Standard and Indicators
Adapted from the Interstate New Teacher Assessment and Support Consortium (INTASC) standards and the Virginia Department of Education Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and Sample Evaluation Prototypes for Teachers, Administrators, and Superintendents.
A. PLANNING AND ASSESSMENT
C. LEARNING ENVIRONMENT
A. PLANNING AND ASSESSMENT
A1. The intern teacher:
- Designs coherent instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- Bases instruction on clear learning goals that reflect high expectations, conceptual understanding of the subject, and the importance of learning.
- Matches content/skills taught to overall curriculum scope and sequence; maintains the "big picture."
- Uses assessment feedback to monitor and adjust instruction.
- Links objectives for instruction to prior and future student learning.
- Reflects the goals and needs of the school and community.
- Uses available resources to link student learning to the community.
A2. The intern teacher:
- Plans instruction to achieve desired objectives that reflect knowledge of national and state standards and local division curriculum guidelines.
- Selects appropriate student objectives for lessons consistent with national and state standards and division guidelines.
- Designs appropriate learning activities that are clearly connected to instructional objectives.
- Develops lesson plans that are clear, logical, and sequential.
A3. The intern teacher:
- Diagnoses individual, group, and program needs and selects appropriate materials and resources to match the abilities and needs of all students.
- Uses procedures and methods to obtain information on students' background knowledge, experiences, and skills.
- Plans instruction appropriate to the intellectual, social, and personal developmental level and needs of students.
- Demonstrates knowledge of resources and methods appropriate to serving students with special learning needs.
- Arranges/adapts classroom setting to accommodate individual and group learning needs.
- Assists students in planning, organizing, and preparing for assignments, long-range projects, and tests.
- Is sensitive and responsive to the diversity of individuals and groups within the classroom.
A4. The intern teacher:
- Uses a variety of assessment strategies and instruments to make both short-term and long-range instructional decisions to improve student learning.
- Monitors student understanding on an ongoing basis and adjusts teaching when necessary.
- Utilizes multiple assessment practices congruent with instructional goals both in content and process, including self-assessment opportunities.
- Effectively uses both teacher-made and standardized tests as appropriate.
- Uses student products as a source for assessment and instructional decisions.
- Demonstrates competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement.
- Maintains and uses organized records of student progress for instructional decisions.
A5. The intern teacher:
- Identifies and communicates specific student performance expectations and documents student learning gains using appropriate assessment instruments.
- Communicates clear expectations for learning and behavior to students and parents.
- Uses pre-assessment data in developing expectations for students and as a basis for documenting learning gains.
- Provides prompt, continuous, and meaningful feedback to students about performance and progress.
- Prepares tests that reflect the academic content studied.
- Provides opportunities for students to contribute to the development of criteria and standards as appropriate.
- Incorporates strategies to prepare students for standardized testing (e.g., Virginia Standards of Learning).
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B1. The intern teacher:
- Understands the central concepts, tools of inquiry, and structures of the discipline(s) taught and creates learning experiences that make the subject matter meaningful for all students.
- Communicates a belief that all students can learn.
- Exhibits an understanding of and facility in explaining the subject area(s) taught; presents a conceptual framework that focuses on "big ideas."
- Uses appropriate literature and current resources and materials in the subject area(s).
- Takes initiative to teach beyond the traditional text; keeps informed of emerging ideas in the subject areas.
- Encourages the academic curiosity and critical thinking of students.
- Modifies instruction to make topics relevant to students' lives and experiences.
- Encourages students to be active, self-directed, collaborative learners within an inquiry-based environment.
- Demonstrates ability to engage and maintain students' attention and to recapture or refocus it as necessary.
- Provides clear and concise explanations of lesson goals and objectives.
- Checks for understanding with questions, review activities, and various assessment strategies.
B2. The intern teacher:
- Understands how students differ in their approaches to learning and is able to differentiate instruction to meet diverse student needs.
- Selects materials and media that match learning styles of individual students.
- Provides opportunities for student choice in activities, materials, and assignments.
- Provides for the instructional needs of all students, including remedial and enrichment/extension activities as necessary.
- Utilizes flexible grouping practices to respond to the diverse learning needs of students.
- Collaborates with resource teachers in developing activities for students with special learning needs.
- Encourages students to build on strengths and extend thinking while developing all areas of competence.
- Paces instruction appropriately with adequate preview and review of instructional components.
- Uses a variety of deductive and inductive teaching strategies, including cooperative, peer- and project-based learning, lecture, discussions, inquiry, and the teaching of others.
- Demonstrates respect for individual, cultural, religious, and racial differences of individuals and groups within the classroom.
B3. The intern teacher:
- Uses comprehensive materials, technology, and resources that promote the development of critical thinking, problem solving, and performance skills.
- Evaluates curricular materials for accuracy, currency, and student interest.
- Provides students with materials and media that are appropriate and challenging for their instructional levels.
- Encourages and guides the development of problem-solving skills and independent thinking in students.
- Utilizes available technological materials and resources effectively to engage students in varied learning experiences.
- Integrates professional and community resources into the curriculum.
- Provides opportunities for guided practice and hands-on technology application. Demonstrates competence in the use of technology.
B4. The intern teacher:
- Selects, evaluates, and refines a variety of teaching methods and instructional strategies for the active engagement of students and improvement of student learning.
- Solicits comments, questions, examples, and other contributions from students throughout lessons.
