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TRANSCRIPT
Bailey Winter
Revised 8.3.16
Colorado State University
Center for Educator Preparation
TEACHER CANDIDATE QUALITY STANDARDS
The following standards are adapted from the Colorado State Model Evaluation System for Teachers approved by the Colorado State Board of Education in May of 2013, and reflect the knowledge, skills, and dispositions required for teachers to ensure students’ academic success and social growth. They “strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success (Colorado Department of Education, 2016).”
These Teacher Candidate Quality Standards have been adapted to reflect the specific context and opportunities available to teacher candidates throughout the four-phase program in the Center for Educator Preparation at Colorado State University.
The first category involves the work surrounding the act of teaching. Since the primary role of the teacher is to support students’ academic and personal success, it is the focus of three of the five standards.
CEPTCQS #1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. CEPTCQS #2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. CEPTCQS #3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.
The second category involves continuing improvement and the effectiveness of the teacher, both personally and professionally:
CEPTCQS #4: Teachers reflect on their practice. CEPTCQS #5: Teachers demonstrate leadership.
Preservice teacher candidate performance should be rated on each element within each standard at one of four levels: Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. These levels are cumulative across the rows of the rubric in that a “Proficient Candidate” must exhibit the characteristics encompassed under each previous level in addition to those described at the “Proficient Candidate” level. A candidate must demonstrate professional performance with a ‘C’ or better and at the proficient level for dispositions to be recommended for licensure.
Bailey Winter
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
Obs
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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-I worked consistently with other teachers to figure out how to adapt curriculum to best meet students’ needs
-Aligned all my lessons to CDE State Standards
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:
1
Bailey Winter1b. Demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
Feedback/questions Emergent Developing Proficient Accomplished-Almost all of my lessons have space for student voice and choice
-I care about what students have to say and really want to take their interests and backgrounds into account when planning lessons (it’s hard right now since I don’t have my own class)
The Teacher
-demonstrates an understanding of literacy content and skills;
-emphasizes literacy connections while teaching content.
…and The Teacherunderstands 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-I need to work on my integration of math into English
-I want to collaborate with math teachers to incorporate numeracy into my lessons
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:
2
Bailey Winter1d. 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-Although I feel like I provide clear instructions, I want to work on providing a number of different ways to explain a concept
-AVID helped a lot with this standard
-I’d like to work on inquiry-based instruction and asking questions to further students’ thinking
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-I worked with Kelly on a cross-curricular project and thought we incorporated the two content areas well
-I love working with other people and seeing how we can take my content area and transfer those skills and understandings to other contents
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:
3
Bailey Winter1f. 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-I am good at establishing relationships with students, which enables me to make the content relevant and transferrable
-Student voice and choice are main aspects of my lesson plans
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:
4
Bailey WinterCEPTC 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.
Obs
erva
tio
n Arti
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Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Culturally Responsive
Feedback/questions Emergent Developing Proficient Accomplished-I believe the classroom should be a shared environment—students should have ownership and a say in what the classroom looks like-I excel in relationship building-I want to make sure I am consistently empathetic with every student. I do NOT want to play favorites
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-Respect and empathy are two of my most important non-academic competencies in the classroom. I want to honor students’ backgrounds and personalities in the way I structure my lessons-In my classroom, I’ll spend the first few days of class
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
5
Bailey Winterestablishing class climate/culture.Dates Observed:
2c. Engage students as individuals with unique interests and strengths.
Feedback/questions Emergent Developing Proficient Accomplished-This comes back to having a strong relationship with each student and knowing their learning needs-I want to work on building time in my class for students to teach something they’re an expert at.
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-Even though this semester has provided me with a great example of what differentiation in the classroom looks like, I’d like to work on and improve my skills at differentiating-I have observed this A LOT in my English 9 FC class, but want to develop the skills to implement it in my own class
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:
6
Bailey Winter
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-Need more practice with interacting with parents.
