Assessment II: Performance Assessment for Clinical ... · CAEP submission_Fall 2015 Assessment II: Performance Assessment for Clinical Experience (PACE) ... They are provided with

1 COE Unit Assessment II: PACE CAEP submission_Fall 2015

Assessment II: Performance Assessment for Clinical Experience (PACE)

This introduction is to clarify the purpose and use of COE’s Performance Assessment for Clinical Experience (PACE). This PACE guidance document has three parts:

Part I: Detailed description of the assessment and implementation schedule

Part II: Rating continuum/rubric

Part III: Standards Alignment

Part I: Detailed description of the assessment and implementation schedule

1) Detailed description of the assessment and implementation schedule The purpose of PACE is to provide feedback to teacher candidates (TCs) while they are engaged in their final clinical experiences and clinical practice). PACE was developed to measure the level of mastery in content knowledge, pedagogical content knowledge and practice (application), professional responsibility and understanding of the learner (dispositions) in a P-12 clinical setting. By providing feedback, clinical educators develop a TC’s ability to improve their practice. This rating continuum was developed for use by clinical educators of TCs to support the reflective practice of beginning teachers. It is used as part of an ongoing collaboration among TCs and their clinical educators to assess teaching practices and set goals for improvement and development over time. PACE is used in to evaluate TCs during their clinical experience and clinical practice. During clinical experiences, PACE is implemented as a formative assessment, which serves as a checkpoint for the continuation to clinical practice and a baseline for the level of mastery of the 20Cs. In clinical practice, PACE is implemented twice: as a formative and a summative evaluation. The formative evaluation is a checkpoint for continuation of clinical practice or remediation while the summative is used as the final evaluation.

Clinical educators use PACE. The guidance document for PACE provides users with its purpose, clear descriptors and a detailed rating scale.

Upon hire, all US attend the New Supervisor Training Orientation where they build an understanding of the COE’s policies, procedures, processes, expectations and norms. They are provided with an overview of PACE. Additionally, they attend two mandatory workshops (each fall and spring semester) to support proper implementation of the assessments and learn about changes to the P-12 environments. Starting fall 2015, an inter-rater reliability protocol was initiated.

The Office of Field Experiences has a section for cooperating teachers within clinical experience handbook.1 All CTs participate in an email exchange to build an understanding of the COE’s policies, procedures, processes, expectations and norms and an overview PACE. Additionally, there are two live webinars to

1 The COE’s Office of Field Experience link for CT: http://www.wpunj.edu/coe/departments/field/coop_teach_res.dot.

http://www.wpunj.edu/coe/departments/field/coop_teach_res.dot


introduce and train CTs on the use of PACE. The webinars are recorded and posted on the WPU's Office of Field web page. Starting 2016 the PACE guidance documents will be included in the Clinical Handbooks.

Prior to Clinical Experience and Practice, TCs receive a series of informative and explanatory emails about preparation for the clinical setting and to build an understanding of the COE’s policies, procedures, processes, expectations and norms in a P-12 setting and an overview of PACE. Additionally, TCs attend a mandatory orientation to reinforce the edict and expectation for the clinical setting. For TCs to be recommended for licensure/graduation they need to have a minimum score of a 2.5 out of 4 from both their US and CT. Additionally, the TC cannot receive a rating of ineffective by either rater.

It is important to note that since PACE is used in a clinical setting it is vital to have the perspectives of all stakeholders in the teaching profession. The COE’s has an Office of Field Experiences Expanded Advisory Board (OFEEAB), which is comprised of faculty, clinical educators, and P-12 building administrators that meets annually to review and strengthen policies, protocols and assessments.


Part II: Rating Continuum for Performance Assessment for Clinical Experience (PACE)

The PACE rating continuum is organized around four levels of development. These levels are labeled Ineffective (1), Partially Effective (2), Effective (3), and Highly Effective (4). Each level demonstrates a TC’s performance on each indicator. The indicators do not represent a chronological sequence in a TC’s growth; rather each row describes a developmental level of performance. A TC may be at a beginning or emerging level of practice in some places on the continuum and at an advanced level in some other.

