Criteria For An Assessment Of Pedagogy

Based on the State Board of Education "Entry-Level Standards for Michigan Teachers", as approved by the State Board of Education initially in August, 1993 and as revised in July, 1998

Description of Achievement Levels:

  • 0 (pre-preparation)
    No awareness or exposure

  • 1 (awareness)
    The ability to describe, not yet applied

  • 2 (basic)
    Minimal achievement, appropriate to situations

  • 3 (proficient)
    Consistent, appropriate application, a solid performance

  • 4 (advanced)
    Superior performance, consistently applied at all appropriate times

Standard & Proficiencies

Level of Achievement
Recommended by the
Ad-Hoc Committee

Indicators of Achievement

1. An understanding and appreciation of the liberal arts (the humanities, the social sciences, the mathematical and natural sciences, and the arts):
1.a. The abilities and skills necessary for effective communication (listening, speaking, writing and reading);

3

  • Communicates in a clear and effective manner.
  • Models effective communication for students.
  • Uses correct language and grammar.
  • Demonstrates effective listening skills.
  • Demonstrates effective speaking skills.
  • Demonstrates effective writing skills.
  • Demonstrates effective reading skills.
  • Communicates thoughtfully.
1.b. A knowledge and appreciation of free inquiry in the humanities, the social sciences, the mathematical and natural sciences, and the arts;

2

  • Demonstrates knowledge and interests in a variety of stated areas.
  • Demonstrates a respect for individuals and organizations participating in free inquiry.
1.c. A knowledge of the interdependence of the liberal arts and the ability to integrate knowledge from the liberal arts to analyze and synthesize ideas, information and data;

2

  • Demonstrates the inter-relatedness of knowledge beyond defined content areas.
  • Uses liberal arts knowledge in planning instruction.
  • Uses critical thinking skills.
1.d. The ability to discuss and debate the value of education in a free and pluralistic society, particularly the role of intellectual and ethical values;

*

(Content should be assessed and measured elsewhere.)
1.e. An understanding of global and international perspectives;

2

  • Encourages students to view content from the perspective of the impact of activities in their community (classroom, school, city, state, country) on other "communities" beyond the United States.
  • Discusses the impact of educational experiences beyond the United States.
  • Demonstrates involvement in organizations or activities which address global and international concerns.
  • Responds appropriately to inquiries that demonstrate understanding of global impact.
  • Demonstrates knowledge of international current events.
1.f. An understanding of and respect for individual differences, including those of culture, race, gender, religion, and ethnicity, as well as humankind's shared heritage and environment;

3

  • Maintains a professional and respectful approach to individual differences in: Culture, Race, Gender, Religion, Ethnicity, Heritage, Environment.
  • Maintain a professional and respectful approach to humankind's shared heritage and environment.
1.g. An ability to understand and respect varying points of view and the influence of one's own and others' ethics and values;

3

  • Demonstrates an understanding of the impact of one's own ethics, values, and points of view on his/her professional practice.
  • Demonstrates an understanding of the impact of others' ethics, values, and points of view on his/her professional practice.
  • Demonstrates an understanding of the impact of one's own ethics, values, and points of view on others.
  • Demonstrates an understanding of the impact of others' ethics, values, and points of view on others.
  • Demonstrates respect for the ethics, values, and points of view of: Students, Parents, Administrators, Other individuals and groups.
  • Demonstrates an understanding of the right of others to hold and express varying values and points of view.
  • Maintains a respectful, ethical, and professional demeanor.
1.h. An understanding of the impact of technology and its use for gathering and communicating ideas and information;

3

  • Utilizes various technologies to gather information.
  • Utilizes various technologies to share and analyze information.
  • Uses technology as a component of instruction.
  • Is able to describe the use of technology and its impact on their role as an educator.
1.i. An understanding of the Constitutions and histories of the United States and Michigan;

*

(Content should be assessed and measured elsewhere.)
1.j. An understanding of the market system for allocating resources;

*

(Content should be assessed and measured elsewhere.)
1.k. An understanding of and respect for the role of the individual in a free society, including the importance of individual responsibility and respect for individual rights and values;

3

  • Models an attitude of individual responsibility in a free society.
  • Encourages individuals to exercise rights and assume responsibilities reflective of a free society.
  • Designs instruction that encourages individual responsibility.
1.l. An understanding of the similarities within our culture and their importance to the fabric of American society.