-I haven’t had the opportunity to work much with parents yet
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-My lesson plans are thorough and account for every minute of class (from bell to bell). I don’t want to waste any time.
-Mr. O’Connor is a great example of a teacher who uses his time wisely and takes advantage of every minute of class
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:
7
Bailey Winter
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.
Obs
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tion Ar
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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-I value the inclusion of non-academic competencies in the classroom
-In my lesson and unit planning, I take into account that in addition to teaching students how to read, write, speak, listen, and communicate, I’m also teaching them how to be humans that live in our society
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:
8
Bailey Winter
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-I want to work on my assessment of student data.
-I need to develop strategies for assessing students based on learning targets.
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-I have read a great deal of pedagogy books and base my instruction off of the strategies in those books
-I have a firm grasp of constructivist teaching.
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:
9
Bailey Winter
3d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
Feedback/questions Emergent Developing Proficient Accomplished-Although I feel relatively comfortable using technology in the classroom, I’d like to learn more about technology in the classroom.
-I want to develop a technology toolbox that I use to enhance the learning experience and increase student engagement.
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 studentsengage 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-I have already developed a management plan for my future classroom.
-I have a firm grasp of what I expect from students in my classroom.
-Hopefully, I will observe and gain strategies for encouraging problem-solving skills and higher-order thinking.
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:
10
Bailey Winter
3f. Provide students with opportunities to work in teams and develop leadership qualities.
Feedback/questions Emergent Developing Proficient Accomplished-In each of my lessons, I have opportunities for students to participate in a variety of collaborative discussions (one-on-one, small groups, large group).
-I want to encourage students to take leadership roles.
-My goal is to develop strategies for grouping students.
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
-My lessons are developed in a way to encourage communication skills.
-If I model effective communication skills and academic language in the classroom, students should have a model for their own communication skills.
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:
11
Bailey Winter3h. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Feedback/questions Emergent Developing Proficient Accomplished-I had the chance to look at a few essays that students wrote this semester, but I didn’t get to grade them or provide them with feedback.
-I haven’t had enough opportunities to give feedback, but I know I will when I student teach
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:
12
Bailey WinterCEPTC 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.
Obs
erva
tio
n Arti
fact
Dispositions: *Professional Behaviors *Ethical Behavior & Integrity *Collegiality *Improve Performance *Culturally Responsive
Feedback/questions Emergent Developing Proficient Accomplished-I want to learn new ways to collect data
-I want to find innovative, creative ways to collect data in an English classroom
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:
13
Bailey Winter4b. Teachers link professional growth to their professional goals.
Feedback/questions Emergent Developing Proficient Accomplished-I have completed a number of self-evaluations and personal reflections this semester
-I plan on continuing this practice when I am a teacher.
-I want to be reading pedagogy books frequently.
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 AccomplishedDifferentiation-I’ll have to figure this out once I have my own class
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:
14
Bailey WinterCEPTC Quality Standard #5:
Teachers demonstrate leadership.
Teacher Candidates: 5a. Demonstrate Leadership.
Obs
erva
tion
Arti
fact
Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Committed to the Profession
Feedback/questions Emergent Developing Proficient Accomplished-I want to model a growth mindset for my students, which means I need to keep this at the front of my mind.
-This semester, I attended a number of events at FCHS, which helped me build relationships with the students and gain school pride.
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-Collaboration is something I really value and have benefitted from this semester. I truly enjoyed working with Mr. O’Connor
The Teacher
-supports the work of colleagues
…and The Teacher
-shares expertisewith colleaguesSupports 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:
15
Bailey Winter
5c. Advocate for students and schools, partnering with students, families, and communities and appropriate.
Feedback/questions Emergent Developing Proficient Accomplished-I love teaching and I will defend it to everyone that tells me “It must be nice to have summers off.”-I want to work on building relationships with parents and families of my students
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-I realize that working with minors is an important and delicate situation. Students are my top priority, so I make sure their information is kept confidential.
-If I want my students to show ethical behavior, I’m going to have to model it for them
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:
16