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Alternative Licensure Program Handbook

2013-1408.26.13

Dear Alternative Licensure Program Participant:

Thank you for selecting the Alternative Licensure Program (ALP) at the University of Colorado Colorado Springs. We are an agency designated by the Colorado Department of Education to provide a one-year program in secondary English, mathematics, science, social studies, and K-12 Spanish.

ALP is for graduate students who have had significant classroom experience working with adolescents in middle and/or high school settings. Always a dynamic profession, education is changing faster than ever. In 2010, Colorado adopted new academic standards for students in all content areas, and matching new assessments are under development. In 2011, Colorado adopted new quality standards for all teachers, and S.B 191 calls for all districts to evaluate teachers based on these standards starting in 2013-14. Classrooms are becoming increasingly diverse all the time, and rules and procedures for meeting the needs of English language learners, gifted and talented students, students with disabilities, and students with medical concerns are changing accordingly. To thrive in such a demanding environment, you will need patience, perseverance, energy, ideals, flexibility, and a fundamental affection and respect for young people. ALP coursework and on-the-job training will fill in the rest.

This handbook is designed to provide you with the basic information you will need for the year ahead. We recommend that you save it in a three-ring binder, along with the edTPA Handbook, Blackboard instructions, course syllabi, grade level standards for your content area, and other relevant documents, and that you refer to it often as needs arise. Do not hesitate to contact any one of us in the Alternative Licensure Program, either; we are here to help.

Best wishes,

Dr. Barbara Frye Beth CutterDirector of Teacher Education ALP Senior Instructor

COE Mission:

We prepare teachers, leaders, and counselors

who embrace equity, inquiryand innovation.

COE Student Resource OfficeOffice Hours

8:00am-5:00pm M-F

Contact

[email protected]

Phone: 719-255-4996Fax: 719-255-4110

Columbine Hall1420 Austin Bluffs ParkwayColorado Springs, CO 80918

http://www.uccs.edu/~coe/

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mailto:[email protected]

TABLE OF CONTENTS

Contact Information.................................................................................................................................................................3ALP from May to May: A Checklist.......................................................................................................................................4CDE Alternative Licensing Flowchart.....................................................................................................................................6Support Team Model...............................................................................................................................................................7Mentor Teachers......................................................................................................................................................................8Mentor FAQs...........................................................................................................................................................................9Mentor Log Sheet and Summary Form for License Renewal...............................................................................................10University Supervisors – Formal Observations.....................................................................................................................12UCCS Dispositions Form.......................................................................................................................................................13Colorado Teacher Quality Standards.....................................................................................................................................14UCCS Observation Form.......................................................................................................................................................15UCCS ALP Teacher Effectiveness Rubric............................................................................................................................25Teacher Evaluation Process Tracking Form..........................................................................................................................40Goal Setting Form for Teachers.............................................................................................................................................41Teacher Evaluation Worksheet..............................................................................................................................................45CTQS Standards Portfolio: Evidence....................................................................................................................................51CTQS Standards Portfolio: Reflections................................................................................................................................52edTPA....................................................................................................................................................................................53

What is edTPA?.................................................................................................................................................................53What does edTPA measure?..............................................................................................................................................53How is edTPA scored?.......................................................................................................................................................54What does edTPA cost?.....................................................................................................................................................55What is the timeline for edTPA?........................................................................................................................................55How does edTPA compare to the CTQS Standards Portfolio?..........................................................................................55

Coding the Colorado Academic Standards............................................................................................................................56Blackboard and TaskStream..................................................................................................................................................57TaskStream Guide..................................................................................................................................................................58

Creating a New Lesson Plan..............................................................................................................................................58Entering Information into Lesson Plan Template..........................................................................................................59Submitting Your Lesson Plan for REVIEW (Pre-Observation Conference).................................................................61Entering Your Reflection (Post-Observation Conference)............................................................................................61Submitting Your Lesson Plan for EVALUATION........................................................................................................61

Directed Response Folios (DRFs)..........................................................................................................................................62Submitting Items for Evaluation....................................................................................................................................64

TaskStream Resources.......................................................................................................................................................64Program Resources........................................................................................................................................................64TaskStream Wizards/Managers/Builders.......................................................................................................................65

Glossary.................................................................................................................................................................................66

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Contact InformationDr. Barbara Frye Director of Teacher Education 719-255-4556

[email protected]

Ms. Cindy Zomchek Director of Field Experience and Outreach [email protected]

Ms. Beth Cutter University Supervisor (English) [email protected]

Ms. Laura Kadlecek University Supervisor (Mathematics) [email protected]

Mr. Chuck Leggiero University Supervisor (Science) [email protected]

Ms. Barbara Toney University Supervisor (Social Studies) [email protected]

Dr. Stephanie Dewing University Supervisor (Spanish) [email protected]

Ms. Cindy Brown Online/Distance Education Programs(Blackboard)

[email protected]

UCCS College of Education1420 Austin Bluffs ParkwayColorado Springs, CO 80918

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ALP from May to May: A Checklist Take and Pass the PLACE* or PRAXIS

http://www.cde.state.co.us/cdeprof/content_tests.htmTo apply for an Alternative Teaching License in Colorado, you are required to have completed the content requirements in your subject or receive a passing score on the content area exam (PLACE or Praxis II).* We recommend that you satisfy both requirements (24 hours and content area test), for a number of reasons. Colorado rules occasionally change, other states may have more stringent requirements, and districts are looking for the most highly qualified candidates they can find. Many districts in the Pikes Peak region automatically screen out applicants who have not passed the content test. UCCS needs your testing data for accreditation purposes; please bring/send a copy of all three pages of your score report to the College of Education.*If you are seeking licensure as a Spanish teacher, it has to be the PLACE exam.

Obtain Statement of Eligibilityhttps://www.colorado.gov/cde/licensing/The Colorado Department of Education must issue you a Statement of Eligibility (SOE) prior to full participation in an alternative program. Complete the application for your SOE online. This process requires submitting fingerprints to the CBI (currently a very prolonged process), providing transcripts, completing an Oath and Consent Form and a Verification of Lawful Presence, and paying fees. The Statement of Eligibility is valid for three years and may be renewed once, but applicants must meet the licensing requirements at the time of renewal. When your SOE is issued, please bring/send a copy to the College of Education.

