Domain 5: The teacher candidate exhibits a commitment to Performance Standard 9 professional ethics and the school’s mission, Professionalism participates in professional growth opportunities to support student learning, and contributes to the profession. Domain 5: The teacher candidate communicates effectively with Performance Standard 10 students, parents or guardians, district and school Communication personnel, and other stakeholders in ways that enhance student learning. Practicum I/II Power Domains: Domain 1: Planning Domain 2: Instructional Delivery Domain 1: The teacher candidate demonstrates an understanding Performance Standard 1 of the curriculum, subject content, pedagogical Professional Knowledge knowledge, and the needs of students by providing relevant learning experiences. Domain 1: The teacher candidate plans using state and local Performance Standard 2 school district curricula and standards, effective Instructional Planning strategies, resources, and data to address the differentiated needs of all the students. Domain 2: The teacher candidate systematically gathers, analyzes, Performance Standard 3 and uses relevant data to measure student progress, to Instructional Strategies inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. Domain 2: The teacher candidate challenges and supports each Performance Standard 4 student’s learning by providing appropriate content and Differentiated Instruction developing skills which address individual learning differences. Practicum I/II/III In order to successfully complete practicum III, candidates must score at a Level II Needs – Development in all domains. Domains: Domain 3: Assessment of and for Learning Domain 3: The teacher candidate systematically chooses a variety Performance Standard 5 of diagnostic, formative, and summative assessment Assessment Strategies strategies and instruments that are valid and appropriate for the content and student population. Domain 3: The teacher candidate systematically gathers, analyzes, Performance Standard 6 and uses relevant data to measure student progress, to
Domain 5: Performance 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. Domain 5: Performance Standard 10 Communication The teacher candidate communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. Practicum I/II Power Domains: Domain 1: Planning Domain 2: Instructional Delivery Domain 1: Performance Standard 1 Professional Knowledge The teacher candidate demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Domain 1: Performance Standard 2 Instructional Planning The teacher candidate plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all the students. Domain 2: Performance Standard 3 Instructional Strategies The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. Domain 2: Performance Standard 4 Differentiated Instruction The teacher candidate challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. Practicum I/II/III In order to successfully complete practicum III, candidates must score at a Level II – Needs Development in all domains. Domains: Domain 3: Assessment of and for Learning Domain 3: Performance Standard 5 Assessment Strategies The teacher candidate systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. Domain 3: Performance Standard 6 The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to
CCGA_DETP_Quality_Assurance_System.docx