Part III: L-1: Ineffective L-2: Needs Development L-3: Proficient L-4 Exemplary: The teacher candidate The teacher candidate The teacher candidate The teacher candidate Standard 7 inadequately addresses inconsistently provides a provides a well-managed, creates a dynamic and N/E = No student behavior, displays a safe, and orderly safe, and orderly environment vibrant environment Evidence negative attitude toward environment that is conducive to that is conducive to learning where students feel students, ignores safety learning and encourages respect and encourages respect for all. physically, intellectually, standards, or does not for all. and emotionally safe, and otherwise provide an are encouraged to take orderly environment that is ownership of their own conducive to learning or learning behavior. encourages respect for all. Instruction- Standard 8 Academically Challenging Environment - The teacher candidate creates a student-centered, academic Evidence environment in teaching and learning occur at high levels and students are self-directed learners Click here to list evidence Performance indicators: These are not inclusive and should not be used as a checklist. used to Maximizes instructional time. Conveys the message that mistakes should be embraced as a valuable part of learning. evaluate this Encourages productivity by providing students with appropriately challenging and relevant material and assignments. standard. Provides transitions that minimize loss of instructional time. Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals. Encourages students to explore new ideas and take academic risks. Part III: L-1: Ineffective L-2: Needs Development L-3: Proficient L-4 Exemplary: The teacher candidate The teacher candidate The teacher candidate creates The teacher candidate Standard 8 does not provide a inconsistently provides a a student-centered, academic creates an academic N/E = No student-centered, academic student-centered environment in environment in which teaching learning environment Evidence environment in which which teaching and learning and learning occur at high students are regularly teaching and learning occur occur at high levels or where levels and students are encouraged to tackle at high levels, or where students are self-directed. learners. challenging material and students are self-directed academic risks. learners. The teacher candidate exhibits a commitment to professional ethics and the school’s mission, Instruction- Standard 9: Professionalism - participates in professional growth opportunities to support student learning, and contributes to the profession. Performance indicators: These are not inclusive and should not be used as a checklist. Maintains professional demeanor and behavior.
Part III: Standard 7 N/E = No Evidence L-1: Ineffective The teacher candidate inadequately addresses student behavior, displays a negative attitude toward students, ignores safety standards, or does not otherwise provide an orderly environment that is conducive to learning or encourages respect for all. L-2: Needs Development The teacher candidate inconsistently provides a safe, and orderly environment that is conducive to learning and encourages respect for all. L-3: Proficient The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. L-4 Exemplary: The teacher candidate creates a dynamic and vibrant environment where students feel physically, intellectually, and emotionally safe, and are encouraged to take ownership of their own learning behavior. Instruction- Standard 8 Academically Challenging Environment - The teacher candidate creates a student-centered, academic environment in teaching and learning occur at high levels and students are self-directed learners Evidence Click here to list evidence used to evaluate this standard. Performance indicators: These are not inclusive and should not be used as a checklist. Maximizes instructional time. Conveys the message that mistakes should be embraced as a valuable part of learning. Encourages productivity by providing students with appropriately challenging and relevant material and assignments. Provides transitions that minimize loss of instructional time. Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals. Encourages students to explore new ideas and take academic risks. Part III: Standard 8 N/E = No Evidence L-1: Ineffective The teacher candidate does not provide a student-centered, academic environment in which teaching and learning occur at high levels, or where students are self-directed learners. L-2: Needs Development The teacher candidate inconsistently provides a student-centered environment in which teaching and learning occur at high levels or where students are self-directed. L-3: Proficient The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are learners. L-4 Exemplary: The teacher candidate creates an academic learning environment students are regularly encouraged to tackle challenging material and academic risks. Instruction- Standard 9: Professionalism - The teacher candidate exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. Performance indicators: These are not inclusive and should not be used as a checklist. Maintains professional demeanor and behavior.
OSF_Sp18_Rev.docx