Complete UCCS Core RequirementsYou must pass (B- or better) the following courses before completing the program – ideally, before starting to teach.

Course Title Met ()CURR 5800-3 School, Society, and DiversityTED 5520-3 Educational PsychologySPED 5001-3 Intro. to Special EdTED 5800-3 ESL for Educators

Transfer credit for any of these core courses will count toward licensure. However, if you intend to complete your Master’s, you will need to take one graduate elective for each transferred course.

Complete CURR 5014 and 5016Instructional and Classroom Management Strategies I and II are technically part of the ALP program, but you are permitted to take them before you obtain a teaching position. If you do not take these courses prior to your first semester of teaching, you must take them concurrently.

Course Title Met ()CURR 5014 Instructional and Classroom Management Strategies ICURR 5016 Instructional and Classroom Management Strategies II

Obtain a Teaching PositionOnce you have your SOE and have been admitted to the Alternative Licensure Program, it is your responsibility to obtain a full-time, one-year teaching position in an accredited school prior to the start of the fall school term. Full-time means a 100% contract in which you are assigned to teach a minimum of 51% in the approved endorsement area.

Make a Decision for the Upcoming School YearIf you do not obtain a teaching position by August 1, 1. Check on the feasibility of making a lateral move into TELP (English, social studies, world language) or UCCS

Teach (science, math).

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2. Stay in ALP and continue the job hunt (your SOE is good for three years) in the hope of being hired either at the beginning of second semester (starting in January)* or at the beginning of next school year (starting in August). In the meantime, working as a substitute teacher (apply for a substitute license online on the CDE website) can help you get to know various school districts and vice versa.*We want to be supportive of candidates who may obtain midyear teaching positions, but be advised of the risks involved. To complete an alternative licensure program, you need to teach for two semesters, so you would either need reasonable assurance that the position would continue in the fall or you would have to find another position.

Apply for Alternative Teaching Licensehttps://www.colorado.gov/cde/licensing/As soon as you obtain a full-time teaching position, apply online with the Colorado Department of Education for an Alternative Teaching License – no later than October 1 if you start work in the fall or February 1 if you start in the spring. As part of the process, they will ask you for a Statement of Assurance of Employment and a copy of your teaching contract/letter of offer. Please bring/send copies of these documents in to the College of Education as well. When you receive your Alternative Teaching License, please make sure the College of Education gets a copy.

Document Uploaded to CDE Provided to UCCSStatement of Assurance of EmploymentCopy of Teaching ContractCopy of Alternative Teaching License

Complete UCCS ALP CoursesYou must pass (B- or better) the following ALP coursework.Fall (online) (Only candidates with teaching positions may take the fall and spring resident teaching courses.)

Course Title Met ()CURR 549X-3 Secondary [Content Area] MethodsCURR 5018-3 Resident Teacher Seminar in Secondary Education I

Spring (online) (Only students with resident teaching positions may take the spring resident teaching courses.)Course Title Met ()

CURR 5400-3 Teaching Reading and Writing in the Content AreasCURR 5020-6 Resident Teacher Seminar in Secondary Education II

In this course you will complete your Standards Portfolio and your edTPA.

Apply for Initial Teaching Licensehttps://www.colorado.gov/cde/licensing/Upon satisfactory completion of the Alternative Licensure Program, apply online for your Initial Teaching License. Among the documents you will need to submit are (a) official transcripts through the spring semester of your ALP year and (b) an Approved Program Form signed by Dr. Frye.

(Optional) Complete M.A. in Curriculum and InstructionA Master of Arts in Curriculum and Instruction includes the coursework for ALP (listed above) and the following additional courses:

Course Title Met ()LEAD 5700-3 Introduction to Research and StatisticsCURR 5090-3 Research Project (must be taken as final course of program)

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CDE Alternative Licensing Flowchart

Support Team ModelThe Resident Teacher is officially supported by a team of three other professionals, each of whom serves a different role.

The SCHOOL ADMINISTRATOR (usually the principal) is responsible for supervision and evaluation according to district policy.

The MENTOR TEACHER provides support as a colleague. The UNIVERSITY SUPERVISOR monitors the Resident Teacher’s development in each of the

Colorado Teacher Quality Standards as well as his or her professional “dispositions” (responsibility, collaboration, diversity, professional behavior, personal well-being).

If you don’t know who your Mentor Teacher is, feel free to ask your principal. Your University Supervisor will follow up to ascertain that a Mentor Teacher has been appointed for you.

Please collect contact information for all members of your support team. Your University Supervisor will ask you for the following information:

YOUR MENTORName Position

Phone (W) Email Planning Time(s)

YOUR SCHOOL SUPERVISOR (principal or assistant principal)Name Position

Phone (W) Email

YOUR DAILY SCHEDULEInclude time (e.g. 8:20-9:45), period title (e.g. Block 1, Period 1), and course name (e.g. English II)

Example: Period 1 7:20-8:50 British Literature

Resident Teacher (RT)

Mentor Teacher

(MT)

University Supervisor

(US)

School Administrator

(SA)

Mentor Teachers

Teaching all day in a classroom overflowing with students can be a very lonely professional experience.New and veteran teachers alike often feel isolated and at times unsupported,

especially when implementing new curricula, standards, or assessments. A mentor’s support and guidance is essential to the beginning teacher’s continued professional development.

Joan Boreen, Mary K. Johnson, Donna Niday and Joe Potts, Mentoring Beginning Teachers

The issue of connecting a mentor to an Alternative Licensure Program resident teacher sometimes causes confusion. Once teachers receive their Initial Teaching Licenses, they must complete an approved induction program within their first three years, and that induction program usually entails having a mentor. However, you do not have an Initial Teaching License yet, so we are not talking about an induction mentor. You are teaching on an Alternative Teaching License, and we are simply talking about a knowledgeable confidant who can assist you as you learn the ropes of this new position. Ideally, school administration should pair you with an experienced teacher who has demonstrated mastery of content and pedagogy, strong interpersonal skills, the ability to work collaboratively, knowledge of adult learners, and credibility with peers and administrators. Realistically, colleagues like that may be in short supply.