Minimum Cut Scores For Clinical Experience (Practicum) In order to ensure TCs have met the COE programmatic requirements, the average score given by each evaluator on all of the indicators must meet the cut off score of 2.0 (partially effective) and no more than two ineffective ratings is considered a passing score. A TC who does not meet the minimum cut score receives additional training and maybe provided the opportunity to repeat clinical experience. Clinical Practice (Student teaching) In order to ensure TCs have met the COE programmatic requirements, the average score given by each evaluator on all of the indicators must meet the cut off score of 2.5 (partially effective/effective) with no rating of ineffective. 2

Table 1.3: Rating Continuum for Performance Assessment for Clinical Experience (PACE)

COE Criterion For PACE Ineffective (1) Partially Effective (2) Effective (3) Highly Effective (4)

1. Uses data to adapt instruction to individual differences in needs, learning styles and multiple intelligence A. Differentiates instruction based on student needs B. Organizes instruction to focus on student strengths.

Instruction is geared to the large group with minimal adaptation for students with special needs, ELLs, learning styles, etc. Data is not used to guide instruction.

Adapts instruction for some individual differences in learning needs, learning styles, language, or multiple intelligences. Data is not consistently used to guide instruction.

Uses data to adapt instruction to individual differences, such as students with special needs, gifted, ELLs, learning styles etc. and organizes instruction focused on students’ strengths.

Exceeds previous level expectations, demonstrating traits of an experienced teacher. Provide documentation.

2. Consistently demonstrates mastery of content knowledge

A. Plans instruction focused on major concepts. B. Demonstrate mastery of theory and principles within the discipline.

Instruction demonstrates insufficient knowledge of content area, theory and principles. Does not use central concepts of the discipline.

Demonstrates a basic level of the content taught but may inconsistently use major concepts, tools of inquiry, theory and principles of the discipline.

Plans instruction based on major concepts, theories and principles of the discipline demonstrating consistent mastery of content knowledge.


2 All clinical experience are handled by the Office of Field Experiences and their advisory board.


3. Translates NJCCCS and CCSS into developmentally appropriate content

A. Plans for mastery of CC and NJCCC standards and indicators. B. Sequences content to facilitate learning.

Instruction does not reflect appropriate use of state and national standards to facilitate learning.

Uses state and national standards to plan instruction. Learning experiences are not always geared to the level and age of the students.

Plans, designs, and implements developmentally appropriate instruction based on national and state standards.


4. Incorporates appropriate pedagogical knowledge in planning lessons

A. Uses a variety of research-based instructional strategies to promote critical and creative thinking. (e.g. Blooms Taxonomy) . B. Incorporates cooperative groups and/or other active learning strategies. C. Plans for guided and independent skills practice to reinforce learning.

Uses a very limited number of instructional strategies in planning lessons. Instruction is mostly large group and does not allow for independent skill practice.

Uses a variety of instructional strategies in planning lessons. Incorporates some cooperative group work and some individual skill practice.

Incorporates a range of instructional strategies in planning lessons to encourage critical thinking and problem solving Plans for cooperative learning groups, active learning, and for tasks requiring independent skill practice to reinforce learning.


5. Uses multiple methods of assessment (traditional, authentic; formative and summative) A. Aligns assessment tasks to lesson objectives. B. Maintains accurate records of student progress and communicates results. C. Designs rubric to evaluate student performance task. D. Plans for students’ self-assessments.

Either one or no assessment methods are used. Feedback is not always prompt or effective. Students are not given opportunities to self-assess.

Uses a few methods of assessment aligned with lesson objectives, maintains records, and provides some feedback to students.

Uses multiple methods of assessment aligning assessment tasks to lesson objectives. Designs rubrics to evaluate tasks, provides effective feedback, and plans for students’ self-assessment.


