Outcome One

The learner and learning

The teacher Candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

 

Performance Indicators

1.1 The candidate designs developmentally appropriate and challenging learning experiences that support students’ cognitive, linguistic, social, emotional, and physical development.

InTASC Alignment: 1(a), 1(b), 1(h), 2(l)

2.1 The candidate modifies instruction to address each student’s diverse learning strengths, needs, and language development.

InTASC Alignment: 1(b), 2(a), 2(e), 1(h), 2(l), 1.4 CAEP Diversity

 

2.2 The candidate incorporates multiple perspectives into learning experiences including students’ personal, family, cultural, and community experiences.

InTASC Alignment: 2(d), 2(m), 2(n), 1.4 CAEP Diversity

3.1 The candidate collaborates with students and colleagues to create a positive learning environment that fosters respect for all members of the school community taking into account different experiences and perspectives, and family and cultural backgrounds.

InTASC Alignment: 3(a), 3(f), 3(q), 1.4 CAEP Diversity

 

3.2 The candidate manages the learning environment to actively and equitably engage learners in self-directed and collaborative learning.

InTASC Alignment: 3(b), 3(c), 3(d)

 

 

Key Assessments

  • ORELA test

  • Team Evaluation Section Two

  • EdTPA Task One

  • Observations (rubrics on language function and classroom management)

 

Outcome Two

Content Knowledge

The Teacher Candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

 

Performance Indicators

4.1 The candidate uses multiple representations and explanations of concepts and practices to guide students through learning progressions and promote each student’s achievement of content standards.

InTASC Alignment: 4(a), 8(e)

 

4.2 The candidate engages students in understanding, questioning, and analyzing ideas from diverse perspectives to master the content of the discipline.

InTASC Alignment: 4(b)

 

4.3 The candidate stimulates student reflection on prior content knowledge and practices, links new concepts to familiar knowledge and practices, and makes connections to learners’ experiences.

InTASC Alignment: 4(d), 1.4 CAEP Diversity

 

4.4 The candidate creates opportunities for students to learn, practice, and master academic language in the discipline.

InTASC Alignment: 4(h), 1.4 CAEP Diversity

 

5.1 The candidate engages students in critical thinking, creativity, and collaborative problem solving using perspectives from varied disciplines.

InTASC Alignment: 5(a), 5(d), CAEP 1.4 College & Career-Readiness

 

5.2 The candidate engages students in applying content knowledge and practices of the discipline to real-world problems.

InTASC Alignment: 5(b)

 

Key Assessments

  • Content Exam
  • Overall Admit GPA
  • EdTPA Task Two

 

Outcome Three

Instructional Practice

The Teacher Candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 

 

Performance Indicators

7.1 The candidate selects and creates relevant learning experiences that are aligned to curricular goals and content standards.

InTASC Alignment: 7(a)

 

7.2 The candidate develops sequential learning experiences and provides multiple ways for learners to demonstrate knowledge and practices of the discipline and cross-disciplinary skills.

InTASC Alignment: 2(a), 6(e), 7(c), 8(e), CAEP 1.4 College & Career-Readiness

 

7.3 The candidate plans instruction based on formative and summative assessments, prior learner knowledge and experiences, and student interest.

InTASC Alignment: 2(c), 7(d)

 

8.1 The candidate uses appropriate strategies and resources to modify instruction to meet the needs of individual learners and to develop deep understanding of content.

InTASC Alignment: 7(b), 8(a)

 

8.2 The candidate models and engages students in using a range of digital technologies to access, interpret, evaluate, and apply information to meet learning goals.

InTASC Alignment: 8(g), CAEP 1.5 Technology

 

8.3 The candidate uses a variety of instructional strategies to support students’ reading, writing, speaking, listening, and language skills.

InTASC Alignment: 5(h), 8(h), CAEP 1.4 College & Career-Readiness

 

8.4 The candidate uses questioning strategies to stimulate discussion that serve different purposes (e.g., probing for learner understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping learners to ask questions).

InTASC Alignment: 8(i), CAEP 1.4 College & Career-Readiness

 

 

 

Key Assessments

  • EdTPA Task One and Two

  • Team Evaluation Section One, Three

  • Observations (Planning and Instruction Rubrics)

 

Outcome Four

Instructional Practice: Assessment of Learning.

The Teacher Candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. 

 

Performance Indicators

6.1 The candidate uses formative assessment to monitor student learning, engage students in assessing their progress, and modify instruction in response to students’ needs.

InTASC Alignment: 6(a), 6(g), 8(b), CAEP 1.2 Research & Evidence

 

6.2 The candidate uses summative assessment to evaluate, verify, and document learning.

InTASC Alignment: 6(a), 6(g), CAEP 1.2 Research & Evidence

 

6.3 The candidate designs and uses multiple types of assessments that align with learning goals.

InTASC Alignment: 6(b)

 

6.4 The candidate provides students with descriptive feedback from assessments to guide and engage them towards learning goals.

InTASC Alignment: 6(d)

 

Key Assessments

  • Team Evaluation Section Four
  • EdTPA Task 3
  • Observations (Assessment Rubrics)

 

Outcome Five

Professional Learning and Ethical Practice:

The teacher candidate practices ongoing reflection and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others,  and adapts his/her practice/choices accordingly. . The teacher candidate will avail professional resources and/or professional development beyond university coursework.

 

9.1 The candidate engages in learning opportunities aligned with his/her own needs and the needs of the students and school.

InTASC Alignment: 9(a), 9(b), 9(n)

 

9.2 The candidate uses research and evidence (e.g., student growth data, self-reflection tools, classroom observations, feedback from professionals) to reflect on and evaluate his/her teaching effectiveness.

InTASC Alignment: 9(c), 9(l), 9(n), OSU College of Education PTE Conceptual Framework, CAEP 1.2 Research & Evidence

 

9.3 The candidate demonstrates professional and ethical behavior in all interactions with students, families, other professionals, and the community.

InTASC Alignment: Standard 9, 9(o), OSU College of Education PTE Conceptual Framework

 

10.1 The candidate collaborates with other school professionals to plan and facilitate student learning. 

InTASC Alignment: 10(b), 10(r), 10(q)

 

10.2 The candidate engages in school-wide efforts to build a shared vision and supportive culture and enhance knowledge of practice.

InTASC Alignment: 10(c), 10(f), 10(p)

 

Key Assessments

  • Dispositions
  • Observations
  • Team Evaluation Section five