- Uses questioning strategies effectively.
- Provides opportunities for guided and independent practice.
- Responds positively to student questions and active engagement.
- Implements instructional opportunities in which students are interacting with ideas, materials, teachers, and one another.
- Re-teaches material and/or accelerates instruction based on assessment to pace instruction appropriately for interest and engagement.
- Implements curriculum that encourages students to reflect on and take increasing responsibility for their own learning.
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C. LEARNING ENVIRONMENT
C1. The intern teacher:
- Actively implements a classroom management plan that fosters a safe and positive learning environment for students and staff.
- Establishes effective classroom rules and procedures.
- Communicates clear expectations about positive behavior to students and parents.
- Implements and enforces management procedures with fairness and consistency.
- Encourages students in developing self-regulation and conflict resolution skills.
- Recognizes and celebrates the achievements of students and staff.
- Is knowledgeable of and complies with local, state, and federal safety regulations.
- Manages emergency situations as they occur.
C2. The intern teacher:
- Manages classroom procedures to maximize academic learning time.
- Structures transitions in an efficient and constructive manner.
- Paces instruction to allow for appropriate reflection and closure.
- Creates and maintains a physical setting that minimizes disruption and promotes learning and safety.
- Handles administrative routines quickly and efficiently.
- Has all material readily available to allow for the smooth flow of instruction.
C3. The intern teacher:
- Establishes and maintains rapport with students.
- Treats students with respect.
- Communicates personal enthusiasm for learning.
- Models caring, fairness, humor, courtesy, respect, and active listening.
- Demonstrates concern for students' emotional and physical well-being.
- Seeks and uses information about student interests and opinions.
- Develops and maintains positive interactions with students in all school settings.
C4. The intern teacher:
- Creates a supportive learning environment for all students that encourages social interaction, active engagement in learning, and self-motivation.
- Encourages students to respect themselves and others.
- Communicates clear expectations for appropriate interactions among students.
- Models enthusiasm for and engagement in learning.
- Encourages student responsibility for efficient classroom operation.
- Encourages students to take pride in good work.
- Enhances students' feelings of self-worth.
- Incorporates principles of equal opportunity and non-discrimination into classroom management.
- Provides equitable opportunities for student learning.
- Promotes multicultural awareness, gender sensitivity, and the appreciation of diversity within the classroom.
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D1. The intern teacher:
- Uses effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom.
- Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written expression.
- Articulates clear learning goals, expectations, and instructional procedures to students.
- Gives directions that are clear and reasonable and contain an appropriate level of detail.
- Uses a variety of media communication tools to enrich learning opportunities.
- Models effective communication strategies in conveying ideas and information.
- Values student input in initiating topics and contributing to classroom discussion.
- Provides support for student expression in speaking, writing, and other media.
D2. The intern teacher:
- Forges partnerships with families to promote student learning at home and in the school.
- Responds promptly to parental concerns.
- Demonstrates flexibility in planning meetings with parents.
- Promotes parental involvement in the classroom and school.
- Shares major instructional goals with parents.
- Initiates communication with parents or guardians concerning student progress or problems in a timely manner.
- Establishes regular channels of communication between school and home.
- Offers strategies for parents to assist in their children's education.
D3. The intern teacher:
- Works collaboratively with staff, families, and community resources to support the success of a diverse student population.
- Is knowledgeable about and sensitive to the social and cultural backgrounds of students and parents.
- Uses multiple modes of communication to provide information to parents.
- Encourages parent and community involvement in classroom activities.
- Collaborates with staff, families, and community members to respond to identified needs of individual students and groups of students.
- Promotes the value of understanding and celebrating school/community cultures.
- Supports community partnerships and uses community resources to enhance learning.
- Works with community members in carrying out school and community-sponsored functions.
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E1. The intern teacher:
- Models professional and ethical standards as well as personal integrity in all interactions.
- Relates to colleagues, parents, and others in an ethical and professional manner.
- Represents the school/program favorably in the school division/community.
- Uses acceptable written and oral language.
- Resolves concerns and problems in a constructive manner.
- Maintains confidentiality appropriate to teaching assignments.
- Maintains a professional demeanor and appearance.
- Acts with poise, mature judgment, fairness, and self-control.
- Exhibits creativity, enthusiasm, energy, and initiative.
- Maintains responsible, dependable, punctual attendance.
- Works in the best interest of the students, the school, and the community.
E2. The intern teacher:
- Continually evaluates the effects of choices and actions on others (students, parents, and other professionals in the learning community) and actively seeks out opportunities to grow professionally.
- Critically analyzes lessons, identifies strengths and weaknesses, offers alternative approaches, and seeks out constructive criticism.
- Describes specific action for revising future instruction.
- Takes proactive steps to improve teaching skills.
- Routinely shares ideas, materials, and resources with colleagues.
- Takes an active role within a department/team.
- Complies with criteria for proper licensure and certification.
E3. The intern teacher:
- Works in a collegial and collaborative manner with peers, school personnel, and the community to promote and support student learning.
- Maintains effective working relationships with other teachers.
- Works collaboratively with other staff members to plan for individual student learning and alignment of goals and standards across classrooms and grade levels.
- Makes a positive contribution to the overall climate of the school and division.
- Supports school and division-wide programs and activities.
- Considers the interests and needs of other teachers and community stakeholders in promoting and supporting district goals and services.
- Shares information with other teachers, school personnel, and community stakeholders.