6. Writes comprehensive and developmentally appropriate lesson/unit plans

A. Writes clear objectives, linked to NJCCC and CC standards B. Plans logical, sequenced instruction.

Writes basic lesson plans. Lesson/unit plans have very little connection to students’ prior knowledge. Only one content area is

Writes lesson/unit plans linked to objectives. Selects teaching materials including technology. Instruction is loosely linked to students’ prior knowledge. Integration of learning experiences across

Writes comprehensive and developmentally appropriate lesson/unit plans with clear objectives, selecting appropriate materials, including



C. Selects appropriate teaching materials, including technologies. D. Links major concepts to students’ prior knowledge. E. Plans integrated, interdisciplinary learning experiences across content areas.

addressed. Technology is not used on a regular basis.

content areas is limited.

technology. Links instruction to student prior knowledge, and plans integrated learning experiences.

7. Communicates high expectations for all students A. Nurtures students’ desire to learn and achieve B. Sets appropriate goals, based upon on-going assessment.

Sets low expectations for student achievement in communications and assignments.

Sets expectations students, but inconsistently communicates them or inconsistently supports students’ goals to reach them.

Nurtures students’ desire to learn and achieve setting appropriate goals based upon on-going assessment. Supports all students to reach their goals.


8. Demonstrates respect for diversity and cultural differences A. Values individual differences, including race, gender, ethnicity, ability socioeconomic status, and sexual orientation. B. Engage all learners to ensure equal participation in all learning activities.

Demonstrates respect for some aspects of diversity. Makes no adjustments to ensure all students are equally engaged in learning. Inappropriate interaction with diverse peers, instructors and other individuals.

Demonstrates respect for diversity and cultural differences but does not ensure that all students participate equally in all learning activities. Interacts appropriately with most diverse peers, instructors and other individuals.

Demonstrates respect for diversity and cultural differences by providing access to instruction and insuring that all students participate equally in all learning activities. Interacts appropriately with diverse peers, instructors and other individuals.


9. Demonstrates an openness to learning new ideas and becoming a lifelong learner A. Seeks to expand knowledge through professional activities (e.g., reads, attends conferences, in-service) B. Seeks to learn from students as well as teach them.

Avoids participating in professional activities or in school events.

Becomes involved in professional activities and school events when specifically asked.

Participates actively and voluntarily in professional activities and school events. Seeks to learn from students as well as teach them.


10. Reflects upon teaching: What do I do? Why do I do it? How can I do it better?

Does not accurately assess the effectiveness of the lesson. Has few if any

Makes only general suggestions as how the lesson might be improved. Teaching

Reflects upon teaching: What do I do? Why do I do it? How can I make it

Exceeds previous level expectations, demonstrating traits of an experienced


A. Maintains a reflective journal. B. Understands the teaching-learning assessment connection. C. Improves student learning outcomes through reflection. D. Reflects on professional and personal attitudes/behaviors, and modifies them based on feedback.

ideas on how the lesson might be improved. Feedback is not solicited, accepted or applied. Argumentative. Self - reflection is minimal or not representative of work.

and learning remains basically the same without modifications based on reflection. Feedback is solicited, accepted and applied some of the time. Self-reflection is lacking or may not fully reflect authenticity.

better? Makes some specific suggestions as to how the lesson might be improved. Modifies teaching and learning based on reflection and teaching and learning assessment connection. Feedback is solicited and applied with a willingness to try new things. Self-reflection is authentic and shared willingly.

teacher. Provide documentation.

11. Exemplifies high professional and ethical standards A. Understands laws related to learners’ rights and teachers’ responsibilities. B. Models honesty, fairness and respect for individuals and for the laws of society. C. Abides by the professional associations codes of ethics and the policies of the school. D. Demonstrates reliability and punctuality E. Dresses appropriately and is well-groomed.

