UNACCEPTABLE

Teacher candidates have inadequate knowledge of subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional, state, and institutional standards.  Fewer than 80 percent of the unit’s program completers pass the academic content examinations in states that required examinations for licensure.

ACCEPTABLE

Teacher candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards.  Eighty percent or more of the unit’s program completers pass the academic content examinations in states that required examinations for licensure.

TARGET

Teacher candidates have in depth knowledge of the subject matter that they plan to teach as described I professional, state, and institutional standards.  They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.  All program completers pass the academic content examinations in states that required examinations for licensure.

EVIDENCE/DOCUMENTATION

Passing Praxis I, II.  Successful completion of English major.  Successful completion of 672, portfolio in 681, instructional projects in 537 and 548.

UNACCEPTABLE

Candidates for other professional school roles have an inadequate understanding of their field and cannot give examples of important principles or concepts delineated in professional, state, and institutional standards.  Fewer than 80 percent of the unit’s program completers pass the academic content examinations in states that required examinations for licensure.

ACCEPTABLE

Candidates for other professional school roles know their fields and can explain principles and concepts delineated in professional, state, and institutional standards.  Eighty percent or more of the unit’s program completers pass the academic content examinations in states that required examinations for licensure.

TARGET

Candidates for other professional school roles have a thorough understanding of the central concepts, tools of inquiry, and structures of their fields as delineated in professional, state and institutional standards and shown through inquiry, critical analysis, and synthesis.  All program completers pass the academic content examinations in states that require examinations for licensure.

EVIDENCE/DOCUMENTATION

Not applicable

UNACCEPTABLE

Teacher candidates do not understand the relationship of content and pedagogy delineated in professional, state, and institutional standards in a way that helps them develop learning experiences that integrate technology and build on students’ cultural backgrounds and knowledge of content so that students learn.

ACCEPTABLE

Teacher candidates have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn.  They facilitate student learning of the subject matter through presentation of the content in clear and meaningful ways and through the integration of technology.

TARGET

Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards.  They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn.  They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately.

EVIDENCE/DOCUMENTATION

Successful completion of clinical experience in TEDU 310(1), 310(2), 672(9).  Successful completion of instructional projects in 537, 548, portfolio in 681.  Follow up surveys to graduates, instructional personnel.

UNACCEPTABLE

Teacher candidates have not mastered professional and pedagogical knowledge and skills and delineated in professional, state, and institutional standards as shown in their lack of knowledge of school, family, and community contexts or in their inability to develop learning experiences that draw on students’ prior experience.

ACCEPTABLE

Teacher candidates can apply their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning.  They consider the school, family, and community contexts in which they work and the prior experience of students to develop meaningful learning experiences.

TARGET

Teacher candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards.  They develop meaningful learning experiences to facilitate learning for all students.  They reflect on their practice and make necessary adjustments to enhance learning.  They know how students learn and how to make ideas accessible to them.  They consider school, family, and community context in connecting concepts to students’ prior experience and

 Applying the ideas to real world problems.

EVIDENCE/DOCUMENTATION

Examination of state and professional standards in 548, 537, 673 and use of those standards in projects, clinical experiences (310.1, 310.2, 672).  Journal and class work student learning in 681.  Partnerships addressed in 681, 672.

UNACCEPTABLE

Candidates for other professional school roles have not mastered the professional knowledge that under-girds their fields and is delineated in professional, state, and institutional standards.  Lack of knowledge is shown in their ability in use research or technology or to understand the cultural contexts of the school(s) in which they provide professional services.

ACCEPTABLE

Candidates for other professional school roles have an adequate understanding of the professional knowledge expected in their fields and delineated in professional, state, and institutional standards.  They know their students, families, and communities; use current research to inform their practices; use technology in their practices; and support student learning through their professional services.

TARGET

Candidates for other professional school roles have an in-depth understanding of professional knowledge in their fields as delineated in professional, state, and institutional standards.  They collect and analyze date related to their work, reflect on their practice, and use research and technology to support and improve student learning.

EVIDENCE/DOCUMENTATION

Not applicable

UNACCEPTABLE

Candidates are not familiar with professional dispositions delineated I professional, state, and institutional standards.  They do not model these dispositions in their work with students, families, and communities.

ACCEPTABLE

Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards.

TARGET

Candidates work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards.  Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.

EVIDENCE/DOCUMENTATION

Candidate in position evaluated in 310, 672 and follow up with an advisor.  Candidate entering evaluated in Teacher Prep interview.  Disposition checklist in progress.  Disposition discussion in 681.

UNACCEPTABLE

Teacher candidates cannot accurately assess student learning or develop learning experiences based on students’ developmental levels or prior experience.

ACCEPATBLE

Teacher candidates focus on student learning as shown in their assessment of student learning, use of assessments in instruction, and development of meaningful learning experiences for students based on their developmental levels and prior experiences.

TARGET

Candidates for other professional school roles critique and are able to reflect on their work within the context of student learning.  They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.

EVIDENCE/DOCUMENTATION

Clinical work in 672.

UNACCEPTABLE

Candidates for other professional school roles cannot facilitate student learning as they carry out their specialized roles in schools.  They are unable t create positive environments for student learning appropriate to their responsibilities in schools.  They do not have an understanding of the diversity and policy contexts within which they work.

ACCEPTABLE

Candidates for other professional school roles are able to create positive environments for student learning.  They understand and build upon the developmental levels of students with whom they work; the diversity of students, families, and communities; and the policy contexts within which they work.

TARGET

Candidates for other professional school roles critique and are able to reflect on their work within the context of student of learning.  They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.

EVIDENCE/DOCUMENTATION

Not applicable