All candidates in the School of Education are assessed for competency at completion through student teaching for initial certification or internship for those receiving advanced certification.
Initial
The vast majority of candidates score at or above the sufficient level on the indicators in the student teaching final evaluation, which is built on the InTASC standards for teachers, demonstrating their competency on a wide variety of teaching
indicators of knowledge, performance, and dispositions.
Elementary Education
1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/51 (2%) | 50/51 (98%) | 2/52 (3.8%) | 50/52 (96.2%) |
1(j) The teacher takes responsibility for promoting learners’ growth and development.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
5/51 (9.8%) | 46/51 (90.2%) | 1/52 (1.9%) | 51/52 (98.1%) |
2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/51 (3.9%) | 49/51 (96.1%) | 3/52 (5.8%) | 49/52 (94.2%) |
2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
9/51 (17.6%) | 42/51 (82.4%) | 4/52 (7.7%) | 48/52 (92.3%) |
2 (a). The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
10/51 (19.6%) | 41/51 (80.4%) | 6/52 (11.5%) | 46/52 (88.5%) |
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
3/51 (5.9%) | 48/51 (94.1%) |
| 52/52 (100%) |
3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 51/51 (100%) | 1/52 (1.9%) | 51/52 (98.1%) |
3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
7/51 (13.7%) | 44/51 (86.3%) | 3/52 (5.8%) | 49/52 (94.2%) |
3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/51 (3.9%) | 49/51 (96.1%) | 8/52 (15.4%) | 44/52 (84.6%) |
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/51 (3.9%) | 49/51 (96.1%) | 1/52 (1.9%) | 51/52 (98.1%) |
4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/51 (3.9%) | 49/51 (96.1%) | 1/52 (1.9%) | 51/52 (98.1%) |
4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
3/51 (5.9%) | 48/51 (94.1%) | 3/52 (5.8%) | 49/52 (94.2%) |
4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
7/51 (13.7%) | 44/51 (86.3%) | 4/52 (7.7%) | 48/52 (92.3%) |
5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/51 (3.9%) | 49/51 (96.1%) | 1/52 (1.9%) | 51/52 (98.1%) |
5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
4/51 (7.8%) | 47/51 (92.2%) | 3/52 (5.8%) | 49/52 (94.2%) |
5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
3/51 (5.9%) | 48/51 (94.1%) | 4/52 (7.7%) | 48/52 (92.3%) |
5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
10/51 (19.6%) | 41/51 (80.4%) | 3/52 (5.8%) | 49/52 (94.2%) |
6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
9/51 (17.6%) | 42/51 (82.4%) | 3/52 (5.8%) | 49/52 (94.2%) |
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
11/51 (21.6%) | 40/51 (78.4%) | 5/52 (9.6%) | 47/52 (90.4%) |
6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
13/51 (25.5%) | 38/51 (74.5%) | 8/52 (15.4%) | 44/52 (84.6%) |
7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/51 (2%) | 50/51 (98%) | 3/52 (5.8%) | 49/52 (94.2%) |
7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/51 (2%) | 50/51 (98%) | 2/52 (3.8%) | 50/52 (96.2%) |
8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
13/51 (25.5%) | 38/51 (74.5%) | 2/52 (3.8%) | 50/52 (96.2%) |
8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
9/51 (17.6%) | 42/51 (82.4%) | 2/52 (3.8%) | 50/52 (96.2%) |
8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
18/51 (35.3%) | 33/51 (64.7%) | 8/52 (15.4%) | 44/52 (84.6%) |
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting
in situations related to possible child abuse).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
10/51 (19.6%) | 41/51 (80.4%) | 8/52 (15.4%) | 44/52 (84.6%) |
9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 51/51 (100%) | 1/52 (1.9%) | 51/52 (98.1%) |
10(t) The teacher embraces the challenge of continuous improvement and change.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/51 (2%) | 50/51 (98%) | 2/52 (3.8%) | 50/52 (96.2%) |
10(t) The teacher embraces the challenge of continuous improvement and change.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
5/51 (9.8%) | 46/51 (90.2%) | 2/52 (3.8%) | 50/52 (96.2%) |
Physical Education
1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