3

  • Maintains a professional and respectful approach to similarities in: Culture, Race, Gender, Religion, Ethnicity, Heritage, Environment.
  • Instruction emphasizes the importance of shared heritage to the fabric of American society.
2. A commitment to the student learning and achievement, including the understanding and ability to:
2.a. Apply knowledge of human growth, development, and learning theory;

2

  • Plans developmentally appropriate instruction.
  • Provides instruction which is developmentally appropriate.
  • Uses communication that is developmentally appropriate for the students.
  • Uses learning theory to maximize instruction.
  • Applies knowledge of learning theory when developing instruction.
  • Defends choice of instructional activities and assessment based on learning theories and research on teaching.
2.b. Expand cognitive, affective, physical and social capacities of students for the development of the "whole person".

2

  • Uses a variety of activities that encourages development of the whole person.
  • Models metacognitive processes of learning for student.
2.c. Discern the extent to which personal belief systems and values may affect the instructional process, e.g., love of learning; the belief that all students can learn; the belief that all students should be treated equitably; the role of expectations in affecting achievement;

2

  • Discusses the role of expectations in student achievement.
  • Demonstrates instructional behavior that supports the connection between teacher expectations and student performance.
  • Discusses the impact of ones personal belief system and values upon instruction.
  • Provides a rationale for instructional or management behavior consistent with the teacher's personal belief system.
2.d. Demonstrate appropriate classroom management and disciplinary techniques to ensure a safe and orderly environment which is conducive to learning;

2

  • Maintains an appropriate and safe learning environment.
  • Handles unexpected events in a professional manner.
  • Describes a continuum of discipline techniques.
  • Demonstrates knowledge/use of appropriate discipline.
  • Describes for the students behavioral expectations appropriate to the situation.
  • Demonstrates skill to encourage appropriate student behavior.
  • Models appropriate behavior.
  • Anticipates and takes action to avoid potential hazards in all environments.
2.e. Plan instruction to accommodate diversity, e.g., cultural, racial, and social diversity;

3

  • Identifies components of diversity evident in the community.
  • Develops plans and instruction to accommodate: Culture, Race, Social diversity, Home environment, Other differences.
  • Demonstrates an understanding of the value of diversity.
2.f. Plan instruction to accommodate various backgrounds of students;

2

  • Continually assesses students' prior knowledge and experiences as a component of instruction.
  • Develops plans and instruction that accommodate varying backgrounds.
2.g. Use multiple approaches to appropriately assess student abilities and needs to plan instruction;

2

  • Uses variety of assessment techniques in planning for instruction.
2.h. Create inclusionary environments for students with exceptional needs and abilities;

2

  • Recognizes and assesses exceptional needs and abilities.
  • Develops instructional plans that create an inclusionary environment.
  • Implements instructional plans that create an inclusionary environment.
2.i. Use various kinds of literacy to promote access to knowledge, e.g., numeracy, graphics, printed text, computers, and electronic media.

2

  • Uses numeracy, graphics, printed text, computers, electronic media, manipulatives, etc. appropriately in instruction.
3. Knowledge of subject matter and pedagogy, including the understanding and ability to:
3.a. Create learning environments that promote critical and higher order thinking;

2

  • Uses a variety of techniques and manipulatives to promote higher order thinking.
3.b. Help students access and use information, technology, and other resources to become independent learners and problem solvers;

3

  • Creates opportunities for students to access and use a variety of sources of information including computers and other technology.
  • Create opportunities for students to use information to construct knowledge.
3.c. Use high expectations for optimal achievement to foster excellence in all students;

3

  • Challenges students to reach higher levels of achievement.
3.d. Practice teaching as both an art and a science;

2

  • Engages students through appropriate and creative activities.
  • Employs instructional techniques that are supported by current research.
3.e. Integrate and transfer knowledge across subject areas and encourage the same among students;

2

  • Plans and instructs in ways that integrate knowledge from various disciplines.
3.f. Engage students in practical activities that demonstrate the relevance, purpose, and function of subject matter;

3

  • Plans and instructs in ways that make evident to students the relevance of content.
  • Provides engaging activities that connect content to relevant experiences outside the classroom.
3.g. Access and use updated information and procedures.

