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.