Key Assessment Target Behaviors for Pedagogical Content Knowledge and Skills for the Teacher Candidate

Key Assessment

Target Behavior

Core Professional Dispositions Assessment

• The teacher candidate demonstrates behaviors that are consistent with the belief that all K-12 students can learn.

Field Experience/Student Teaching Midterm/Final Summative Assessment (for all programs).

• TC effectively and consistently uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. 
• TC consistently communicates and designs many experiences that require student participation and learning in a challenging, yet supportive environment.  Students assume responsibility for their own learning. TC provides multiple practice opportunities for all students.  Modifications are made to activities for under or over–performing students.  Feedback is continuous and given to individuals and to the group.  Students are given multiple choices during the lesson to demonstrate self and social responsibility (e.g., getting materials, using space, finding a partner, etc).  Multiple teaching approaches are used during the lesson.
• Instructional strategies are consistently congruent with objectives.  All strategies are developmentally appropriate and address a variety of student needs. The sequence of the lesson is logical with no gaps in progression. Learning/practice activities allow students to start and end at different levels based on individual readiness.  Progressions are sequential and progressive with opportunities for students to extend tasks to increase or decrease the challenge.  Students are grouped or paired based on a specific instructional rationale.
• Connections to prior and future learning in other subject areas are routinely made.  Planning for a series of inter-disciplinary lessons on a theme or topic with other professionals is frequent. 
• TC effectively and consistently employs multiple instructional strategies  (more than three) including both direct and indirect approaches (e.g., play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, inquiry experiences) to engage all students. TC uses multiple demonstrations during the lesson and links all practice tasks to specific lesson objectives.  Opening and closing activities are directly linked to lesson content and objectives.
• TC consistently uses a variety of developmentally appropriate instructional materials to foster student learning.
• TC consistently makes the subject matter more meaningful for students through the use of creative and innovative practical applications and by using the students’ experiences.  Is flexible with lesson plan, can make adjustments, and uses “teachable moments” to make connections for students during lessons.
• TC demonstrates the regular use of a variety of assessment strategies (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction for all students, provide feedback to students, and to communicate student progress. Multiple sources of evidence demonstrate that instruction has been modified based on analysis of assessment results. TC makes regular use of self and peer assessment. TC creates ways to provide specific, corrective feedback including peer checklist and self-assessments. TC provides a balance of both group and individual feedback.
• TC demonstrates the regular use of a variety of assessment strategies (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction for all students, provide feedback to students, and to communicate student progress. Multiple sources of evidence demonstrate that instruction has been modified based on analysis of assessment results. TC makes regular use of self and peer assessment. TC creates ways to provide specific, corrective feedback including peer checklist and self-assessments. TC provides a balance of both group and individual feedback. 
• Consistently provides very effective introductions and closures in lessons that involve students and facilitate transfer of learning.
• Uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction or implement change based on reflection.  Changes based on reflection are placed into action in lessons.  Modifications made to lessons are based on the reflection and student assessment. Reflection is translated into action.
• TC consistently employs and reinforces a variety of positive, proactive approaches to effectively manage the classroom. Little time is needed for classroom discipline. TC creates a learning environment in which students are physically and psychologically safe and students are encouraged to explore their limits. TC checks space for possible hazards and anticipates behaviors that might threaten the safety of students.
• TC consistently employs very effective strategies for transitions that minimize behavioral problems and maximize instructional time. 
• TC knows all students’ names and consistently uses them to facilitate an effective learning environment.
• TC consistently integrates creative learning experiences that require students to use a variety of  technologies (e.g., websites, computers, digital camera, etc.) to meet lesson objectives. 
• TC demonstrates mastery of current technologies (e.g.,URL’s, SMART boards) and uses the technology to enhance student learning.
• Initiates productive relationships and maintains a high level of positive rapport with students, parents, colleagues, administrators and supervisors. Finds creative solutions to conflicts and is willing to compromise. TC uses language which supports students and celebrates their differences. All conflict resolution is conducted in private. TC uses appropriate language at all times.

Student Teacher Work Sample

Post Assessment Plan and Results

• Specific description of interventions  (accommodations/modifications/extensions) used from contextual factors and complete explanation of their effect on student learning.

• Complete lists of use of all types of instructional technology by both teacher and students. Thoughtful reflection on benefits and/or drawbacks of technology chosen.

Teacher Candidate Self-Assessment Survey

• I demonstrate the knowledge and ability to implement appropriate classroom management skills necessary to be successful in the classroom.
• I am proficient with integrating technology appropriately in the classroom.
• I have a broad knowledge of content-specific instructional strategies and am able to provide multiple explanations so that all students can learn. I present content to students in challenging, clear, and interesting ways, using real-world contexts to make the learning relevant and encourage all students learn.
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science  content __________________

New Teacher Hire Survey

• New teachers from Thomas University demonstrate the knowledge and ability to implement appropriate classroom management skills necessary to be successful in the classroom.
• New teachers from Thomas University are proficient with integrating technology appropriately in the classroom.
• New teachers from Thomas University have a broad knowledge of content-specific instructional strategies and are able to provide multiple explanations so that all students can learn. TU teacher candidates present content to students in challenging, clear, and interesting ways, using real-world contexts to make the learning relevant and encourage all students learn.
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science  content __________________

Mentor Teacher Survey of Teacher Candidate Performance

• Demonstrates the knowledge and ability to implement appropriate classroom management skills necessary to be successful in the classroom.
• Are proficient with integrating technology appropriately in the classroom.
• Has a broad knowledge of content-specific instructional strategies and are able to provide multiple explanations so that all students can learn. TU teacher candidates present content to students in challenging, clear, and interesting ways, using real-world contexts to make the learning relevant and encourage all students learn. 
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science  content __________________

Recent Graduate Self-Assessment Survey

• Provided me the knowledge and ability to implement appropriate classroom management skills necessary to be successful in the classroom.
• Prepared me to be proficient with integrating technology appropriately in the classroom.
• Prepared me with broad knowledge of content-specific instructional strategies that enable me to provide multiple explanations so that all students can learn, and enabled me to present content to students in challenging, clear, and interesting ways, using real-world contexts to make the learning relevant and encourage all students learn. 
  • Reading/Language Arts instruction ______
  • Mathematics instruction ______________
  • Social Studies instruction______________
  • Science  instruction __________________