MEET Meet with your Mentor Teacher regularly, both formally and informally. Scheduling a formal time to get together – for example, meeting once a week during a common planning period, at lunch, or before or after school – may be the best way to respect your mentor’s time and still obtain the information and guidance you need. Keep a log of the dates, times, and information covered during your meetings.

MODEL Ask your Mentor Teacher if you can observe him/her in the classroom at least once per semester. Identify specific procedures or instructional methods to watch for – for example, the way they set up group work or introduce a new unit. In addition, ask about other strong teachers in your school or elsewhere whose instructional skills are worth watching.

TEAM If possible, try to do some team-teaching with your Mentor Teacher. Not only does collaboration like that boost your skills and credibility, but it exemplifies professional cooperation and exposes more students to what each of you has to offer.

SHARE Demonstrate commitment to improving the academic achievement of all students and generously share your own insights, strategies, and materials.

HAVE CONFIDENCE

The Alternative Licensure Program is designed so that the Resident Teacher has supervision and support from a three-person team: a University Supervisor, a School Administrator, and a Mentor Teacher. With two of those three (the University Supervisor and the School Administrator) having evaluative responsibilities, it is important that the Resident Teacher have someone in a supportive role -- someone to go to for help, advice, coaching, and insights in confidence. University Supervisors neither expect nor want Mentor Teachers to relay every one of a Resident Teacher’s "rookie" questions, errors or struggles. Know that you can trust your Mentor Teacher.

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Mentor FAQs

Q: Is a Mentor Teacher in the Alternative Licensure Program the same as a mentor in an induction program?

A: No. You will not be eligible to participate in an Induction program until you have received your Initial Teaching License. Since Resident Teachers have never gone through student teaching, a Mentor Teacher in the ALP is more like a peer coach and guide to the school.

Q: How often should Resident Teachers meet with Mentors?A: We recommend at least weekly. Schedule a regular time to get together – for example, every Tuesday

during a common planning period, at lunch, or before or after school. Such predictability is mutually advantageous: The Resident Teacher can keep a running list of questions and concerns and count on a time to get them addressed, and the Mentor is less likely to be interrupted every time an issue arises.

Q: How often should Mentors and/or School Administrators communicate with University Supervisors?A: As often as necessary. Some University Supervisors call or meet with School Administrators and/or

Mentors monthly; others stay in touch by email.

Q: Who initiates meetings?A: Resident Teachers are assigned to set up certain appointments; for example, an initial time for the

University Supervisor, School Administrator, Mentor and Resident Teacher to meet each other and review each other’s procedures and expectations. We recommend the following schedule:

TIME FRAME

WHO INITIATES

WHO ATTENDS

PURPOSE

First quarter RT SA, RT, MT, USGeneral introductionsALP program and expectationsSchool/district expectations

Second quarter US SA, US Review RT’s first semester performance

Fourth quarter US SA, US Review RT’s second semester performanceAs needed Anyone Any combination Any purpose

SA: School Administrator MT: Mentor Teacher RT: Resident Teacher US: University Supervisor

Q: Is a Mentor responsible for formal evaluations of his/her Resident Teacher?A: No. The School Administrator (most likely the principal) will supervise and evaluate the Resident

Teacher according to the district’s policy for first year teachers. The University Supervisor will observe the Resident Teacher at least three times per semester and complete evaluation reports according to Alternative Licensure Program policies. The Mentor is most like a peer coach. To the extent that it is mutually feasible and comfortable, a Mentor may observe a Resident Teacher’s classroom and provide thoughtful suggestions, but the input is as a colleague, not as an evaluator.

Q: What happens if serious performance problems arise?A: It is important to keep all lines of communication open. Whether a Resident Teacher experiences

performance problems at the school or in the UCCS program, the sooner all parties are aware and informed, the better equipped they will be to address the issues.

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Mentor Log Sheet and Summary Form for License RenewalMentorship of an Alternative Teacher candidate is an accepted activity for license renewal (30 contact hours/2 semester hours maximum). There are two pieces of documentation entailed: A log of contact hours (below) and a verification form (next page). Mentors should complete both forms and submit them to the Resident Teacher’s University Supervisor or directly to the Director of Teacher Education at UCCS (1420 Austin Bluffs Pkwy, Colorado Springs, CO 80918). The Director will sign the verification form, and it will be returned to the mentor to submit to CDE.

LOG SHEET

Mentor Name: Mentor Address: School Year:

Resident Teacher Name: School: Content Area:

DATE ACTIVITY (C or O)*

NOTES HOURS

*C – Conference O - Observation

Mentor Signature Resident Teacher Signature11

VERIFICATION OF MENTORSHIP OF ALTERNATIVE RESIDENT TEACHER

Section IName of Educator Requesting Credit

Street Address Email

City State Zip Date

Section IIName of ALP Resident Teacher

Inclusive dates of supervision periodFrom: ______________________________________ To: ________________________________________

School District

Signature of Educator Requesting Credit Date

Section IIIThis is to verify that the licensed individual named herein has successfully mentored an Alternative Resident Teacher and is recommended for ______ semester hours of renewal credit. A maximum of one semester hour (15 contact hours) may be earned in a semester.

Signature of the Principal of the Resident Teacher’s School Date

Signature of the Director of Teacher Education/Licensure at UCCS Date

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University Supervisors – Formal ObservationsAs part of CURR 5018 (fall) and CURR 5020 (spring), your University Supervisor will conduct at least three formal observations of your classroom teaching each semester. Your School Administrator will also conduct formal observations according to the teacher evaluation process in your district. Although these observations may occur simultaneously, they rarely do; it’s a challenge to coordinate schedules that precisely.

