CEPTC Quality Standard #3

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

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
and The Teacher
...and The Teacher
... and Students
-differentiates content to
assure that students are
able to work at their
ability levels

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

-uses appropriate language

for the students in their
classroom

-use appropriate
behavioral management
strategies

-use appropriate
instructional strategies for
the students in their
classroom

-understand how they

learn best

-are facilitators of learning,

where students are
engaged as leaders
Dates Observed:

Artifact

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

Teacher Candidates:

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
The Teacher

Developing
and The Teacher

Proficient
...and The Teacher

Accomplished
and Students

-designs assessments
that accurately measure
the learning target

-creates lesson plans

showing alignment
between Colorado
Academic Standards
and learning target,
assessments, ,and
instruction

-ensures that students

meet learning targets
while increasing mastery
levels

-confer with the teacher to

make goals and monitor
achievement

-uses assessment results

to guide instructional
decisions

-monitors student
progress and adjusts
instruction
appropriately

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

Dates Observed:

Emergent
The Teacher

Developing
and The Teacher

Proficient
...and The Teacher

Accomplished
and the Students

-incorporates researchbased instructional

strategies into their
lessons

- use strategies (in

planning and
instruction) that meet
the unique needs of
each student

-provide tasks that allow

student choice

-are able to apply skills and

knowledge learned in the
classroom to other areas in
their lives

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

Feedback/questions

Emergent
The Teacher

Developing
...and The Teacher

Proficient
...and The Teacher

Accomplished
and Students

- uses available
technology to enhance
student learning

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

-enhances creative and

innovative skills using
technology

-produce creative and

innovative products

-create experiences where

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

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
The Teacher

Developing
and The Teacher

Proficient
...and The Teacher

Accomplished
...and Students

-holds students
accountable for their
learning

-sets student
expectations at a level
that challenges
students

-consistently
communicates high
academic expectations

-help set their learning

objectives

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

-apply higher-order
thinking and problemsolving skills to address
challenging issues

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

Feedback/questions

Emergent
The Teacher

Developing
and The Teacher

Proficient
...and The Teacher

Accomplished
and Students

-includes all students in

individual and group
activities where each
student in the room has a
voice

-groups students
flexibly

-adjusts team composition

based on lesson objectives
and student needs

-assume leadership roles

within their teams

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

-varies group size,

composition, and tasks to
create opportunities for
students to learn from
each other

-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

Dates Observed:

Emergent

Developing

Proficient

Accomplished

The Teacher

and The Teacher

and The Teacher

and Students

-communicates effectively
with students

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

-provides opportunities for

students to practice
communication skills

-apply effective written

and oral communication
skills in their work

-effectively assesses
students' communication
skills

-use academic language in

oral and written work

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

Dates Observed:
Feedback/Questions/
Next Steps for overall
TCQS #3:

Emergent
The Teacher

Developing
and The Teacher

Proficient
and The Teacher

Accomplished
and Students

-involves students in
monitoring their learning

-assesses learning
outcomes
appropriately

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

-self-assess on a variety of
skills and concepts

-implements
appropriate strategies
for assigning grades

-provides constant,
individualized, specific,
and timely feedback

-evaluates students
using multiple
measures

-teaches students to use

feedback to improve their
learning

-articulate their personal

strengths and needs based
on self-assessment
-effectively use formal and
informal feedback to
monitor their learning