Performance Assessment (PA) Standards--
Conference 1 PA Standards
(Usually done early fall the year before student teaching; conf. with 2 faculty members; after completing Ed. Psych.)
- 1-1 Accurately summarizes key learning theories and social and cognitive development theories and is able to use them to make judgments about what experiences best foster student learning.
- 1-2 Articulates an awareness of the diversity of social identities (e.g. race, class, SES, gender-orientation) in the United States and understands implications of that diversity for schooling.
- 1-3 Uses evidence to demonstrate to what degree classroom and school-wide practices acknowledge and use student diversity to enhance learning.
- 1-4 Explains how philosophical perspectives influence schools and teaching.
- 1-5 Demonstrates professional behavior (e.g. punctuality, preparedness, and respectful interaction) in education classes and observation experiences.
- 1-6 Describes and explains the principles of effective and fair assessments.
- 1-7 Understands the relationship between motivation and engagement in creating an effective classroom environment.
- 1-8 Describes how schools have reflected and continue to reflect historical and cultural forces that affect student learning.
Conference 2 PA Standards
(Late the spring before student teaching; usually in conjunction with EDU 340; no face to face meeting – submissions viewed by 2 faculty members - Deadline: First Friday in May)
- 2-1 Plans lessons that include a variety of instructional strategies (e.g. direct instruction, modeling, cooperative group work, etc.) and explains the appropriateness of these strategies for instructional goals.
- 2-2 Models effective instruction in and promotes effective communication through multi-media modalities.
- 2-3 Plans lessons that include multiple kinds of assessment, including self- and peer-assessments that mirror authentic (to the learner and/or to the discipline) experiences as nearly as possible.
- 2-4 Demonstrates professional behavior (e.g. punctuality, preparedness, and respectful interaction) in education classes and observation experiences.
- 2-5 Designs assessments that are clearly connected to learning objectives.
- 2-6 Demonstrates an understanding of the central concepts and methods of inquiry in the teaching discipline(s).
- 2-7 Designs lessons that inform students about assessment expectations and provide students with sufficient opportunity to practice and receive feedback before summative assessment.
- 2-8 Plans instruction around central concepts and methods of inquiry of the teaching discipline(s) that are accessible and meaningful for learners.
- 2-9 Identifies and applies relevant educational law and can justify an ethical stance with respect to situations involving students’ and parents’ rights.
- 2-10 Designs learning opportunities that are consistent with sound principles of learning and development and with state and national standards.
Conference 3 PA Standards
(At the end of student teaching; conf. with 2 faculty members)
- 3-1 Implements plans that make use of the diversity of students in the classroom in order to create equitable and powerful learning experiences for all students.
- 3-2 Implements plans that include necessary adaptations or modifications to meet the needs of individual students.
- 3-3 Provides learning experiences that make central concepts of the discipline and methods of inquiry of the discipline accessible and meaningful for learners.
- 3-4 Implements lessons that include a variety of instructional strategies (e.g. direct instruction, modeling, cooperative group work, etc.) and explains the appropriateness of these strategies for instructional goals.
- 3-5 Promotes an effective classroom environment by providing engaging and relevant learning experiences.
- 3-6 Makes use of formative assessment to inform subsequent instruction.
- 3-7 Informs students about assessment expectations and provides students with sufficient opportunity to practice and receive feedback before summative assessment.
- 3-8 Uses the skills of reflection and classroom research to improve teaching.
- 3-9 Communicates the rationale for their teaching practices effectively with stakeholders (e.g. parents, colleagues, administrators, teachers, students).
- 3-10 Actively seeks out feedback and guidance from peers, students, and other stakeholders in order to improve his/her practice.
- 3-11 Acts as an advocate for students to meet their needs as learners and/or to strengthen the learning environment.
- 3-12 Implements instruction based on knowledge of students and the community’s resources to promote student learning.
- 3-13 Effectively uses cross-disciplinary knowledge to critically engage students with local, national, and global issues from multiple perspectives.