Professional Documents
Culture Documents
Score
Comments
Description
ID2 (Instructional
Delivery)
ID3 (Instructional
Delivery)
ID4 (Instructional
Delivery)
ID5 (Instructional
Delivery)
ASL1 (Assessment
of and for Student
Learning)
ASL2 (Assessment
of and for Student
Learning)
ASL3 (Assessment
of and for Student
Learning)
ASL4 (Assessment
of and for Student
Learning)
ASL5 (Assessment
of and for Student
Learning)
LE1 (Learning
Environment)
discussions.
The candidate explicitly integrates new and
prior knowledge and facilitates higher order 4.0
thinking.
The candidate demonstrates effective pacing,
4.0
clarity of instructions, learning goals, time
cues, and redirection.
The candidate facilitates and balances student
and teacher dialogue, including wait-time,
4.0
acknowledgement, repetition, and extension;
there is student-initiated dialogue with peers
and teacher(s).
The candidate differentiates instruction to
4.0
meet students' needs.
The candidate acknowledges background
knowledge (starts where they are), checks in
3.5
with students for content understanding,
notices difficulties, and flexibly approaches
student learning challenges.
The candidate asks students to examine,
analyze, and/ or interpret information,
generate or test hypotheses, and provides
4.0
opportunities for student metacognition,
including student planning, reflection, selfevaluation, and explanation of their own
learning.
The candidate engages in back-and-forth
exchanges with follow up questions and
4.0
builds on student responses by providing
clarification, expansion, and specific
feedback.
The candidate uses pre-assessment data to
4.0
develop expectations, differentiate
instruction, and document learning.
The candidate uses a variety of assessment
strategies/ tools appropriate and valid for the
4.0
content and student population, aligned with
established curriculum standards and
benchmarks.
Adults and students: use respectful language,
including each others names, in a warm,
4.0
calm voice, listen to, cooperate with, and
interact with one another, share positive
Score
Comments
Description
LE2 (Learning
Environment)
LE3 (Learning
Environment)
LE4 (Learning
Environment)
LE5 (Learning
Environment)
LE6 (Learning
Environment)
PR1
(Professionalism)
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5
(Professionalism)
Score
Comments
Description
Score
Comments
communication.
Criterion
IP2 (Instructional
Planning)
IP3 (Instructional
Planning)
Description
Score
activities build and determines
clear learning targets
The candidate develops lesson and
unit plans that make clear that
students will know what to do
3.5
during the lesson, when tasks are
completed, as well as during
efficient / defined transitions.
The candidate is prepared to teach
3.5
lessons, ensuring that materials are
"ready-to-go."
IP4 (Instructional
Planning)
3.5
IP5 (Instructional
Planning)
3.0
3.5
Comments
Pre-assessments are
often used to create
small groups.
Assessment is done on
a weekly basis.
Candidate uses preassessments to group
students. Provides
accommodations for
students regularly.
Candidate is typically
very engaged with the
material; this helps
students to engage as
well.
Candidate delivers
detailed instructions to
students with time cues;
manages efficient
redirections of students
as needed.
Criterion
Description
extension; there is student-initiated
dialogue with peers and teacher(s).
Score
Comments
ASL1 (Assessment
of and for Student
Learning)
ASL2 (Assessment
of and for Student
Learning)
ASL3 (Assessment
of and for Student
Learning)
ASL4 (Assessment
of and for Student
Learning)
ASL5 (Assessment
of and for Student
Learning)
LE1 (Learning
Environment)
Language usage is
focused on the positive
Criterion
LE2 (Learning
Environment)
LE3 (Learning
Environment)
LE4 (Learning
Environment)
LE5 (Learning
Environment)
LE6 (Learning
Environment)
PR1
(Professionalism)
Description
Score
names, in a warm, calm voice,
listen to, cooperate with, and
interact with one another, share
positive affect (smiling, laughing,
enthusiasm) and social
conversations build productive
relationships.
The candidate provides clear,
explicit, and consistent
expectations so students know
what to do, anticipates and
3.5
monitors student behavior using
proximity, and effectively/
efficiently redirects misbehavior
so little time is lost.
Student behavior is compliant/
non-disruptive and non3.0
aggressive and students feel
comfortable taking risks and
seeking guidance and support.
The candidate responds to
academic and social/ emotional
needs and cues, including
3.5
responding to student challenges
by using subtle cues, peer
redirection, and proximity; low
reactivity.
The candidate provides a high
quality of feedback, as evidenced
by scaffolding techniques such as
3.5
hints, timely assistance, and
encouraging persistence, as well as
recognition and affirmation of
students efforts.
The candidate demonstrates
cultural competency and
3.0
responsiveness to diverse student
and family funds of knowledge.
The candidate collaborates and
3.0
communicates effectively within
Comments
Students know
expectations and are
quickly redirected as
needed.
Feedback, scaffolding,
and encouragement are
frequently seen in
candidate's teaching.