TaskStream is an important part of the clinical supervision process for three reasons:1. It provides all Resident Teachers within the Alternative Licensure Program with a common lesson plan

template. Completing each part of this template will ensure that you have thought through all aspects of your lesson ahead of time.

2. The lesson plan template includes Comment fields. Being able to read what you have written will help your University Supervisor understand what you have in mind and record constructive feedback, both before and after you teach your lesson.

3. Once uploaded to the Directed Response Folio (DRF), your lesson plan, along with your University Supervisor’s comments and your reflections, becomes a part of the evidence that you have successfully completed an accredited teacher licensure program.

TaskStream has several built-in help features, including online documentation, webcasts, and phone and email support. Navigating the entire program can be challenging at first, however, so we have provided directions for a few of the basic processes in the TaskStream Guide later in this handbook. The checklist below describes the processes we expect with each formal observation.

Observation ChecklistBEFORE OBSERVATION

Develop lesson plan using the “University of Colorado Springs – Revised” template in TaskStream and Request Comments at least 24 hours in advance. (Most University Supervisors prefer more notice if possible.)

Check for University Supervisor’s feedback/comments prior to observation. Address at least these two sets of standards:

CO – Colorado Teacher Quality Standards (2012) CO – Colorado P-12 Academic Standards (2012)

DAY OF OBSERVATION Provide a hard copy of lesson plan to University Supervisor, along with seating chart and copies of any handouts or

other materials that will be used. Debrief the lesson with University Supervisor – either in person/on site or via email or telephone.

AFTER OBSERVATION Enter reflections in the “Author’s Comments and Reflections” field of your TaskStream lesson plan within 24 hours

after observation. Explicitly answer the following questions: 1. If I had the opportunity to teach this lesson again to the same students, what parts would I keep? Why?2. If I had the opportunity to teach this lesson again to the same students, what parts would I change? Why?3. Did the students learn what I intended? Were my instructional goals met? How can I be sure?4. As I reflect on the lesson, to what extent were the students productively engaged?5. Did I alter my goals or plans as I taught the lesson? What was the outcome?6. Other comments, observations and self-reflections?7. What artifacts from this lesson or observation could be included in my Standards Portfolio as evidence that I have

met the Colorado Quality Standards for Teachers? Upload completed lesson with “Author’s Comments and Reflections” and Submit Work (for evaluation) within 24

hours after the lesson.

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UCCS Dispositions FormEach semester, Resident Teachers are evaluated by their School Administrator and by their University Supervisor according to the following expectations for professional behavior, or dispositions. These ratings are recorded in TaskStream.

4 – Regularly 3 – Often 2 – Occasionally 1 – Seldom NA – Not Applicable

ResponsibilityPresent and punctual for school/work.Completes assigned work on time.Complies with school and university procedures and rules.Communicates with school personnel/university supervisor prior to absences, tardiness, or late assignments.Publicly acknowledges the ideas and work of others when appropriate.CollaborationActively participates and contributes positively and equitably to group projects or activities.Respects others’ time and needs.Demonstrates effective interpersonal skills.DiversityDemonstrates behavior that values the varying needs, abilities, and dispositions of others.Solicits and gives thoughtful consideration to alternative and contradictory opinions.Communicates effectively with others by demonstrating respect for gender, sexual orientation, and ethnic differences.Professional BehaviorAdheres to professional ethics (e.g., maintains confidentiality).Discusses work issues and personal concerns at appropriate times and places.Speaks with clarity, fluency, and few grammatical errors.Writes with clarity, fluency, and few grammatical errors.Exhibits positive attitudes and commitment to quality when completing work responsibilities.Models appropriate dress relative to the context and maintains appropriate personal hygiene.Personal Well-BeingSurmounts obstacles in positive and constructive ways.Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.Analyzes and takes responsibility for personal actions.Accepts constructive feedback and responds positively.Makes changes based on feedback and demonstrates ability to learn from success and failure.Expresses concern or dissatisfaction in positive and constructive ways.Comments:

Adapted from Teacher Candidate Self-Evaluation of Dispositions, Valdosta State University Revised: June, 29, 2007

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Colorado Teacher Quality Standards Your University Supervisor will be evaluating you using the Colorado Teacher Quality Standards required by S.B. 191. Local districts are required to either use these same standards or assure the Colorado Department of Education that theirs are equivalent; do not be concerned if your district’s standards appear somewhat different.

PRO

FESS

ION

AL

PR

AC

TIC

E (5

0%)

ITeachers demonstrate mastery of and pedagogical expertise in the CONTENT they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

a. Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the individual needs of their students.

b. Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.c. Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations,

algebra, geometry and measurement, and data analysis and probability.d. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices

and specialized character of the disciplines being taught.e. Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.f. Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual

knowledge with new information being taught.

II Teachers establish a safe, inclusive and respectful learning ENVIRONMENT for a diverse population of students.

a. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

b. Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.c. Teachers engage students as individuals with unique interests and strengths.d. Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.e. Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the

families and significant adults in the lives of their students.f. Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention

strategies.

III Teachers plan and deliver effective INSTRUCTION and create an environment that facilitates learning for their students.

a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

b. Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

c. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

d. Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.e. Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking

and problem solving skills.f. Teachers provide students with opportunities to work in teams and develop leadership qualities.g. Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to

plan further instruction.

IV Teachers REFLECT on their practice.a. Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.b. Teachers link professional growth to their professional goals.c. Teachers are able to respond to a complex, dynamic environment.

V Teachers demonstrate LEADERSHIP.a. Teachers demonstrate leadership in their schools.b. Teachers contribute knowledge and skills to educational practices and the teaching profession.c. Teachers advocate for schools and students, partnering with students, families and communities as appropriate.d. Teachers demonstrate high ethical standards.

SAG

(5

0%)

VI Teachers take responsibility for Student Academic Growth.a. Teachers demonstrate high levels of student learning, growth and academic achievement.b. Teachers demonstrate high levels of Student Academic Growth in the skills necessary for postsecondary and workforce readiness,

including democratic and civic participation. Teachers demonstrate their ability to use multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attainment of Student Academic Growth.

