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Center for

Educator
Preparation
ColoradoCANDIDATE
TEACHER State University
QUALITY
STANDARDS

The following standards are adapted from the Colorado State Model Evaluation System for Teachers approved by the Colorado State
Board of Education in May of 2013, and reflect the knowledge, skills, and dispositions required for teachers to ensure students
academic success and social growth. They strive to support growth and development, close achievement gaps and to prepare
diverse student populations for postsecondary and workforce success (Colorado Department of Education, 2016).

These Teacher Candidate Quality Standards have been adapted to reflect the specific context and opportunities available to teacher
candidates throughout the four-phase program in the Center for Educator Preparation at Colorado State University.

The first category involves the work surrounding the act of teaching. Since the primary role of the teacher is to
support students academic and personal success, it is the focus of three of the five standards.

CEPTCQS #1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
CEPTCQS #2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
CEPTCQS #3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.

The second category involves continuing improvement and the effectiveness of the teacher, both personally and
professionally:

CEPTCQS #4: Teachers reflect on their practice.


CEPTCQS #5: Teachers demonstrate leadership.

Preservice teacher candidate performance should be rated on each element within each standard at one of four levels: Emergent
Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. These levels are cumulative across the rows of
the rubric in that a Proficient Candidate must exhibit the characteristics encompassed under each previous level in addition to
those described at the Proficient Candidate level. A candidate must demonstrate professional performance with a C or better and
at the proficient level for dispositions to be recommended for licensure.

Revised 8.3.16
CEPTC Quality Standard #1

Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches

(e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert
in his or her content endorsement area(s).

Teacher Candidates:
1a. Lesson plan and instruction is aligned with the Colorado Academic Standards and the individual needs of their students

Artifact
Observation
Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality
*Effective Communicator
*Improve Performance *Culturally Responsive *Committed to Profession
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher uses lesson and The Teacher ...and The Teacher ... and The Teacher
plans that reflect: uses lesson plans
based on:
-daily review and revision -collaborates with the -collaborates with other
-student needs Cooperating Teacher and school staff to vertically
-instructional objectives department to deliver the align and horizontally
appropriate for students -Colorado Academic approved curriculum. align, articulate, and
Standards deliver the approved
-explicit connections to -understand and can curriculum.
specific learning -stated learning access their district's plan
objectives and approved objectives of instruction.
curriculum.
Dates Observed:

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1b. Demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher provides and Students meet or
understands and instruction that enhances exceed expectations for:
strives to make students
-demonstrates an complex reading -oral communication
understanding of literacy accessible to students -critical thinking and -written communication
content and skills; by: reasoning -critical thinking and
problem solving
-emphasizes literacy -adjusting content to -information literacy
connections while students' skill levels -literacy skills
teaching content.
- providing relevant
content that
addresses students'
interests.

-integrating
knowledge into
lessons

Dates Observed:

1c. Demonstrate knowledge of mathematics and understand how to promote student development in mathematical concepts connected to
the content area

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher: and The Teacher ...and The Teacher and the Teacher

-includes relevant math -emphasizes to -emphasizes -models mathematical


concepts in discussions students why they interdisciplinary thinking
that do not have math as need to learn math connections to math
the primary focus content and skills

-promotes and -uses instructional


encourages students to strategies that require
make explicit math students to apply and
connections across transfer mathematical
content. knowledge to their
content area
Dates Observed:

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1d. Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized
character of the disciplines being taught.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher: ...and The Teacher ...and The Teacher and The Teacher
engages students in
-breaks down concepts -provides explanations -provides students with a
into instructional parts of content area that variety of explanations and -a variety of explanations
and teaches each part are accurate; clear; multiple representations of and multiple
using appropriate, concise; concepts and ideas. representations of concept
effective strategies and/or comprehensive. and ideas
tools;
-a variety of inquiry
-uses instructional methods to explore new
materials that are ideas and theories.
accurate and appropriate
for the lesson being
taught

-employs a variety of
instructional strategies to
address student needs
Dates Observed:

1e. Develop lessons that reflect the interconnectedness of content areas/disciplines.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher ...and The Teacher
implements instructional
-emphasizes key concepts -connects lessons to strategies that -clarifies and elaborates on
and connects them to other disciplines interdisciplinary
other essential ideas and/or content areas -articulate content and connections for students
within the content area interdisciplinary
connections -employs instructional
strategies that include
-integrate literacy skills literacy, numeracy, and
across content areas language development
across content areas
Dates Observed:

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1f. Make instruction and content relevant to students and take actions to connect students' background and contextual knowledge with
new information being taught.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and Students

-selects a variety of -links lessons to -delivers lessons and uses -interact with materials
instructional materials students' prior materials to ensure that that are relevant to them
and strategies based on knowledge students backgrounds are
their relevance, central considered -make connections to prior
contexts, and -encourages and learning to understand
foundational evidence provides opportunities -provides opportunities for current content
base for students to make students to self-select
connections to prior tasks that accelerate
learning. learning
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #1:

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CEPTC Quality Standard #2

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Teacher Candidates:

Artifact
Observation
2a. Foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring
adults and peers.

Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Culturally Responsive

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher ... and The Teacher

-circulates through the -ensures that -displays public records of -fosters positive
classroom, interacting structures and student work on walls that relationships between and
with every student routines are evident are relevant to ongoing among students that are
instruction respectful and
-ensures that screen or - has mutually demonstrate mutual
board (focus) is respectful -fosters an environment support
positioned so that all relationships with where students respect
students can see and students their classmates and
hear what is projected teacher(s)
-has consistent
empathy for each
student
Dates Observed:

2b. Demonstrate a commitment to and respect for diversity.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and Students

- shows a concern for -uses instructional -engages students in -respect the uniqueness of
issues of equity and social approaches and discussions concerning fellow students
justice provides tasks that are culture, equity, democracy
relevant to students & learning -seek a variety of
from a variety of perspectives to complete
backgrounds and -establishes processes and group assignments
interests an environment that result
in a sense of community
with effective interactions
among students
Dates Observed:

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2c. Engage students as individuals with unique interests and strengths.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and Students

-implements lessons that -acknowledges all -provides lessons that are - have opportunities to
reflect student interests students for their explicitly differentiated show understandings and
accomplishments skills in a variety of ways
-knows students as
-showcases the belief learners and purposefully - legitimizes multiple areas
that all students can allows space for students' of expertise allows them to
learn strengths be leveraged

Dates Observed:

2d. Believe that instruction is for the benefit of all students, including those with special needs across a range of ability levels.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher: ...and The Teacher ...and The Teacher and The Students

-adapts the learning -challenges and -engages in ongoing -advocate for themselves
environment to address supports individual reflective practice that by articulating their needs
individual student needs student learning increases their depth of
understanding of student -communicate openly
- uses multiple centered learning about circumstances that
strategies to teach affect their classroom
and assess students -provides lessons that are performance
explicitly differentiated
-works with support
staff and school
faculty to gather input
to better understand
students learning
needs
Dates Observed:

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2e. Provide proactive, clear, and constructive feedback to families about student progress and work collaboratively with families and significant adults in
the lives of their students.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and Families and
Significant Adults
-establishes a classroom -maintains respectful -understands students
environment that is relationships with support structures outside -partner with the teacher
inviting to families and students, their of school to support student
significant adults families, and strengths and address next
significant adults -provides multiple steps for learning and
opportunities for growth
communication with
students' support
structures

Dates Observed:

2f. Create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and the Students

-provides clear -holds students - maximizes instructional -stay on task during class
expectations to guide accountable for school time
student behavior in the and class rules -accept responsibility for
classroom their behavior and use of
-maintains a safe time
environment
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #2:

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CEPTC Quality Standard #3

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.

Teacher Candidates:
3a. Demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of

Artifact
Observation
intellectual, social, and emotional development of their students.

Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality
*Effective Communicator
*Improve Performance *Culturally Responsive *Committed to Profession
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher and The Teacher ...and The Teacher ... and Students

-differentiates content to -builds on the -uses appropriate language -use appropriate


assure that students are interrelatedness of for the students in their behavioral management
able to work at their students intellectual, classroom strategies
ability levels social and emotional
development -use appropriate -understand how they
instructional strategies for learn best
the students in their
classroom

-are facilitators of learning,


where students are
engaged as leaders

Dates Observed:

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3b. Plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students'
level of content knowledge and skills.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and Students

-designs assessments -creates lesson plans -ensures that students -confer with the teacher to
that accurately measure showing alignment meet learning targets make goals and monitor
the learning target between Colorado while increasing mastery achievement
Academic Standards levels
-uses assessment results and learning target,
to guide instructional assessments, ,and
decisions instruction

-monitors student
progress and adjusts
instruction
appropriately

Dates Observed:

3c. Demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their
students.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and the Students

-incorporates research- - use strategies (in -provide tasks that allow -are able to apply skills and
based instructional planning and student choice knowledge learned in the
strategies into their instruction) that meet classroom to other areas in
lessons the unique needs of their lives
each student

Dates Observed:

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3d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher ...and The Teacher ...and The Teacher and Students

- uses available -develops student -enhances creative and -produce creative and
technology to enhance knowledge and skills innovative skills using innovative products
student learning (in both content and technology
technology)
-create experiences where
students
engage in virtual and face
to face learning activities,
enhanced by the
appropriate use of
available technology

Dates Observed:

3e. Establish and communicate high expectations for all students and plan instruction that helps students develop critical thinking and
problem solving skills.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher ...and Students

