instruction that enhances students’

-critical thinking and reasoning

-information literacy

…and Students meet or exceed expectations for:

-oral communication

-written communication

-critical thinking and problem solving

-literacy skills

Dates Observed:

1c. Demonstrate knowledge of mathematics and understand how to promote student development in mathematical concepts connected to the content area

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher:

-includes relevant math concepts in discussions that do not have math as the primary focus

-promotes and encourages students to make explicit math connections across content.

…and The Teacher

-emphasizes to students why they need to learn math content and skills

-uses instructional strategies that require students to apply and transfer mathematical knowledge to their content area

...and The Teacher

-emphasizes interdisciplinary connections to math

…and the Teacher

-models mathematical thinking

Dates Observed:

1d. Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher:

-breaks down concepts into instructional parts and teaches each part using appropriate, effective strategies and/or tools;

-uses instructional materials that are accurate and appropriate for the lesson being taught

-employs a variety of instructional strategies to address student needs

...and The Teacher

-provides explanations of content area that are accurate; clear; concise; comprehensive.

...and The Teacher

-provides students with a variety of explanations and multiple representations of concepts and ideas.

…and The Teacher engages students in

-a variety of explanations and multiple representations of concept and ideas

-a variety of inquiry methods to explore new ideas and theories.

Dates Observed:

1e. Develop lessons that reflect the interconnectedness of content areas/disciplines.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-emphasizes key concepts and connects them to other essential ideas within the content area

…and The Teacher

-connects lessons to other disciplines and/or content areas

...and The Teacher implements instructional strategies that

-articulate content and interdisciplinary connections

-integrate literacy skills across content areas

...and The Teacher

-clarifies and elaborates on interdisciplinary connections for students

-employs instructional strategies that include literacy, numeracy, and language development across content areas

Dates Observed:

1f. Make instruction and content relevant to students and take actions to connect students' background and contextual knowledge with new information being taught.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-selects a variety of instructional materials and strategies based on their relevance, central contexts, and foundational evidence base

…and The Teacher

-links lessons to students' prior knowledge

-encourages and provides opportunities for students to make connections to prior learning.

...and The Teacher

-delivers lessons and uses materials to ensure that students’ backgrounds are considered

-provides opportunities for students to self-select tasks that accelerate learning

…and Students

-interact with materials that are relevant to them

-make connections to prior learning to understand current content

Dates Observed:

Feedback/Questions/

Next Steps for overall TCQS #1:

CEPTC Quality Standard #2

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Teacher Candidates:

2a. Foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

Observation

Artifact

Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Culturally Responsive

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-circulates through the classroom, interacting with every student

-ensures that screen or board (focus) is positioned so that all students can see and hear what is projected

…and The Teacher

-ensures that structures and routines are evident

- has mutually respectful relationships with students

-has consistent empathy for each student

...and The Teacher

-displays public records of student work on walls that are relevant to ongoing instruction

-fosters an environment where students respect their classmates and teacher(s)

... and The Teacher

-fosters positive relationships between and among students that are respectful and demonstrate mutual support

Dates Observed:

2b. Demonstrate a commitment to and respect for diversity.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

- shows a concern for issues of equity and social justice

…and The Teacher

-uses instructional approaches and provides tasks that are relevant to students from a variety of backgrounds and interests

…and The Teacher

-engages students in discussions concerning culture, equity, democracy & learning

-establishes processes and an environment that result in a sense of community with effective interactions among students

…and Students

-respect the uniqueness of fellow students

-seek a variety of perspectives to complete group assignments

Dates Observed:

2c. Engage students as individuals with unique interests and strengths.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-implements lessons that reflect student interests

…and The Teacher

-acknowledges all students for their accomplishments

-showcases the belief that all students can learn

...and The Teacher

-provides lessons that are explicitly differentiated

-knows students as learners and purposefully allows space for students' strengths

…and Students

- have opportunities to show understandings and skills in a variety of ways

- legitimizes multiple areas of expertise allows them to be leveraged

Dates Observed:

2d. Believe that instruction is for the benefit of all students, including those with special needs across a range of ability levels.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher:

-adapts the learning environment to address individual student needs

...and The Teacher

-challenges and supports individual student learning

- uses multiple strategies to teach and assess students

-works with support staff and school faculty to gather input to better understand students’ learning needs