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UCCS Observation FormWhen University Supervisors conduct formal observations, they will use the following form, which is based on the “Resources for Gathering Observable Evidence” on CDE’s website. As part of the coaching process, Mentor Teachers may use the same rubric or any other format they prefer.

Name: Date:School: District:Evaluator: Title:

Element NotesSTANDARD I: KNOW CONTENT

Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

a. Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the individual needs of their students.

THE TEACHER:BASIC - Uses lesson plans that reflect:

☐ Daily review and revision.

☐ Instructional objectives appropriate for students.

☐ Explicit connections to specific learning objectives and approved curriculum.PARTIALLY PROFICIENT - Implements lesson plans based on:

☐ Student needs.

☐ Colorado Academic Standards.

☐ District’s plan of instruction.

☐ Stated learning objectives.PROFICIENT

☐ Collaborates with other school staff to vertically and horizontally align, articulate, and deliver the approved curriculum.

STUDENTS:ACCOMPLISHED

☐ Interact with the rigorous and challenging content.

☐ Perform at a level consistent with or above expectations.

b. Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.ALL TEACHERS

THE TEACHER:BASIC

☐ Demonstrates an understanding of literacy content and skills.

☐ Emphasizes literacy connections while teaching content.PARTIALLY PROFICIENT - Makes complex reading accessible to students by:

☐ Adjusting literacy resources (text) to students’ instructional skill levels.

☐ Integrating literacy skills and knowledge into a balanced lesson.

☐ Providing content relevant to student interests.PROFICIENT - Provide instruction that enhances students’:

☐ Critical thinking and reasoning.

☐ Information literacy.

☐ Literacy skill development.STUDENTS:

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Element NotesACCOMPLISHED - Meet or exceed expectations for:

☐ Oral communication.

☐ Written communication.

☐ Critical thinking.

☐ Problem solving skills.

☐ Literacy skills.SECONDARY TEACHERS – LANGUAGE ARTS AND/OR READING

THE TEACHER:BASIC

☐ Teaches and provides opportunities for students to apply literacy skills.PARTIALLY PROFICIENT - Integrates literacy sills into lessons, including:

☐ Vocabulary.

☐ Comprehension.

☐ Fluency.

☐ Writing.

☐ Speaking.

☐ Listening skills.Engages students in instruction that is:☐ Purposeful.

☐ Explicit.

☐ Systematic.Provides literacy instruction that is:☐ Needs-based.

☐ Intensive.

☐ Of sufficient duration to accelerate learning.STUDENTS:

ACCOMPLISHED - Apply literacy skills (reading, writing, speaking, and listening):☐ Across academic content areas.

☐ To new/unfamiliar material.

☐ To understand complex materials.

☐ While communicating during the school day.c. Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers

and operations, algebra, geometry and measurement, and data analysis and probability.ALL TEACHERS

THE TEACHER:BASIC

☐ Includes relevant math concepts in discussions that do not have math as the primary focus.

☐ Promotes and encourages students to make explicit math connections across content.

PARTIALLY PROFICIENT☐ Emphasizes to students why they need to learn math content and skills.

☐ Uses instructional strategies that require students to apply and transfer mathematical knowledge to different content areas.

PROFICIENT☐ Emphasizes interdisciplinary connections to math.

☐ Models mathematical thinking.

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Element NotesSTUDENTS:

ACCOMPLISHED☐ Share ideas and solutions to challenging problems.

☐ Use the language of math to talk about what they are doing.ALL TEACHERS RESPONSIBLE FOR TEACHING MATH

THE TEACHER:BASIC - Focuses math instruction beyond:

☐ Recall of facts.

☐ Development of computational skills.

☐ Math as a series of rote procedures.Models:☐ Appropriate mathematical communication.

☐ A variety of mathematical practices.PARTIALLY PROFICIENT - Presents concepts:

☐ In sequence.

☐ In a manner appropriate to students’ age and grade.

☐ Helps students understand mathematics as a discipline.

☐ Provides a balance of teaching for conceptual understanding and teaching for procedural fluency.

PROFICIENT - Establishes an effective mathematics environment by:☐ Challenging students to think deeply about the problems.

☐ Requiring students to explain their solutions.

☐ Posing questions that stimulate students’ curiosity and encouraging them to investigate further.

☐ Actively engaging students in doing math.

☐ Using real-world examples for problems whenever possible.STUDENTS:

ACCOMPLISHED☐ Solve problems in a variety of ways.

☐ Demonstrate mathematical thinking by explaining their thinking to each other and to their teacher.

☐ Recognize when they make procedural errors and take steps to correct them.d. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based

instructional practices and specialized character of the disciplines being taught.THE TEACHER:

BASIC☐ Breaks down concepts into instructional parts and teaches each part using

appropriate, effective strategies and/or tools.☐ Uses instructional materials that are accurate and appropriate for the lesson

being taught.☐ Employs a variety of instructional strategies to address student needs.

PARTIALLY PROFICIENT - Provides explanations of content that are:☐ Accurate.

☐ Clear.

☐ Concise.

☐ Comprehensive.PROFICIENT – Engages students in:

☐ A variety of explanations and multiple representations of concepts and ideas.

☐ A variety of inquiry methods to explore new ideas and theories.

18

Element NotesSTUDENTS:

ACCOMPLISHED☐ Develop a variety of explanations and multiple representations of concepts.

☐ Build on the skills and knowledge learned in the classroom to engage in more complex concepts, ideas, and theories.

Use a variety of inquiry tools and strategies to:☐ Learn content.

☐ Understand central concepts.

☐ Answer complex questions.

☐ Problem solve.e. Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.THE TEACHER:

BASIC☐ Emphasizes key concepts and connects them to other powerful ideas within the

content area.☐ Connects lessons to other disciplines and/or content areas.

PARTIALLY PROFICIENT – Implements instructional strategies to ensure that instruction:☐ Articulates content and interdisciplinary connections.

☐ Integrates literacy skills across content areas.PROFICIENT

☐ Clarifies and elaborates on interdisciplinary connections for students.