3

  • Seeks and uses updated information and procedures.
  • Evaluates educational materials for appropriateness.
  • Selects appropriate educational materials.
  • Demonstrates knowledge of local, state, and national standards for content areas.
  • Participates in professional activities: Membership in professional organizations; Reading professional journals; Attendance at professional activities (conferences, workshops, inservices, etc.);
  • Uses appropriate criteria to evaluate educational materials.
4. The ability to manage and monitor student learning, including the understanding and ability to:
4.a. Plan and use different cognitive, affective, and psychomotor strategies to maximize learning and to accommodate differences in the backgrounds, learning styles, aptitudes, interests, levels of maturity and achievement of students;

2

  • Uses a variety of strategies to maximize learning for each student.
4.b. Use a variety of teaching methodologies and techniques, e.g., lectures, demonstrations, group discussions, cooperative learning, small-group activities and how to assess one's effectiveness in utilizing them;

3

  • Plans, uses and evaluates a variety of teaching methodologies and techniques.
4.c. Involve and work effectively with all support personnel to maximize opportunities for student achievement and success;

2

  • Uses appropriate resources and support personnel to enhance student achievement and success.
4.d. Involve and work effectively with parents and/or guardians to maximize opportunities for student achievement and success;

2

  • Communicates and interacts with parents and/or guardians to enhance student achievement and success.
4.e. Differentiate between assessment and evaluation procedures and use appropriate procedures;

2

  • Plans evaluation and assessment activities to support instruction.
  • Utilizes multiple techniques appropriately for formative and summative evaluation purposes.
  • Selects or creates appropriate means for assessment and evaluation.
  • Correctly interprets results of measurements used for assessment and evaluation.
4.f. Define and accept the legal and ethical responsibilities of teaching, e.g., student retention, corporal punishment, truancy, child abuse, managing conflict, first aid, least restrictive environment, health and communicable diseases.

2

  • Demonstrates knowledge concerning the legal and ethical responsibilities of teaching.
  • Seeks information concerning building policies.
  • Demonstrates knowledge concerning building policies.
  • Applies knowledge concerning building policies.
5. The ability to systematically organize teaching practices and learn from experiences, including the understanding and ability to:
5.a. Identify and use current research in both the subject field and in other areas of practice in the profession;

2

  • Demonstrates in teaching, use of research gained from: Attendance at conferences, seminars, workshops; Use of professional literature; Membership in professional organization(s); Use of local, state, and national standards
5.b. Exercise good judgment in planning and managing time and other resources to attain goals and objectives;

2

  • Achieves goals and objectives by: Allocating time appropriately; Modifying lessons to meet student needs; Using resources effectively
5.c. Maximize the use of instructional time by engaging students in meaningful learning experiences;

2

  • Manages lessons in the classroom to promote learning.
  • Achieves appropriate pace and direction for instruction.
  • Demonstrates ability to adapt lesson plans as needed.
  • Makes use of time on task.
  • Selects activities that actively involve students in the learning process.
5.d. Demonstrate an understanding of the economic, social, political, legal, and organizational foundations and functions of schools;

1

  • Demonstrates an awareness of the interdependence between the school and community.
5.e. Accept teaching as a lifelong learning process and continue efforts to develop and improve;

2

  • Identifies areas for growth.
  • Develops short and long term goals.
  • Develops plans for individual professional growth.
  • Develops plans collaboratively for professional growth in the work setting.
5.f. Interact successfully with other teachers, parents, students, administrators, counselors, and other support personnel to benefit students and to advance one's own professional development;

2

  • Establishes professional relationships on behalf of students.
  • Utilizes school and community members as partners.
  • Follows school/district protocol.
  • Communicates effectively with parents.
  • Identifies when assistance is needed.
  • Seeks appropriate support and resources.
  • Collaborates with others in the school setting.
5.g. Discuss and debate the evolution of education and the teacher's role in a changing society;

*

(Content should be assessed and measured elsewhere.)
5.h. Engage in meaningful self-evaluation and reflect on the professional practice of colleagues.

2

  • Identifies the weaknesses of professional practice in others.
  • Identifies strengths and weaknesses of professional practice in themselves.
  • Makes appropriate adaptations to their own instruction, based upon reflection.
6. Commitment and willingness to participate in learning communities, including the understanding and ability to:
6.a. Use community and home resources to enhance school programs;

2

  • Identifies community resources.
  • Identifies skills and resources that families bring to the learning environment.
  • Uses resources to enhance learning.
6.b. Design learning activities that involve representatives of volunteer groups, civic and social organizations, and public service agencies;

1

  • Identifies community organizations as resources.
  • Plans instructional activities which involve a representation of a community organization.
  • Uses community service/organization activities as a component of instruction.
6.c. Demonstrate knowledge of the various communities in which the teacher is a member, including the professional community, and local, state, national and international communities;

1

  • Describes the role of teacher as a member of the following communities: Professional; Local; State; National; International
6.d. Involve professional educators, support personnel, and other stakeholders in collaborative and cooperative planning, decision-making and implementation to improve educational systems at all levels;

2

  • Actively pursues collegial communication at all levels.
  • Participates in discussions of educational/school/community groups.
  • Participates in activities of educational/school/community groups.
  • Participates in planning of school activities.
  • Initiates involvement with faculty, department, school team or grade level groups and other stakeholders.
6.e. Interact with parents to maximize the learning of students at school, home, and in the local community.