Demonstrates unprofessional and/or inappropriate interactions or behaviors; inappropriate use of personal communication device, does not maintain appropriate physical boundaries, and not or minimally prepared for class or fieldwork. Hands in assignments late or of poor quality. Participation in class is minimal or is inappropriate. Practices are self‐serving or harmful to students. Fails to comply with school regulations and timelines. May engage in unethical behavior. Dress is frequently unprofessional. Does not demonstrate punctually and

Professional interactions/ practices are not always characterized by honesty, integrity, confidentiality, and positive attitude. On occasion may demonstrate unprofessional and/or inappropriate interactions or behaviors; inappropriate use of personal communication device, does not maintain appropriate physical boundaries, and not or minimally prepared for class or fieldwork. Provides most assignments in and timely manner. Participation in class is inconsistent. Complies minimally with school regulations. May demonstrate questionable behavior or actions. On occasion, dress may be

Professional interactions and practices are characterized by honesty, integrity, respect and confidentiality. Respects personal boundaries and is always prepared for class for field work. Consistently submits assignments in a timely manner. Consistently and appropriately participate in class. Abides by the policies of the school. Is ethical in actions and behavior. Consistently dresses in a professional manner. Is punctual, attends required school events, and meets school responsibilities.



dependability at school.

unprofessional or inappropriate. Is frequently absent or tardy from school.

12. Demonstrates effective communication skills A. Uses standard English to model clear, logical oral and written communication, B. Uses verbal and non-verbal communication effectively. C. Writes legibly and spells accurately.

Does not use standard English to communicate in class. Communications skills need to be developed in order to foster inquiry, collaboration, and interaction in the classroom. Demonstrates poor/inappropriate verbal and non-verbal communication causing distractions from learning.

Uses standard English, but may make some grammatical or other errors. Verbal and no-verbal communication is not always effective to foster inquiry, collaboration, and interaction in the classroom and sometimes leads to distractions from learning.

Uses standard English and models clear oral and written communication, writing legibly and spelling accurately. Communicates effectively verbally and non-verbally to foster inquiry, collaboration, and interaction in the classroom.


13. Creates a physically and psychologically safe environment and responds to students respectfully A. Complies with safety rules and regulations in the learning environment. B. Demonstrates sensitivity to students’ feelings. C. Reinforces students’ efforts and achievements. D. Promotes development of good character and values.

Creates a physical environment that does not ensure safety and may hinder instruction and learning. Classroom interactions with and among students are inappropriate, or insensitive and may include sarcasm, or embarrass students.

Does not always comply with safety rules and regulations. Classroom interactions with students are generally appropriate but may be characterized by occasional displays of insensitivity.

Complies with safety rules and regulations. Classrooms interactions with students and among students are respectful and polite. Demonstrates warmth, caring and sensitivity, reinforcing students’ efforts and achievements.


14. Manages the learning environment and appropriate paces lessons A. Organizes the learning environment and materials/equipment in an orderly manner. B. Creates a stimulating and inviting environment. C. Establishes routines, enforces rules and plans logical consequences. D. Uses instructional time effectively.

Manages the learning environment so that much instructional time is lost. Classroom routines are inefficient. Pacing is frequently too fast or too slow.

Manages the learning environment so that some instructional time is lost due to classroom routines, handling of materials/equipment and/or transitions. Pacing may be too slow or too fast, unclear directions, or off-task discussions.

Effectively manages the learning environment, routines, rules, materials and transitions so that little instructional time is lost. Pacing is appropriate to the lesson with students remaining on task.



E. Facilitates smooth transitions.

15. Develops a sense of community in the learning environment

A. Practices effective listening, conflict resolution and group-facilitation skills. B. Establishes rapport with students. C. Fosters an environment of respect, trust

Creates a classroom environment where conflict, disrespect and distrust prevails.

Practices listening but conflict may sometimes exist in interaction with students or among students.

Practices effective listening, conflict resolution, and facilitation skills. Classroom interactions are polite and respectful. Demonstrates rapport with students and fosters an environment of trust.


16. Poses questions related to problems and issues which require inquiry and critical thinking A. Relates content to real world issues by asking essential questions. B. Uses questioning and “scaffolding” strategies to stimulate student critical thinking. C. Encourages student to question information and ideas to promote divergent thinking.

Uses mostly “yes” “no” or factual questions that do not elicit critical thinking. Almost all instruction is teacher-directed at lower cognitive levels.

Most questions require recall responses. Strategies are occasionally used to promote critical thinking. Instruction is primarily teacher directed at lower cognitive levels not designed to promote divergent thinking.