☐ Provides instructional strategies that include literacy numeracy, and language development across content areas.


Make connections between:☐ Prior learning and the current lesson.

☐ Other disciplines and/or content areas and the current lesson.

☐ Employ instructional strategies that include literacy, numeracy, and language development across the content areas.

f. Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.

THE TEACHER:BASICSelects instructional materials and strategies based on their:

☐ Relevance.

☐ Central contexts.

☐ Foundational evidence base.

☐ Links lessons to students’ prior knowledge.

☐ Encourages and provides opportunities for students to make connections to prior learning.

PARTIALLY PROFICIENTDelivers lessons and units and uses instructional strategies that:

☐ Help students connect to their learning by linking the current lesson with prior knowledge, experiences, and/or cultural contexts.

☐ Provide supports that facilitate engagement.PROFICIENT

☐ Delivers lessons and uses materials to ensure that students’ backgrounds and contextual knowledge are considered.

19

Element Notes☐ Provides opportunities for students to self-select tasks that accelerate their

learning.STUDENTS:

ACCOMPLISHED☐ Interact with materials that are relevant to them.

☐ Ask questions and solve problems that are relevant to them.

☐ Make connections to prior learning to understand current content.Comments on Standard I: Know Content

STANDARD II: ESTABLISH ENVIRONMENTTeachers establish a safe, inclusive and respectful learning environment for a diverse population of students.a. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing

relationship with caring adults and peers.THE TEACHER:

BASIC☐ Creates a classroom environment conducive to learning.

PARTIALLY PROFICIENT – Creates a classroom environment that features:☐ Mutual respect.

☐ Positive relationships between and among students.

☐ Empathy for each student.PROFICIENT

☐ Creates a classroom environment which values diverse perspectives.

☐ Establishes a nurturing and caring relationship with each student.STUDENTS:

ACCOMPLISHED☐ Respect their classmates and their teacher.b. Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community

and as a country.THE TEACHER:

BASIC – Creates a classroom in which diversity is:☐ Respected.

☐ Used to further student learning.PARTIALLY PROFICIENT

☐ Uses instructional approaches and materials that reflect students’ backgrounds.

☐ Acknowledges the value of each student’s contributions to the quality of lessons.

☐ Is welcoming to diverse family structures.PROFICIENT – Establishes processes that result in:

☐ A sense of community among students.

☐ Effective interactions among students.

☐ Respect for individual differences.

☐ Positive social relationships.

☐ Common goals for all students.STUDENTS:

ACCOMPLISHED☐ Respect the uniqueness of fellow students.

c. Teachers engage students as individuals with unique interests and strengths.THE TEACHER:

BASIC☐ Implements lessons that reflect student interests.

20

Element NotesPARTIALLY PROFICIENT

☐ Uses results of student interest inventories to design lessons and materials.

☐ Encourages students to expand and enhance their learning.

☐ Acknowledges students for their accomplishments.PROFICIENT

☐ Asks appropriately challenging questions of all students.

☐ Scaffolds questions.

☐ Gives wait time equitably.

☐ Ensures that all students participate in class activities.STUDENTS:

ACCOMPLISHED☐ Actively engage in classroom activities.

☐ Discuss content and make connections between current lesson and their interests.

d. Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.

THE TEACHER:BASIC

☐ Adapts lesson plans to address individual student needs.PARTIALLY PROFICIENT

☐ Designs instruction to address learning needs of all students.

☐ Monitors the quality of student participation and performance.PROFICIENT

☐ Uses multiple strategies to teach and assess students.

☐ Challenges and supports students to learn to their greatest ability.STUDENTS:

ACCOMPLISHED☐ Advocate for themselves.

☐ Articulate their learning needs to their teacher and/or parent.e. Teachers provide proactive, clear and constructive feedback to families about student progress and work

collaboratively with the families and significant adults in the lives of their students.THE TEACHER:

BASIC☐ Establishes a classroom environment that is inviting to families and significant

adults.PARTIALLY PROFICIENT

☐ Maintains respectful relationships with students, their families, and/or significant adults.


☐ Communicate freely and openly with teachers.f. Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and

appropriate intervention strategies.THE TEACHER:

BASIC☐ Provides clear expectations to guide student behavior.

☐ Holds students accountable for adherence to school and/or class rules.PARTIALLY PROFICIENT

☐ Puts procedures in place to maximize instructional time.PROFICIENT

21

Element Notes☐ Makes maximum use of instructional time.

☐ Maintains a safe and orderly environment.STUDENTS:

ACCOMPLISHED☐ Stay on task during class periods.

☐ Work without interruption.

☐ Abide by school and class rules.Comments on Standard II: Establish Environment

STANDARD III: FACILITATE LEARNINGTeachers plan and deliver effective instruction and create an environment that facilitates learning for their students.a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the

appropriate levels of intellectual, social, and emotional development of their students.THE TEACHER:

BASIC☐ Differentiates instruction.

☐ Modifies content to assure that students are able to work at their ability levels.PARTIALLY PROFICIENT

☐ Builds on the interrelatedness of students’ intellectual, social, and emotional development.

PROFICIENT☐ Applies knowledge of current developmental science to address student needs.STUDENTS:

ACCOMPLISHED☐ Seek materials and resources appropriate for their personal approach to

learning.b. Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic

standards, and advances students’ level of content knowledge and skills.THE TEACHER:

BASIC☐ Has explicit student outcomes in mind for each lesson.

PARTIALLY PROFICIENT☐ Aligns instruction with academic standards and student assessment results.

☐ Monitors instruction against student performance and makes real-time adjustments.

☐ Assesses required skills.PROFICIENT

☐ Encourages students to take academic risks.

☐ Makes sure students meet learning objectives while increasing mastery levels.STUDENTS:

ACCOMPLISHED☐ Monitor their level of engagement.

☐ Confer with the teacher to achieve learning targets.c. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the

developmental and academic needs of their students.THE TEACHER:

BASIC☐ Incorporates evidence-based strategies into lessons.