2

  • Facilitates communication with families which augments student learning.
  • Provides opportunities for families to assist with learning in the home, school, and community.
7. An ability to use information technology to enhance learning as well as enhance personal and professional productivity.
7.a. Design, develop and implement student learning activities that integrate information technology for a variety of student grouping strategies and diverse student populations;

2

  • Prepares template documents for students utilizing a variety of application software and subject matter.
  • Utilizes information technology to support various student grouping strategies.
  • Utilizes information technology to support the inclusion of students with special needs.
  • Designs lessons utilizing information technologies to meet specific instructional goals.
7.b. Identify and apply resources for staying current in applications of information technology in education;

2

  • Demonstrates awareness of assistive technology devices for students with special needs.
  • Participates in an ongoing professional dialogue about instructional technologies via formal and informal.
  • Reads publications in print and non-print media.
  • Locates and utilizes information from the Internet in the development of lesson plans.
  • Participates in instructional technology conferences, workshops, and seminars.
  • Identifies community resources for information technology including traditional (Regional Educational Media Centers, colleges and universities) and non-traditional (museums, zoos, public television access, public television broadcasts, etc.) educational institutions.
7.c. Demonstrate knowledge of uses of multi-media, hyper-media, telecommunications, and distance learning to support teaching/learning.

2

  • Communicates electronically (e-mail, video systems, voice mail, etc.)
  • Accesses, integrates, and/or transfers information between files.
  • Produces presentations with video, sound and graphics.
  • Creates integrated electronic documents that incorporate information such as text, tables, graphs, drawings, diagrams, photos, videos, sounds, and active objects (simulations, spreadsheets, etc.)
  • Operates equipment such as scanners, CD ROMs, video cameras, calculators, personal digital assistants, digital cameras, and data collection devices.
  • Demonstrates awareness of authoring software to produce multi-media lessons or presentations.
  • Uses technology related to computers and technology appropriately in written and oral communications.
  • Describes and implements basic trouble-shooting techniques for multimedia computer systems with related peripheral devices.
7.d. Demonstrate knowledge about instructional management resources that assist in such activities as writing and updating curriculum; creating lesson plans and tests; and promoting, reinforcing, and organizing data regarding student performance.

3

  • Uses information technology to organize information about student performance.
  • Uses information technology to enhance communication with the community (e.g., utilizing public access TV, newsletters, voice mail, etc.).
  • Creates lesson plans using technology.
  • Evaluates and uses instructional software to foster student learning.
  • Evaluates and uses instructional management and student data management tools.
  • Demonstrates awareness of the technique of producing electronic portfolios for personal and student use.
7.e. Use information technologies to support student problem-solving, data collection, information management, communications, presentations, and decision making including word processing, database management, spreadsheets, and graphic utilities.

3

  • Encourages and models student use of electronic communication such as e-mail, Internet, and World Wide websites.
  • Helps students to utilize search engines to conduct efficient and strategic searches for specific information.
  • Encourage students to create classroom and school publications and presentations using information technology.
  • Encourage students to solve problems using information technology to collect, manage, use, present, and communication information.
7.f. Demonstrate appreciations of equitable, ethical, legal, social, physical, and psychological issues concerning use of information technology.

3

  • Evaluates resources available on the Internet and other media.
  • Demonstrates an understanding of acceptable use policies.
  • Demonstrates understanding of copyright and plagiarism issues.
  • Demonstrates understanding of devices and techniques to control access to information.
  • Responds with sensitivity to inequities in access to technology.
  • Demonstrates an understanding of how individuals relate to and respond to technology.
  • Demonstrates an understanding of privacy and lack of privacy issues in information technology.
  • Demonstrates an understanding of when technological solutions are or are not appropriate.
  • Demonstrates knowledge of uses of computers and technology in business, industry and society.
  • Designs student learning activities that foster equitable, ethical, and legal uses of technology by students.
7.g. Use information technology to enhance continuing professional development as an educator.

2

  • Participates in multiple forms of learning communities including list servs, bulletin boards, chat groups, news services, and virtual conferences.
  • Identifies computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and educator.