Frequently asks questions related to real world issues by asking essential questions. Provides opportunities for students to think at high cognitive levels. Uses questions/questioning techniques and “scaffolding” strategies to stimulate student critical and divergent thinking.


17. Teaches for understanding through active learning A. Uses active student learning strategies across content areas. B. Creates meaningful learning experiences by relating learning to real-world issues. C. Uses a variety of teaching techniques e.g., problem solving, technology, cooperative learning, demonstrations, discussion, lecture. D. Uses multi-cultural

Utilizes a very limited variety of strategies, methods, and techniques in an attempt to engage students.

Uses a few strategies, methods, techniques to engage students and create meaningful learning experiences with inconsistent results.

Uses a variety of strategies, methods and techniques (i.e. problem solving, technology, cooperative learning, projects, demonstrations, graphic organizers, etc.) to engage students and to create meaningful learning experiences.



materials when appropriate.

18. Works collaboratively with colleagues and families A. Establishes open and appropriate lines of communication with colleagues/supervisory personnel. B. Participates actively and responsibly in school-wide activities. C. Collaborates with parents and school community members to support student learning. D. Participates in activities as appropriate to build strong partnerships with parents and community members (i.e. involving families in school-related activities). E. Assumes leadership roles as appropriate.

Communicates with parents or guardians only when absolutely necessary. Communicates and collaborates with colleagues and instructors sporadically and may not follow school procedures or be culturally inappropriate. Makes little or no attempt to engage families in the instructional program.

Attempts to engage families in the instructional program. Communications and collaborations with colleagues, instructors, or families are not always appropriate. Sometimes participates in activities with parents and community and may assume leadership roles as appropriate.

Communicates in a positive and culturally appropriate ways with colleagues/supervisory personnel and families. Solicits parental input to support student learning. Participates actively in school and community activities. Assumes leadership roles, as appropriate.


19. Demonstrates resourcefulness

A. Shows initiative in locating instructional resources beyond the school environment. B. Uses community resources to enhance student learning.

Utilizes only those resources available in the school environment.

Makes some attempts to find resources beyond the school. Does not consistently utilize the community to enhance student learning.

Demonstrates resourcefulness in locating instructional resources beyond the school environment. Utilizes the community to enhance student learning.


20. Demonstrates an interest in applying new technologies to teaching and learning A. Integrates technologies into lessons making global connections. B. Utilizes technologies for research and professional development

Does not integrate technology into lessons to enhance learning.

Demonstrates knowledge of how to use technology in instruction, but does so inconsistently.

Utilizes available technology resources to enhance instruction and maximize student learning. Uses technology for research and professional development.



Part III: Standards Alignment To provide evidence for content validity table 1.1 demonstrates a direct correlation between the 20Cs and corresponding Council of Accreditation for Educator Providers (CAEP), Interstate Teacher Assessment and Support Council (InTASC) and New Jersey Professional Standards for Teachers (NJPST) Standards.

Table 1.1: COE’s 20Cs and corresponding CAEP, InTASC and NJPST Standards

COE Criterion For PACE (2014)

CAEP Standards (2013)

InTASC Standards (2011)

New Jersey Professional Standards for Teachers

(2014) 1. Uses data to adapt instruction to individual differences in needs, learning styles and multiple intelligence A. Differentiates instruction based on student needs B. Organizes instruction to focus on student strengths.

1: Content and Pedagogical Knowledge (1.4)

Providers ensure that completers demonstrate skills and commitment that afford all P‐12 students access to rigorous college‐ and career‐ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

Category 1: Learner Development Standard 1: The Learner and Learning The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

2. Consistently demonstrates mastery of content knowledge A. Plans instruction focused on major concepts. B. Demonstrate mastery of theory and principles within the discipline.


Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)4 in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Category 2: Content Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, particularly as they relate to the Common Core Standards and the New Jersey Core Curriculum Content Standards and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

3. Translates NJCCCS and CCSS into developmentally appropriate content A. Plans for mastery of CC and NJCCC standards and indicators. B. Sequences content to facilitate learning.