Criterion
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5
(Professionalism)
Description
Score
the school community to promote
students well-being and success.
The candidate adheres to federal
3.0
and state laws, school and division
policies, and ethical guidelines.
Comments
Candidate identifies
areas of struggle and
seeks out ways of
remediating those
struggles.
Candidate has been
completely collegial
and professional with
school and university
personnel.
Candidate maintains
excellent
communication.
Description
The candidate knows lesson content and
Score
4.0
Comments
Criterion
IP3 (Instructional
Planning)
Description
Score
procedures prior to lesson implementation
and identifies sources for multiple and varied
perspectives.
The candidate connects content to the real
4.0
world and to students' experiences.
The candidate identifies essential components
of a topic or concept and makes explicit
4.0
connections among facts, skills, and
concepts; explicitly demonstrates how and
when to use specific knowledge and skills.
The candidate attends to student prior
4.0
knowledge and demonstrates and provides
feedback on metacognitive skills.
The candidate effectively addresses
4.0
appropriate curriculum standards.
The candidate identifies prior knowledge on
4.0
which learning activities build and
determines clear learning targets
The candidate develops lesson and unit plans
that make clear that students will know what
3.5
to do during the lesson, when tasks are
completed, as well as during efficient /
defined transitions.
The candidate is prepared to teach lessons, 3.5
ensuring that materials are "ready-to-go."
IP4 (Instructional
Planning)
IP5 (Instructional
Planning)
Knowledge)
PK2 (Professional
Knowledge)
PK3 (Professional
Knowledge)
PK4 (Professional
Knowledge)
PK5 (Professional
Knowledge)
IP1 (Instructional
Planning)
IP2 (Instructional
Planning)
ID1 (Instructional
Delivery)
ID2 (Instructional
Delivery)
ID3 (Instructional
Delivery)
ID4 (Instructional
Delivery)
3.5
Comments
Criterion
ID5 (Instructional
Delivery)
ASL1 (Assessment
of and for Student
Learning)
ASL2 (Assessment
of and for Student
Learning)
ASL3 (Assessment
of and for Student
Learning)
ASL4 (Assessment
of and for Student
Learning)
ASL5 (Assessment
of and for Student
Learning)
LE1 (Learning
Environment)
LE2 (Learning
Environment)
LE3 (Learning
Environment)
Description
Score
there is student-initiated dialogue with peers
and teacher(s).
The candidate differentiates instruction to
3.5
meet students' needs.
The candidate acknowledges background
knowledge (starts where they are), checks in
3.5
with students for content understanding,
notices difficulties, and flexibly approaches
student learning challenges.
The candidate asks students to examine,
analyze, and/ or interpret information,
generate or test hypotheses, and provides
4.0
opportunities for student metacognition,
including student planning, reflection, selfevaluation, and explanation of their own
learning.
The candidate engages in back-and-forth
exchanges with follow up questions and
3.5
builds on student responses by providing
clarification, expansion, and specific
feedback.
The candidate uses pre-assessment data to
4.0
develop expectations, differentiate
instruction, and document learning.
The candidate uses a variety of assessment
strategies/ tools appropriate and valid for the
3.5
content and student population, aligned with
established curriculum standards and
benchmarks.
Adults and students: use respectful language,
including each others names, in a warm,
calm voice, listen to, cooperate with, and
3.5
interact with one another, share positive
affect (smiling, laughing, enthusiasm) and
social conversations build productive
relationships.
The candidate provides clear, explicit, and
consistent expectations so students know
what to do, anticipates and monitors student 3.0
behavior using proximity, and effectively/
efficiently redirects misbehavior so little time
is lost.
Student behavior is compliant/ non-disruptive 3.0
and non- aggressive and students feel
Comments
Criterion
LE4 (Learning
Environment)
LE5 (Learning
Environment)
LE6 (Learning
Environment)
PR1
(Professionalism)
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5
(Professionalism)
Description
Score
comfortable taking risks and seeking
guidance and support.
The candidate responds to academic and
social/ emotional needs and cues, including
3.5
responding to student challenges by using
subtle cues, peer redirection, and proximity;
low reactivity.
The candidate provides a high quality of
feedback, as evidenced by scaffolding
techniques such as hints, timely assistance, 4.0
and encouraging persistence, as well as
recognition and affirmation of students
efforts.
The candidate demonstrates cultural
4.0
competency and responsiveness to diverse
student and family funds of knowledge.
The candidate collaborates and
communicates effectively within the school 3.5
community to promote students well-being
and success.
The candidate adheres to federal and state
4.0
laws, school and division policies, and ethical
guidelines.
The candidate sets goals for improving
4.0
knowledge and skills and seeks out resources
to achieve those goals.
The candidate works in a collegial and
collaborative manner with administrators,
4.0
school and university personnel, and the
community.
The candidate demonstrates consistent
4.0
mastery of academic English in all
communication.
Comments