PARTIALLY PROFICIENT☐ Makes connections between student data and research-based practices.

22

Element NotesPROFICIENT

☐ Individualizes instructional approach to meet unique needs of each student.STUDENTS:

ACCOMPLISHED☐ Embrace new and unique ways of learning as they are introduced through

research-based lessons.d. Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student

learning.THE TEACHER:

BASIC☐ Uses available technology to facilitate classroom instruction.

PARTIALLY PROFICIENT☐ Employs strategies and procedures to ensure that all students have equitable

access to available technology.☐ Monitors the use of available technology in the classroom.

PROFICIENT – Uses available technology to:☐ Enhance student learning.

☐ Develop students’ knowledge and skills.

☐ Enhance creative and innovative skills.

☐ Provide engaging and motivating learning experiences.STUDENTS:

ACCOMPLISHED☐ Engage in virtual or face-to-face learning activities enhanced by appropriate use

of available technology.☐ Produce creative and innovative products.

e. Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

THE TEACHER:BASIC

☐ Has high expectations for all students.

☐ Holds students accountable for their learning.PARTIALLY PROFICIENT

☐ Sets student expectations at a level that challenges students.

☐ Incorporates critical thinking and problem-solving skills.PROFICIENT

☐ Challenges all students to learn to their greatest ability.

☐ Explicitly teaches higher-order thinking and problem-solving skills.

☐ Ensures that students perform at levels meeting or exceeding expectations.STUDENTS:

ACCOMPLISHED☐ Help set their learning objectives.

☐ Apply higher-order thinking and problem-solving skills to address challenging issues.

f. Teachers provide students with opportunities to work in teams and develop leadership qualities.THE TEACHER:

BASIC☐ Includes all students in individual and group activities.

PARTIALLY PROFICIENT – Plans lessons that:☐ Provide opportunities for students to participate using various roles and modes

of communication.

23

Element NotesPROFICIENT

☐ Flexibly groups students.

☐ Adjusts team composition based on lesson objectives and student needs.

☐ Varies group size, composition, and tasks to create opportunities for students to interact and learn from each other.


☐ Fulfill their assigned roles within the team.

☐ Assume leadership roles in their teams.g. Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.THE TEACHER:

BASIC☐ Communicates effectively with students.

PARTIALLY PROFICIENT☐ Models effective communication skills.

☐ Encourages students to communicate effectively.PROFICIENT

☐ Teaches students to be effective communicators.

☐ Provides opportunities for students to practice communication skills.STUDENTS:

ACCOMPLISHED☐ Apply effective written and oral communication skills in their work.h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments,

and use results to plan further instruction.THE TEACHER:

BASIC☐ Involves students in monitoring their learning.

☐ Assesses learning outcomes appropriately.PROFICIENT

☐ Uses a variety of assessment methods.

☐ Provides actionable, timely, specific and individualized feedback about the quality of student work.

☐ Teaches students to use feedback to improve their learning.STUDENTS:

ACCOMPLISHED☐ Self-assess on a variety of skills and concepts.

☐ Articulate their personal strengths and needs based on self-assessment.

☐ Effectively use formal and informal feedback to monitor their learning.Comments on Standard III: Facilitate Learning

STANDARD V: DEMONSTRATE LEADERSHIPTeachers demonstrate leadership.d. Teachers demonstrate high ethical standards.THE TEACHER:

PARTIALLY PROFICIENT☐ Models ethical behavior, including honesty, integrity, fair treatment, and respect

for others.ACCOMPLISHED

☐ Helps students understand the importance of ethical behavior as an individual

24

Element Notesand member of society.

Comments on Standard V: Demonstrate Leadership

General Comments (Strengths and Next Steps):

____________________________________________________________________Teacher Signature

__________________________________Date

____________________________________________________________________Supervisor Signature

__________________________________Date

25

UCCS ALP Teacher Effectiveness RubricThe Colorado Department of Education has been refining a model evaluation system for evaluating Colorado teachers. The latest version of CDE’s Teacher Effectiveness rubric can always be found online at http://www.cde.state.co.us/educatoreffectiveness/statemodelevaluationsystem

UCCS will be using the rubric below. Almost identical to CDE’s model, it attempts to describe and define levels of performance on each element of the Colorado Teacher Quality Standards. Whether you teach in a district that uses CDE’s exact model or not, 2013-2014 will be a year of transition in terms of teacher evaluation. Thank you in advance for the flexibility it may take for you to absorb two different evaluation formats.

As you will see, some professional practices are not observable during a formal classroom observation. Nevertheless, Resident Teachers are accountable for demonstrating proficiency in all professional practices. That is where the Standards Portfolio comes in. Over the course of your “ALP year,” you must accumulate evidence that you have met each element of the Colorado Teacher Quality Standards. Often, that will take more than one artifact per element. Please see the “Standards Portfolio Evidence” section for suggestions about what to include in your portfolio.

Alternative Licensure ProgramTeacher Effectiveness Rubric

The UCCS Alternative Licensure Program partners with school districts throughout Colorado, each of which may use a different adaptatation of S.B. 191’s rules for Educator Effectiveness. This rubric is based on the August 2013 version of the Colorado Department of Education’s Model Evaluation System.

STATEWIDE DEFINITION OF EFFECTIVENESSEffective teachers in the state of Colorado have the knowledge, skills, and commitments that ensure equitable learning opportunities and growth for all students. They strive to close achievement gaps and to prepare diverse student populations for postsecondary success. Effective teachers facilitate mastery of content and skill development, and identify and employ appropriate strategies for students who are not achieving mastery. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as skills needed for democratic and civic participation. Effective teachers communicate high expectations to students and their families and find ways to engage them in a mutually supportive teaching and learning environment. Because effective teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.

Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. 26UCCS ALP Teacher Effectiveness Rubric 08.13

TEACHER QUALITY STANDARD ITeachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Basic Partially Proficient Proficient(Meets State Standard) Accomplished Exemplary

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students.

The teacher candidate:Uses lesson plans that reflect: Daily review and revision.