1: Content and Pedagogical Knowledge (1.4) Providers ensure that completers demonstrate skills and commitment that afford all P‐12 students access to rigorous college‐ and career‐ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

Category 3: Instructional Practice Standard 7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


4. Incorporates appropriate pedagogical knowledge in planning lessons A. Uses a variety of research-based instructional strategies to promote critical and creative thinking. (e.g. Blooms Taxonomy) . B. Incorporates cooperative groups and/or other active learning strategies. C. Plans for guided and independent skills practice to reinforce learning.


Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) 4 in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Category 3: Instructional Practice Standard 8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways Cat 3 Instructional Practice

8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

5. Uses multiple methods of assessment (traditional, authentic; formative and summative) A. Aligns assessment tasks to lesson objectives. B. Maintains accurate records of student progress and communicates results. C. Designs rubric to evaluate student performance task. D. Plans for students’ self-assessments.


Providers ensure that completers use research and evidence to develop an understanding of the teaching profession and use both to measure their P‐12 students’ progress and their own professional practice.

Category 3: Instructional Practice Standard 6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in examining their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.

6. Writes comprehensive and developmentally appropriate lesson/unit plans

A. Writes clear objectives, linked to NJCCC and CC standards B. Plans logical, sequenced instruction. C. Selects appropriate teaching materials, including technologies. D. Links major concepts to students’ prior knowledge. E. Plans integrated, interdisciplinary learning experiences across content areas.




7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

7. Communicates high expectations for all students A. Nurtures students’ desire to learn and achieve B. Sets appropriate goals, based upon on-going assessment.

3: Candidate quality, recruitment, and selectivity (3.3 )

Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the

2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.


reliability and validity of those measures, and reports data that show how the academic and non‐academic factors predict candidate performance in the program and effective teaching.

8. Demonstrates respect for diversity and cultural differences A. Values individual differences, including race, gender, ethnicity, ability socioeconomic status, and sexual orientation. B. Engage all learners to ensure equal participation in all learning activities.

3: Candidate quality, recruitment, and selectivity (3.3) Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non‐academic factors predict candidate performance in the program and effective teaching.

Category 1: The Learner and Learning Standard 2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

3 Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

9. Demonstrates an openness to learning new ideas and becoming a lifelong learner A. Seeks to expand knowledge through professional activities (e.g., reads, attends conferences, in-service) B. Seeks to learn from students as well as teach them.

1: Content and Pedagogical Knowledge (1.1) Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)4 in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Category 4: Professional Responsibility Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner

9:Professional Learning The teacher engages in ongoing individual and collaborative professional learning designed to impact practice in ways that lead to improved learning for each student, using evidence of student achievement, action research, and best practice to expand a repertoire of skills, strategies, materials, assessments, and ideas to increase student learning.

10. Reflects upon teaching: What do I do? Why do I do it? How can I do it better? A. Maintains a reflective journal. B. Understands the teaching-learning assessment connection. C. Improves student learning outcomes through reflection. D. Reflects on professional and personal attitudes/behaviors, and modifies them based on feedback.

1: Content and Pedagogical Knowledge (1.1) Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)4 in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Category 4: Professional Responsibility Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.:



11. Exemplifies high professional and ethical standards A. Understands laws related to learners’ rights and teachers’ responsibilities. B. Models honesty, fairness and respect for individuals and for the laws of society. C. Abides by the professional associations codes of ethics and the policies of the school. D. Demonstrates reliability and punctuality E. Dresses appropriately and is well-groomed.

3: Candidate quality, recruitment, and selectivity (3.3)

Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non‐academic factors predict candidate performance in the program and effective teaching.

Category 4: Professional Responsibility 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner

11: Ethical Practice The teachers acts in accordance with legal and ethical responsibilities and uses integrity and fairness to promote the success of all students.

12. Demonstrates effective

communication skills

A. Uses standard English to model clear, logical oral and written communication, B. Uses verbal and non-verbal communication effectively. C. Writes legibly and spells accurately.