1(j) The teacher takes responsibility for promoting learners’ growth and development.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/9 (22.2%) | 7/9 (77.8%) |
| 2/2 (100%) |
7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/9 (11.1%) | 8/9 (88.9%) |
| 2/2 (100%) |
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting
in situations related to possible child abuse).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
10(t) The teacher embraces the challenge of continuous improvement and change.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
10(t) The teacher embraces the challenge of continuous improvement and change.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 9/9 (100%) |
| 2/2 (100%) |
Adolescence Education
1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/12 (8.3%) | 11/12 (91.7%) | 1/14 (7.1%) | 13/14 (92.9%) |
1(j) The teacher takes responsibility for promoting learners’ growth and development.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
3/12 (25%) | 9/12 (75%) | 1/14 (7.1%) | 13/14 (92.9%) |
2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/12 (16.7%) | 10/12 (83.3%) | 2/14 (14.3%) | 12/14 (85.7%) |
2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
8/12 (66.7%) | 4/12 (33.3%) | 3/14 (21.4%) | 11/14 (78.6%) |
2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
8/12 (66.7%) | 4/12 (33.3%) | 3/14 (21.4%) | 11/14 (78.6%) |
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/12 (16.7%) | 10/12 (83.3%) |
| 14/14 (100%) |
3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 12/12 (100%) | 1/14 (7.1%) | 13/14 (92.9%) |
3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
4/12 (33.3%) | 8/12 (66.7%) | 1/14 (7.1%) | 13/14 (92.9%) |
3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 12/12 (100%) | 1/14 (7.1%) | 13/14 (92.9%) |
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/12 (16.7%) | 10/12 (83.3%) | 1/14 (7.1%) | 13/14 (92.9%) |
4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/12 (8.3%) | 11/12 (91.7%) | 1/14 (7.1%) | 13/14 (92.9%) |
4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/12 (16.7%) | 10/12 (83.3%) | 1/14 (7.1%) | 13/14 (92.9%) |
4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
4/12 (33.3%) | 8/12 (66.7%) | 2/14 (14.3%) | 12/14 (85.7%) |
5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/12 (8.3%) | 11/12 (91.7%) | 1/14 (7.1%) | 13/14 (92.9%) |
5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
3/12 (25%) | 9/12 (75%) | 2/14 (14.3%) | 12/14 (85.7%) |
5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/12 (16.7%) | 10/12 (83.3%) | 2/14 (14.3%) | 12/14 (85.7%) |
5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
3/12 (25%) | 9/12 (75%) | 1/14 (7.1%) | 13/14 (92.9%) |
6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
9/12 (75%) | 3/12 (75%) | 2/14 (14.3%) | 12/14 (85.7%) |
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
5/12 (41.7%) | 7/12 (58.3%) | 1/14 (7.1%) | 13/14 (92.9%) |
6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
8/12 (66.7%) | 4/12 (33.3%) | 5/14 (35.7%) | 9/14 (64.3%) |
7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/12 (8.3%) | 11/12 (91.7%) | 2/14 (14.3%) | 12/14 (85.7%) |
7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/12 (8.3%) | 11/12 (91.7%) | 2/14 (14.3%) | 12/14 (85.7%) |
8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
7/12 (58.3%) | 5/12 (41.7%) |
| 14/14 (100%) |
8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
5/12 (41.7%) | 7/12 (58.3%) | 1/14 (7.1%) | 13/14 (92.9%) |
8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
7/12 (58.3%) | 5/12 (41.7%) | 1/14 (7.1%) | 13/14 (92.9%) |
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting
in situations related to possible child abuse).
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 12/12 (100%) |
| 14/14 (100%) |
9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
| 12/12 (100%) | 1/14 (7.1%) | 13/14 (92.9%) |
10(t) The teacher embraces the challenge of continuous improvement and change.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
1/12 (8.3%) | 11/12 (91.7%) | 1/14 (7.1%) | 13/14 (92.9%) |
10(t) The teacher embraces the challenge of continuous improvement and change.
