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TCKES Performance Standards and Rubrics

Valdosta State University
Dewar College of Education and Human Services
Teacher Candidate Keys Effectiveness System

Instructions

Use the form during observations and documentation reviews to comment on evidence of the teacher meeting the standard. Based on the observation and documentation provided, evaluators should check the box of the applicable rating. Specific comments must be included to substantiate the rating.

 

Standard 9: Professionalism is rated post observation during the conference with the teacher candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to demonstrate reflective practice through conversation with the evaluator.

 

Definitions

Walkthrough: 10-minute minimum; limited standards rated: typically 1-4 standards; snapshot of practice; announced or unannounced

 

Formative Assessment: used for formal observation of an implemented lesson in its entirety; all standards are evaluated

 

Summative Assessment: culminating evidence that includes walkthroughs, formative assessments, and additional documentation collected during the clinical practice of a program

 

A Note on Professional Growth

The document provides an opportunity to evidence growth of candidates as they progress throughout their program. Therefore, regardless of the point of progression in any given program, candidates must be evaluated under the same level of expectation.

 

 

TCKES Performance Standards and Rubrics

 

Performance Standard 1: Professional Knowledge

The teacher candidate demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. The teacher candidate consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. The teacher candidate inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice. The teacher candidate inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice.

 

Performance Standard 2: Instructional Planning

The teacher candidate plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all the students.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually seeks and uses multiple data and real world resources to plan differentiated instruction to meet the individual student needs and interests in order to promote student accountability and engagement. The teacher candidate consistently plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. The teacher candidate inconsistently uses state and local school district curricula and standards, or inconsistently uses effective strategies, resources, or data in planning to meet the needs of all students. The teacher does not plan, or plans without adequately using state and local school district curricula and standards, or without using effective strategies, resources, or data to meet the needs of all students.

 

 

Performance Standard 3: Instructional Strategies

The teacher candidate promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually facilitates students’ engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways. The teacher candidate consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students’ acquisition of key skills. The teacher candidate inconsistently uses research-based instructional strategies. The strategies used are sometimes not appropriate for the content area or for engaging students in active learning or for the acquisition of key skills. The teacher candidate does not use research-based instructional strategies, nor are the instructional strategies relevant to the content area. The strategies do not engage students in active learning or acquisition of key skills.

 

Performance Standard 4: Differentiated Instruction

The teacher candidate challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually facilitates each student’s opportunities to learn by engaging him/her in critical and creative thinking and challenging activities tailored to address individual learning needs and interests. The teacher candidate consistently challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. The teacher candidate inconsistently challenges students by providing appropriate content or by developing skills which address individual learning differences. The teacher candidate does not challenge students by providing appropriate content or by developing skills which address individual learning-differences.

 

 

Performance Standard 5: Assessment Strategies

The teacher candidate systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually demonstrates expertise and leads others to determine and develop a variety of strategies and instruments that are valid and appropriate for the content and student population and guides students to monitor and reflect on their own academic progress. The teacher candidate systematically and consistently chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. The teacher candidate inconsistently chooses a variety of diagnostic, formative, and summative assessment strategies or the instruments are sometimes not appropriate for the content or student population. The teacher candidate chooses an inadequate variety of diagnostic, formative, and summative assessment strategies or the instruments are not appropriate for the content of student population.

 

Performance Standard 6: Assessment Uses

The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to students and relevant stakeholders.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually demonstrates expertise in using data to measure student progress and effectively uses data to inform instructional decisions. The teacher candidate systematically and consistently gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and other relevant stakeholders. The teacher candidate inconsistently gathers, analyzes, or uses relevant data to measure student progress, inconsistently uses data to inform instructional content and delivery methods, or inconsistently provides timely or constructive feedback. The teacher candidate does not gather, analyze, or use relevant data to measure student progress, to inform instructional content and delivery methods, or to provide feedback in a constructive or timely manner.

 

Performance Standard 7: Positive Learning Environment

The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually engages students in a collaborative and self-directed learning environment where students are encouraged to take risks and ownership of their own learning behavior. The teacher candidate consistently provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. The teacher candidate inconsistently provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. The teacher candidate inadequately addresses student behavior, displays a negative attitude toward students, ignores safety standards, or does not otherwise provide an orderly environment that is conducive to learning or encourages respect for all.

 

Performance Standard 8: Academically Challenging Environment

The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually creates an academic learning environment where students are encouraged to set challenging learning goals and tackle challenging materials. The teacher candidate consistently creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. The teacher candidate inconsistently provides a student-centered, academic environment in which teaching and learning occur at high levels or where students are self-directed learners. The teacher candidate does not provide a student-centered, academic environment in which teaching and learning occur at high levels, or where students are self-directed learners.

 

 

Performance Standard 9: Professionalism

The teacher candidate exhibits a commitment to professional ethics, participates in professional growth opportunities to support student learning, and engages in reflective practice.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually engages in a high level of professional growth and application of skills. The teacher candidate consistently exhibits a commitment to professional ethics, participates in professional growth opportunities to support student learning, and engages in reflective practice. The teacher candidate inconsistently exhibits a commitment to professional ethics, participates in professional growth opportunities to support student learning, and engages in reflective practice. The teacher candidate shows a disregard toward professional ethics or rarely takes advantage of professional growth opportunities.

 

Performance Standard 10: Communication

The teacher candidate communicates effectively with students, district and school personnel, and relevant stakeholders in ways that enhance student learning.

Exemplary

Proficient

Developing

Ineffective

The teacher candidate continually uses communication techniques in a variety of situations to proactively inform, network, and collaborate with stakeholders to enhance student learning. The teacher candidate communicates effectively and consistently with students, district and school personnel, and other relevant stakeholders in ways that enhance student learning. The teacher candidate inconsistently communicates with students, district and school personnel, or other relevant stakeholders or communicates in ways that only partially enhance student learning. The teacher candidate inadequately communicates with students, district and school personnel, or other relevant stakeholders by poorly acknowledging concerns, responding to inquiries, or encouraging involvement.

 

 

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