3 Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 10:Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession

13. Creates a physically and psychologically safe environment and responds to students respectfully A. Complies with safety rules and regulations in the learning environment. B. Demonstrates sensitivity to students’ feelings. C. Reinforces students’ efforts and achievements. D. Promotes development of good character and values.



Category 1 Learner Development Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.


14. Manages the learning environment and appropriate paces lessons A. Organizes the learning environment and materials/equipment in an orderly manner.


Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)4 in the

Category 1 Learner Development Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage

3 Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active


B. Creates a stimulating and inviting environment. C. Establishes routines, enforces rules and plans logical consequences. D. Uses instructional time effectively. E. Facilitates smooth transitions.

following categories: the learner and learning; content; instructional practice; and professional responsibility.

positive social interaction, active engagement in learning, and self motivation.

engagement in learning, and self-motivation.

15. Develops a sense of community in the learning environment

A. Practices effective listening, conflict resolution and group-facilitation skills. B. Establishes rapport with students. C. Fosters an environment of respect, trust



Category 1 Learner Development Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.


16. Poses questions related to problems and issues which require inquiry and critical thinking A. Relates content to real world issues by asking essential questions. B. Uses questioning and “scaffolding” strategies to stimulate student critical thinking. C. Encourages student to question information and ideas to promote divergent thinking.


Providers ensure that completers demonstrate skills and commitment that afford all P‐12 students access to rigorous college‐ and career‐ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

Category 2: Content Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard 5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

17. Teaches for understanding through active learning A. Uses active student learning strategies across content areas. B. Creates meaningful learning experiences by relating learning to real-world issues. C. Uses a variety of teaching techniques e.g., problem solving, technology, cooperative learning, demonstrations, discussion, lecture. D. Uses multi-cultural materials when appropriate.


Providers ensure that completers apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM).

Category 2: Content Standard 5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.


18. Works collaboratively with colleagues and families A. Establishes open and appropriate lines of communication with colleagues/supervisory personnel. B. Participates actively and responsibly in school-wide activities. C. Collaborates with parents and school community members to support student learning. D. Participates in activities as appropriate to build strong partnerships with parents and community members (i.e. involving families in school-related activities). E. Assumes leadership roles as appropriate.

3: Candidate quality, recruitment, and selectivity (3.3)

Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non‐academic factors predict candidate performance in the program and effective teaching. .

Category 4:Professional Responsibility Standard 10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


19. Demonstrates resourcefulness

A. Shows initiative in locating instructional resources beyond the school environment. B. Uses community resources to enhance student learning.





20. Demonstrates an interest in applying new technologies to teaching and learning A. Integrates technologies into lessons making global connections. B. Utilizes technologies for research and professional development


Providers ensure that completers model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

3 Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 10:Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession


References:

Chief Council of School State Officers. “Model Core Teaching Standards.” http://www.ccsso.org/documents/2010/model_core_teaching_standards_draft_for_public_comment_2010.pdf, accessed September 2015.

Council for the Accreditation of Educator Preparation.“ Standards.“ http://caepnet.org/standards/introduction, accessed September 2015.

National Council for the Accreditation of Teacher Education. “Standards.” http://www.ncate.org/Standards/UnitStandards/tabid/123/Default.aspx, accessed September 2015. New Jersey Department of Education. “Professional Standards for Teachers.” http://www.state.nj.us/education/profdev/profstand/standards.pdf, accessed September 2015. Remler, Dahlia K. and Van Ryzin, Research Methods in Practice: Strategies for Description and Causation (Los Angeles: SAGE Publications, 2011). William Paterson University. “Clinical Experience Handbook.” http://www.wpunj.edu/coe/departments/field/coop_teach_res.dot. Accessed September 2015.

http://www.ccsso.org/documents/2010/model_core_teaching_standards_draft_for_public_comment_2010.pdf

http://www.ccsso.org/documents/2010/model_core_teaching_standards_draft_for_public_comment_2010.pdf

http://www.ncate.org/Standards/UnitStandards/tabid/123/Default.aspx

http://www.state.nj.us/education/profdev/profstand/standards.pdf

http://www.wpunj.edu/coe/departments/field/coop_teach_res.dot

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