Fall 2020 | Spring 2021 |
---|
Below/Approaching | Above/Sufficient | Below/Approaching | Above/Sufficient |
2/12 (16.7%) | 10/12 (83.3%) | 2/14 (14.3%) | 12/14 (85.7%) |
Advanced
Candidates in advanced programs are evaluated on standards related to the profession. A majority of candidates scored at sufficient or above on internship evaluations that reflect professional standards.
Literacy
(International Literacy Standards, 2017)
| Below/Sufficient | Sufficient/Above |
2.2. Candidates design, select, adapt, teach, and evaluate evidence-based instructional approaches, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students in the academic disciplines
and other subject areas, and when learning to read, write, and communicate. | | 4/4 (100%) |
| Below/Sufficient | Sufficient/Above |
1.2. Candidates demonstrate knowledge of the major theoretical, conceptual, historical, and evidence-based aspects of the sequence of writing development, writing processes (e.g., revising, audience), and foundational skills (e.g., spelling,
sentence construction, word processing) and its relationships with the other aspects of literacy. | | 4/4 (100%) |
| Below/Sufficient | Sufficient/Above |
1.3. Candidates demonstrate knowledge of theoretical, conceptual, historical, and evidence-based components of language (e.g., structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing,
visually representing) and its relationships with other aspects of literacy. | | 4/4 (100%) |
| Below/Sufficient | Sufficient/Above |
4.3. Candidates create and advocate for inclusive and affirming classroom and school environments by designing and implementing instruction that is culturally responsive and acknowledges and values the diversity in their school and in society. | | 4.4 (100%) |
Inclusive Special Education
(Council for Exceptional Children Standards)
Spring and Summer 2021
| Below/Approaching Sufficient | Sufficient/Above |
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning
activities and social interactions. | 2/21 (9.6%) | 19/21 (90.4%) |
| Below/Approaching Sufficient | Sufficient/Above |
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities | | 21/21 (100%) |
| Below/Approaching Sufficient | Sufficient/Above |
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. | 3/21 (14.3%) | 18/21 (85.7%) |
| Below/Approaching Sufficient | Sufficient/Above |
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. | 2/21 (9.6%) | 19/21 (90.4%) |
| Below/Approaching Sufficient | Sufficient/Above |
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. | | 21/21 (100%) |
| Below/Approaching Sufficient | Sufficient/Above |
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities | 4/21 (19%) | 17/21 (81%) |
| Below/Approaching Sufficient | Sufficient/Above |
5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. | 4/21 (19%) | 17/21 (81%) |
School Building Leader
(Education Leadership Constituent Council Standards, 2011)
| Below/Sufficient | Above/Sufficient |
2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
3.4: Candidates understand and can develop school capacity for distributed leadership. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
5.1: Candidates understand and can act with integrity and fairness to ensure that schools are accountable for every student’s academic and social success. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
5.5: Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling. | | 8 (100%) |
| Below/Sufficient | Above/Sufficient |
6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies. | | 8 (100%) |
School District Leader
(Education Leadership Constituent Council Standards, 2011)
Spring and Summer 2021
| Below Sufficient | Sufficient/Above |
2.1 Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. |
| 5 (100%) |
| Below Sufficient | Sufficient/Above |
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity across the district. | | 5 (100%) |
| Below Sufficient | Sufficient/Above |
3.3 Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district. |
| 5 (100%) |
| Below Sufficient | Sufficient/Above |
3.4 Candidates understand and can develop district capacity for distributed leadership. |
| 5 (100%) |
| Below Sufficient | Sufficient/Above |
4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers. | | 5 (100%) |
| Below Sufficient | Sufficient/Above |
5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success. | | 5 (100%) |
| Below Sufficient | Sufficient/Above |
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the district. |
| 5 (100%) |
| Below Sufficient | Sufficient/Above |
5.5 Candidates understand and can promote social justice within the district to ensure individual student needs inform all aspects of schooling. | | 5 (100%) |
| Below Sufficient | Sufficient/Above |
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-level leadership strategies. | | 5 (100% |