ASSESSING STUDENT TEACHERS USING THE STANDARDS OF EFFECTIVE PRACTICE

Standard 1: Subject Matter.  A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.  Does the student teacher:

1. Connect disciplinary knowledge to other subject areas and to everyday life?
2. Use multiple explanations of subject matter concepts to capture key ideas?
3. Link explanations of subject matter concepts to students’ prior knowledge?
4. Use varied viewpoints, theories, and methods of inquiry in teaching subject matter concepts?
5. Develop and use curricula that encourage students to understand and apply ideas from varied perspectives?

Standard 2: Student Learning.   A teacher must understand how students learn and develop and must provide learning opportunities that support a students’ intellectual, social, and personal development.  Does the student teacher:

1. Use a student’s strengths as a basis for growth, and a student’s errors as opportunities for learning?
2. Assess both individual and group performance?
3. Design developmentally appropriate instruction that meets the students’ current needs?
4. Link new ideas to familiar ones and make connections to a student’s experiences?
5. Provide opportunities for active engagement?
6. Encourage students to assume responsibility for shaping their learning tasks?
7. Use a student’s thinking and experiences as a resource in planning instructional activities by encouraging discussion?

Standard 3: Diverse Learners.    A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.  Does the student teacher:

1. Use differences in approaches to learning and performance, including varied learning styles and multiple intelligences?
2. Use strategies to support the learning of students whose first language is not English?
3. Incorporate students’ experiences, cultures, and community resources into instruction?
4. Persist in helping all students achieve success?
5. Accommodate a student’s learning differences or needs regarding time and circumstances for assigned tasks?
6. Deal with discrimination, prejudices, racism and sexism in the classroom?
7. Develop a learning community in which individual differences are respected?

Standard 4: Instructional Strategies.  A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.  Does the student teacher:

1. Understand Minnesota’s graduation standards and implement them appropriately?
2. Enhance learning through the use of a wide variety of materials and human and technological resources?
3. Use multiple teaching and learning strategies to nurture the development of student critical thinking and problem solving?
4. Monitor and adjust strategies in response to learner feedback?
5. Design teaching strategies and materials to achieve different instructional purposes?
6. Design teaching strategies to meet student needs including developmental stages, prior knowledge, learning styles, and interests?
7. Vary methods of instruction according to the needs of students?
8. Use educational technology to broaden student thinking and to deliver instruction to students at different levels and paces?

Standard 5: Learning Environment.   A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.  Does the student teacher:

1.   Create learning environments that contribute to the self-esteem of all persons?

2. Help students to work productively and cooperatively with each other?
3. Use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom?
4. Establish a positive climate in the classroom?
5. Use routines/procedures to enhance the learning environment?
6. Design and manage learning communities in which students assume responsibility for themselves and one another?
7. Engage students in individual and group learning activities that help them develop the motivation to achieve by:
1. Relating lessons to students’ personal interests
2. Allowing students to have choices in their learning
3. Leading students to ask questions and pursue problems that are meaningful to them?
8. Organize and manage resources of time, space, activities, and attention to provide active engagement for all students in productive tasks?
9. Use class time productively?
10. Develop expectations for student interactions that create a classroom climate of respect, openness, support, inquiry, and learning?
11. Organize and monitor group work that allows for effective participation of all individuals?

Standard 6: Communication.  A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.  Does the student teacher:

1. Use effective listening techniques?
2. Foster sensitive communication by and among all students in the class?
3. Use effective verbal and nonverbal communication to convey ideas and information?
4. Know how to ask questions to stimulate discussion?
5. Know how to ask questions to probe for learner understanding?
6. Promote productive risk-taking and problem solving?
7. Encourage convergent and divergent thinking?
8. Use a variety of media communication tools, including A-V aides and computers?
9. Engage students in higher order thinking?
10. Understand how cultural and gender differences can affect communication?

Standard 7: Planning Instruction.  A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.  Does the student teacher:

1. Plan instruction connecting to student experiences and prior knowledge?
2. Plan instruction that accommodates individual learning styles?
3. Design lessons and activities that operate at multiple levels to meet individual needs?
4. Create short-range and long-range plans that are linked to student needs and performance?
5. Evaluate plans in relation to short-range and long-range goals?
6. Adjust plans to meet student needs and enhance learning?

Standard 8: Assessment.  A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.  Does the student teacher:

1. Assess student performance toward achievement of the Minnesota graduation standards?
2. Select, construct, and use assessment strategies appropriate to the learning objectives?
3. Accommodate student needs in designing/implementing assessments?
4. Use assessment to identify student strengths and promote student growth?
5. Use assessment data to evaluate student progress and performance?
6. Use assessment data to modify teaching and learning strategies?
7. Implement students’ self-assessment activities to help them identify their strengths and needs?
8. Evaluate the effect of class activities on both individuals and the class as a whole using observation and analysis of student work?
9. Construct and use a variety of assessments, including performance based?
10. Systematically keep records of student grades?

Standard 9: Reflection and Professional Development.   A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.  Does the student teacher:

1. Model knowledge of the Code of Ethics for MN Teachers?
2. Use classroom observation as a basis for reflecting on and revising practice?
3. Use professional literature, colleagues, and other resources to develop as a teacher?
4. Use professional colleagues within the school as supports for reflection, problem solving, and new ideas?
5. Reflect on lessons taught to identify strengths and weakness?
6.  Attend faculty meetings, workshops or training sessions offered at the school?

Standard 10.  A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.  Does the student teacher:

1. Become involved in the school and community?
2. Establish productive relations with parents and guardians in support of student learning and well-being?
3. Consult with parents, counselors, and teachers of other classes to foster student success?
4. Address the needs of the whole learner?
5. Use community resources to enhance learning?
6. Understand and adhere to mandatory reporting laws and rules?
7. Understand and adhere to data practices?
8. Work effectively with faculty, administration and support personnel?
9. Collaborate in activities designed to make the entire school a productive learning environment?