...and The Teacher

-engages in ongoing reflective practice that increases their depth of understanding of student centered learning

-provides lessons that are explicitly differentiated

…and The Students

-advocate for themselves by articulating their needs

-communicate openly about circumstances that affect their classroom performance

Dates Observed:

2e. Provide proactive, clear, and constructive feedback to families about student progress and work collaboratively with families and significant adults in the lives of their students.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-establishes a classroom environment that is inviting to families and significant adults

…and The Teacher

-maintains respectful relationships with students, their families, and significant adults

…and The Teacher

-understands students’ support structures outside of school

-provides multiple opportunities for communication with students' support structures

…and Families and Significant Adults

-partner with the teacher to support student strengths and address next steps for learning and growth

Dates Observed:

2f. Create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-provides clear expectations to guide student behavior in the classroom

…and The Teacher

-holds students accountable for school and class rules

-maintains a safe environment

...and The Teacher

- maximizes instructional time

…and the Students

-stay on task during class

-accept responsibility for their behavior and use of time

Dates Observed:

Feedback/Questions/

Next Steps for overall TCQS #2:

CEPTC Quality Standard #3

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Teacher Candidates:

3a. Demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

Observation

Artifact

Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality *Effective Communicator

*Improve Performance *Culturally Responsive *Committed to Profession

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-differentiates content to assure that students are able to work at their ability levels

…and The Teacher

-builds on the interrelatedness of students’ intellectual, social and emotional development

...and The Teacher

-uses appropriate language for the students in their classroom

-use appropriate instructional strategies for the students in their classroom

-are facilitators of learning, where students are engaged as leaders

... and Students

-use appropriate behavioral management strategies

-understand how they learn best

Dates Observed:

3b. Plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students' level of content knowledge and skills.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-designs assessments that accurately measure the learning target

-uses assessment results to guide instructional decisions

…and The Teacher

-creates lesson plans showing alignment between Colorado Academic Standards and learning target, assessments, ,and instruction

-monitors student progress and adjusts instruction appropriately

...and The Teacher

-ensures that students meet learning targets while increasing mastery levels

…and Students

-confer with the teacher to make goals and monitor achievement

Dates Observed:

3c. Demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-incorporates research-based instructional strategies into their lessons

…and The Teacher

- use strategies (in planning and instruction) that meet the unique needs of each student

...and The Teacher

-provide tasks that allow student choice

…and the Students

-are able to apply skills and knowledge learned in the classroom to other areas in their lives

Dates Observed:

3d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

- uses available technology to enhance student learning

...and The Teacher

-develops student knowledge and skills (in both content and technology)

...and The Teacher

-enhances creative and innovative skills using technology

-create experiences where students

engage in virtual and face to face learning activities, enhanced by the appropriate use of available technology

…and Students

-produce creative and innovative products

Dates Observed:

3e. Establish and communicate high expectations for all students and plan instruction that helps students develop critical thinking and problem solving skills.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-holds students accountable for their learning

…and The Teacher

-sets student expectations at a level that challenges students

...and The Teacher

-consistently communicates high academic expectations

-enhances learning by providing critical thinking and problem solving activities for students at all levels

...and Students

-help set their learning objectives

-apply higher-order thinking and problem-solving skills to address challenging issues

Dates Observed:

3f. Provide students with opportunities to work in teams and develop leadership qualities.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-includes all students in individual and group activities where each student in the room has a voice

…and The Teacher

-groups students flexibly

-provides opportunities for students to participate using various modes of communication

...and The Teacher

-adjusts team composition based on lesson objectives and student needs

-varies group size, composition, and tasks to create opportunities for students to learn from each other

…and Students

-assume leadership roles within their teams

-participate in teams in ways that build trust and ownership of ideas among team members

Dates Observed:

3g. Teachers communicate effectively, making learning objectives clear, providing appropriate models of language

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-communicates effectively with students

…and The Teacher

-models appropriate and effective communication skills, including writing, listening, and speaking

…and The Teacher

-provides opportunities for students to practice communication skills

-effectively assesses students' communication skills

…and Students

-apply effective written and oral communication skills in their work

-use academic language in oral and written work

Dates Observed:

