Professional Documents
Culture Documents
School of Education
Rubric Scores
Demonstrates knowledge of subject matter content and literacy required for all
students' high achievement of PK-12 academic standards associated with specific
3
Multiple Subject (history/social science, mathematics, science, health, physical
education, and
Organizes curriculum to enable all students to learn and use the knowledge, skills,
and abilities identified in specific Multiple Subject (history/social science,
3
mathematics, science, health, physical education, and visual and performing arts) or
Single
Organizes curriculum, instructional strategies, resources, and technologies to
3 develop deeper student learning of the PK-12 academic standards. (TPE 1) (PS-1, 5,
8A/B)
Uses a variety of effective materials, resources, technologies, and literacies to
3 provide all students equitable access and high achievement of the PK-12 academic
standards. (TPE 1) (PS-1, 5, 7A/B, 8A/B)
Demonstrates individual, language, and cultural sensitivities when developing,
3
implementing, and assessing subject matter. (TPE 1) (PS-9, 11)
Carrie conscientiously prepares detailed lesson plans. She makes a concerted effort to provide a wide
variety of activities that enhance critical thinking and active student engagement. With the guidance
of her SSP she is making adjustments to refine and simplify some her activities that reach all students'
ability levels.
Rubric Scores
Uses multiple measures for progress monitoring throughout instruction to determine
whether all students, including English learners and students with special needs, are
3
understanding content/skills and making progress toward achievement of state-
adopted
Employs ongoing multiple and, where appropriate, differentiated assessment options
to collect evidence of individual and whole class learning, including performance-
3
based real-world applications, questioning strategies, work samples and products.
(TPE2)
Anticipates, checks for, and addresses common misconceptions and identified
4
misunderstandings. (TPE 2)
Uses a variety of informal and formal, as well as formative and summative
3 assessments, at varying levels of cognitive demand to determine students' progress
and plan instruction. (TPE 3) (PS-6, 8, 12, 13)
Uses formal (including language/CELDT, academic, IEP) and classroom-based
assessment results to design and monitor daily instruction required to meet all
3
students' learning needs and ensure high achievement of PK12 academic standards.
(TPE 3) (PS-6, 12)
Teaches students how to use self-assessment strategies and provides time for
3
students to practice these strategies. (TPE 3)
Uses a variety of technologies and sources to analyze data as a tool for assessing
3 student learning, informing instruction, managing records, and providing feedback to
students and their parents. (TPE 3) (PS-11)
Explains to students and to their families, student academic and behavioral strengths,
areas for academic growth, promotion and retention policies, and how a grade or
3
progress report is derived and how to help students achieve the academic curriculum
(TP
Rubric Scores
Connects students' prior knowledge, life experiences, interests, and cultural factors
3 with learning goals, curricular and instructional strategies, and methods of assessing
student learning. (TPE 4) (PS-5)
Uses community resources, student experiences, questions, and applied learning
activities to make instruction relevant, challenge students' ideas, share their
3
viewpoints, work collaboratively and achieve PK12 academic standards. (TPE 4)
(PS-6, 8A/B)
Uses a variety of instructional strategies, technologies, and resources to model,
guide, support and promote all students in problem solving, critical thinking, and
3
self-directed, reflective learning making subject matter meaningful. (TPE 4) (PS-6,
8A/B
Teaches students literacy skills needed to comprehend and use a variety of texts and
3
information sources, in the subject(s) taught. (TPE 4) (PS-7A/B)
Uses a variety of instructional strategies, technologies (including assistive), and
resources to respond to students' diverse learning needs (including full range of
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language and special populations) and promote high achievement of PK12 academic
standard
Provides developmentally appropriate practices supporting all students' emotional,
3
social, physical, and intellectual needs. (TPE 6) (PS-12)
Uses a variety of strategies, technologies, materials, and resources to differentiate
3 instruction based upon students' culture, level of acculturation, primary language and
proficiency levels (CELDT) in English and non-dominant varieties of English, and
Applies pedagogical theories, principles, and instructional practices for designing
and implementing comprehensive instruction for English learners, including non-
3
dominant varieties of English and advanced learners and for students with multiple
socio-uc
She frequently encourages students to collaborate with each other. Students usually respond with
enthusiasm and express an eagerness to participate in the "hands on" activities provided for them.
Rubric Scores
Uses students' academic, social, emotional, cognitive, cultural, and pedagogical
factors in designing a comprehensive program of rigorous instruction, including
4
Reading, Writing, Speaking and Listening, and Language within discipline-specific
standards t
Modifies instructional plans based on a full-range of students' academic
3 knowledge/skills, students' special learning needs, and English learners as well as
speakers of non-standard English language abilities (TPE 8) (SP-9, 12, 13)
Designs and articulates short and long-term learning goals to foster student learning
3 based on PK12 academic standards and alignment of the curriculum. (TPE 9) (PS-1,
3, 5, 8A/B)
Develops/adapts and sequences subject matter, instructional activities, assessment
3 strategies, resources, and materials for achieving high achievement of PK12
academic standards by all students. (TPE 9) (PS-5)
Develops relevant, differentiated instructional plans by connecting the content to be
3 learned with students' linguistic and cultural backgrounds, experiences, interests, and
developmental learning needs. (TPE 9) (PS-5)
She organizes activities and resources that consider the individual student's abilities and interests,
She frequently utilizes suggestions from her USP and SSP that focus on a high level of engagement
and meta-cognition.. The challenges that she faces are typical of a beginning teacher who is eagerly
planning a successful instructional program.
Rubric Scores
Manages instructional time within the schedule's confines to maximize student
3
achievement of PK12 academic standards. (TPE 10) (PS-5, 6)
3 Establishes procedures for routine tasks and manage transitions to maximize
As she continues to refine her instructional delivery she is discovering that the number of behavioral
corrections will be on the decline. She is highly supportive of all her students' needs and observations
by the USP and SSP confirm her high level of respect that she holds for them.
Rubric Scores
Models ethical commitment, values, and practices dedicated to 'all students can learn
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at high levels'. (TPE 12) (PS-5)
Acknowledges own personal values and biases, recognizes and resists acts of
4 intolerance, and understands the ways these values and biases affect the teaching and
learning of students. (TPE 12) (PS-5, 6)
4 Works constructively with colleagues, students, their parents, and community
Carrie purposefully plans her lessons to align with the Standards. She effectively implements
suggestions provided by her USP and SSP. She has become a positive member of the professional
team at her school site and is actively engaged in the school-wide program and professional
development.
Integrating (4) - The candidate provides clear, consistent, and convincing evidence demonstrating the
competency or competencies. Candidate's practices demonstrate a preponderance of appropriate,
relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected and
reinforced across this TPE Domain. (Point Range: 161-184)
Applying (3) - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain. (Point Range: 115-160)
Emerging (2) - The candidate provides partial evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of minimal, limited, cursory,
inconsistent, and/or ambiguous evidence. Evidence is weakly connected across this TPE Domain and
may be inconsistent. (Point Range: 69-114)
Beginning (1) - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate, irrelevant,
inaccurate or missing evidence. Evidence is unconnected across the TPE Domain. (Point Range: 0-68)