-holds students -sets student -consistently -help set their learning


accountable for their expectations at a level communicates high objectives
learning that challenges academic expectations
students -apply higher-order
-enhances learning by thinking and problem-
providing critical thinking solving skills to address
and problem solving challenging issues
activities for students at all
levels

Dates Observed:

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3f. Provide students with opportunities to work in teams and develop leadership qualities.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and Students

-includes all students in -groups students -adjusts team composition -assume leadership roles
individual and group flexibly based on lesson objectives within their teams
activities where each and student needs
student in the room has a -provides -participate in teams in
voice opportunities for -varies group size, ways that build trust and
students to participate composition, and tasks to ownership of ideas among
using various modes create opportunities for team members
of communication students to learn from
each other

Dates Observed:

3g. Teachers communicate effectively, making learning objectives clear, providing appropriate models of language

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and Students

-communicates effectively -models appropriate -provides opportunities for -apply effective written
with students and effective students to practice and oral communication
communication skills, communication skills skills in their work
including writing,
listening, and -effectively assesses -use academic language in
speaking students' communication oral and written work
skills
Dates Observed:

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3h. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and Students

-involves students in -assesses learning -provides a variety of -self-assess on a variety of


monitoring their learning outcomes assessments at a variety of skills and concepts
appropriately levels in each lesson
-articulate their personal
-implements -provides constant, strengths and needs based
appropriate strategies individualized, specific, on self-assessment
for assigning grades and timely feedback
-effectively use formal and
-evaluates students -teaches students to use informal feedback to
using multiple feedback to improve their monitor their learning
measures learning

Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #3:

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CEPTC Quality Standard #4:

Teachers reflect on their practice.

Teacher Candidates:

Artifact
Observation
4a. Demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

Dispositions: *Professional Behaviors *Ethical Behavior & Integrity *Collegiality *Improve Performance *Culturally
Responsive
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher and The Teacher ...and The Teacher ... and The Teacher

-collects and analyzes -collects multiple - develops student learning -monitors and evaluates
student data to inform examples of student plans based on multiple personal behavioral
instructional practice data to support data sources changes to determine what
student learning over works for students
time -adapts teaching skills to
meet student needs from
student data

-analyzes instruction and


outcomes at Blooms
analyze and apply
levels

Dates Observed:

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4b. Teachers link professional growth to their professional goals.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher ...and The Teacher and The Teacher

-implements feedback -identifies strengths -applies differentiation to -evaluates, acquires, and


from evaluations to and weaknesses in meet needs of students implements new strategies
improve practice their own professional to improve instructional
growth -evaluates strengths and practices
weaknesses in their own
professional growth

-engages in professional
development that is
targeted toward improving
student outcomes

Dates Observed:

4c. Are able to respond to a complex, dynamic environment.


Feedback/questions Emergent Developing Proficient Accomplished
The Teacher ...and The Teacher ...and The Teacher and The Teacher

-collaborates with -meets the needs of - begins to individually -supports struggling and/or
colleagues to implement grade level students support advanced students
new ideas to improve struggling/advanced
teaching and learning -maintains positive, students -initiates and collaborates
productive and in activities with
respectful colleagues
relationships with
peers

Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #4:

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CEPTC Quality Standard #5:

Teachers demonstrate leadership.

Teacher Candidates:
5a. Demonstrate Leadership.

Artifact
Observation
Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Committed to the Profession

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and The Teacher

-supports school goals -participates in -collaborates effectively -recognizes opportunities


and initiatives school activities with school-based teams and handles challenges
expected of all with a growth mindset
teachers -contributes to school
committees and teams -shares lessons
-works learned with colleagues to
collaboratively improve teaching and
for the benefit of learning
students
Dates Observed:

5b. Contribute knowledge and skills to educational practices.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and The Teacher

-supports the work of -shares expertise -collaborates with -participates in district-


colleagues with colleagues colleagues to support wide decision-making
Supports the work of student processes that impact the
colleagues growth and development school
community
-provides input into
procedures that affect
classroom climate and
student learning

Dates Observed:

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5c. Advocate for students and schools, partnering with students, families, and communities and appropriate.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and The Teacher

-is an advocate for the -advocates for -contributes to -advocates for


profession of teaching students with families school and/or district the students, the
and other committees program(s), and the school
significant adults to advocate for students
using a variety of and their
communication tools families
and
strategies

Dates Observed:

5d. Demonstrate high ethical standards.

Feedback/questions Emergent Developing Proficient Accomplished


The Teacher and The Teacher and The Teacher and The Teacher

-adheres to standards of -maintains -maintains confidentiality -helps students understand


professional practice confidentiality of of student, family and the importance of
student records as fellow teacher ethical behavior as an
required by law interactions as well as individual and
student data member of society

-models ethical behavior,


including honesty,
integrity, fair treatment,
and respect for others
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #5:

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