3h. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-involves students in monitoring their learning

…and The Teacher

-assesses learning outcomes appropriately

-implements appropriate strategies for assigning grades

-evaluates students using multiple measures

…and The Teacher

-provides a variety of assessments at a variety of levels in each lesson

-provides constant, individualized, specific, and timely feedback

-teaches students to use feedback to improve their learning

…and Students

-self-assess on a variety of skills and concepts

-articulate their personal strengths and needs based on self-assessment

-effectively use formal and informal feedback to monitor their learning

Dates Observed:

Feedback/Questions/

Next Steps for overall TCQS #3:

CEPTC Quality Standard #4:

Teachers reflect on their practice.

Teacher Candidates:

4a. Demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

Observation

Artifact

Dispositions: *Professional Behaviors *Ethical Behavior & Integrity *Collegiality *Improve Performance *Culturally Responsive

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-collects and analyzes student data to inform instructional practice

…and The Teacher

-collects multiple examples of student data to support student learning over time

...and The Teacher

- develops student learning plans based on multiple data sources

-adapts teaching skills to meet student needs from student data

-analyzes instruction and outcomes at Blooms “analyze” and “apply” levels

... and The Teacher

-monitors and evaluates personal behavioral changes to determine what works for students

Dates Observed:

4b. Teachers link professional growth to their professional goals.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-implements feedback from evaluations to improve practice

…and The Teacher

-identifies strengths and weaknesses in their own professional growth

...and The Teacher

-applies differentiation to meet needs of students

-evaluates strengths and weaknesses in their own professional growth

-engages in professional development that is targeted toward improving student outcomes

…and The Teacher

-evaluates, acquires, and implements new strategies to improve instructional practices

Dates Observed:

4c. Are able to respond to a complex, dynamic environment.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-collaborates with colleagues to implement new ideas to improve teaching and learning

...and The Teacher

-meets the needs of grade level students

-maintains positive, productive and respectful relationships with peers

...and The Teacher

- begins to individually support struggling/advanced students

…and The Teacher

-supports struggling and/or advanced students

-initiates and collaborates in activities with colleagues

Dates Observed:

Feedback/Questions/

Next Steps for overall TCQS #4:

CEPTC Quality Standard #5:

Teachers demonstrate leadership.

Teacher Candidates:

5a. Demonstrate Leadership.

Observation

Artifact

Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Committed to the Profession

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-supports school goals and initiatives

…and The Teacher

-participates inschool activitiesexpected of allteachers

-workscollaborativelyfor the benefit ofstudents

…and The Teacher

-collaborates effectively with school-based teams

-contributes to schoolcommittees and teams

…and The Teacher

-recognizes opportunities and handles challenges with a growth mindset

-shares lessonslearned with colleagues to improve teaching and learning

Dates Observed:

5b. Contribute knowledge and skills to educational practices.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-supports the work of colleagues

…and The Teacher

-shares expertisewith colleagues

Supports the work ofcolleagues

…and The Teacher

-collaborates withcolleagues to support studentgrowth and development

-provides input intoprocedures that affect classroom climate and student learning

…and The Teacher

-participates in district-wide decision-makingprocesses that impact the schoolcommunity

Dates Observed:

5c. Advocate for students and schools, partnering with students, families, and communities and appropriate.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-is an advocate for the profession of teaching

…and The Teacher

-advocates forstudents with families and othersignificant adults using a variety of communication tools andstrategies

…and The Teacher

-contributes toschool and/or district committeesto advocate for students and theirfamilies

…and The Teacher

-advocates forthe students, the program(s), and the school

Dates Observed:

5d. Demonstrate high ethical standards.

Feedback/questions

Emergent

Developing

Proficient

Accomplished

The Teacher

-adheres to standards ofprofessional practice

…and The Teacher

-maintains confidentiality ofstudent records as required by law

…and The Teacher

-maintains confidentiality of student, family and fellow teacherinteractions as well as student data

-models ethical behavior, including honesty, integrity, fair treatment, and respect for others

…and The Teacher

-helps students understand the importance ofethical behavior as an individual andmember of society

Dates Observed:

Feedback/Questions/

Next Steps for overall TCQS #5:

Revised 8.3.16

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