Instructional objectives appropriate for students.

Linkages to specific learning objectives and approved curriculum.

. . . andThe teacher candidate:Implements lesson plans based on: Student needs. Colorado Academic

Standards. District’s plan of instruction. Learning objectives.

. . . andThe teacher candidate: Collaborates with other

school staff to vertically and horizontally articulate the curriculum.

. . . andStudents: Interact with the rigorous and

challenging content.

Perform at a level consistent with or above that expected of students at their ability level.

. . . andStudents: Discuss strengths and next

steps regarding their learning with their teacher.

Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.This section describes professional practices that should be demonstrated by

ALL TEACHERS, regardless of grade level or subject taught.The teacher candidate: Demonstrates an

understanding of literacy content and skills.

Emphasizes literacy connections while teaching content.

. . . andThe teacher candidate:Makes complex reading accessible to students by: Adjusting content to students’

skill levels.

Integrating literacy skills and knowledge into lessons.

Providing relevant content that addresses students’ interests.

. . . andThe teacher candidate:Provides instruction that enhances students’: Critical thinking and

reasoning. Information literacy. Literacy skill development.

. . . andStudents:Meet or exceed expectations for: Oral communication. Written communication. Critical thinking. Problem solving skills. Literacy skills.

. . . andStudents:Apply literacy skills: Across academic content

areas. To understand complex

materials.

This section describes professional practices that should be demonstrated bySECONDARY TEACHERS responsible for teaching English, language arts and/or reading.

The teacher candidate: Teaches and provides

opportunities for students to apply literacy skills.

. . . andThe teacher candidate:Integrates literacy skills into lessons, including: Vocabulary. Comprehension. Fluency. Writing. Speaking

. . . andThe teacher candidate:Provides instruction that is: Needs-based. Intensive. Of sufficient duration to

accelerate learning.

. . . andStudents:Apply literacy skills (reading, writing, speaking, and listening): Across academic content

areas. To new/unfamiliar material. To understand complex

. . . andStudents:Exceed teacher’s expectations for students of their age, grade, and/or ability level in: Reading. Writing. Speaking.




Listening skills.Engages students in instruction that is: Purposeful. Explicit. Systematic.

materials. While communicating during

unstructured time. Outside the classroom.

Listening.

Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.

This section describes professional practices that should be demonstrated byALL TEACHERS.

The teacher candidate: Includes relevant math

concepts in discussions that do not have math as the primary focus.

Promotes and encourages students to make explicit math connections across content.

. . . andThe teacher candidate: Emphasizes to students why

they need to learn math content and skills.

Uses instructional strategies that require students to apply and transfer mathematical knowledge to different content areas.

. . . andThe teacher candidate: Emphasizes interdisciplinary

connections to math. Models mathematical

thinking.

. . . andStudents: Share ideas and solutions to

challenging problems. Use the language of math to

talk about what they are doing.

. . . andStudents: Interpret mathematical

information in ways that make it relevant to their learning.

This section describes professional practices that should be demonstrated byTeachers responsible for teaching math.

The teacher candidate:Focuses math instruction beyond: Recall of facts. Development of

computational skills. Math as a series of rote

procedures.

Models: Appropriate mathematical

communication. A variety of mathematical

practices.

. . . andThe teacher candidate:Presents topics In sequence.

In a manner appropriate to students’ age and grade.

Helps students understand mathematics as a discipline.

Provides a balance of teaching for conceptual understanding and teaching for procedural fluency.

. . . andThe teacher candidate:Establishes an effective mathematics environment by: Challenging students to think

deeply about the problems. Requiring students to explain

their solutions. Posing questions that

stimulate students’ curiosity and encourage them to investigate further.

Actively engaging students in doing math.

Using real-world examples

. . . andStudents: Solve problems in a variety of

ways. Demonstrate mathematical

thinking by explaining their thinking to each other and to their teacher.

. . . andStudents: Recognize when they make

procedural errors and take steps to correct them.

Expand their learning by using mathematical concepts in subjects other than math.




for problems whenever possible.

Element d: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

The teacher candidate: Breaks down concepts and

teaches each part using appropriate, effective strategies and/or tools.

Uses instructional materials that are accurate and appropriate for the lesson being taught.

Employs a variety of instructional strategies to address student needs.

. . . andThe teacher candidate:Provides explanations of content that are: Accurate. Clear. Concise. Comprehensive

. . . andThe teacher candidate:Engages students in: A variety of explanations and

multiple representations of concepts and ideas.

A variety of inquiry methods to explore new ideas and theories.

. . . andStudents: Develop a variety of

explanations and multiple representations of concepts.

Build on the skills and knowledge learned in the classroom to engage in more complex concepts, ideas, and theories.

Use a variety of inquiry tools and strategies to: Learn content. Understand central concepts. Answer complex questions. Problem solve.

. . . andStudentsRoutinely: Choose challenging tasks and

instructional materials.

Apply newly learned content skills to unique situations and different disciplines.

Discuss ideas and content that are intellectually challenging to them.

Element e: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.The teacher candidate:

Highlights key concepts and connects them to other powerful ideas.

Connects lessons to other disciplines and/or content areas.

. . . andThe teacher candidate:Implements instructional strategies to ensure that instruction: Articulates content and

interdisciplinary connections. Integrates literacy skills

across content areas.

. . . andThe teacher candidate: Carefully and elaborates on

interdisciplinary connections for students.

Provides instructional strategies that include literacy, numeracy, and language development across content areas.

. . . andStudents:Make connections between: Prior learning and the current

lesson. Other disciplines and/or

content areas and the current lesson.

Employ instructional strategies that include literacy, numeracy, and language development across content areas.

. . . andStudents: Accelerate their learning by

elaborating on current lesson with connections to prior lessons within the content area and/or with other disciplines.

Element f: Teachers make instruction and content relevant to students and take actions to connect students’ background and




contextual knowledge with new information being taught.

The teacher candidate:Selects instructional materials and strategies based on their: Relevance. Central contexts. Foundational evidence base.

Links lessons to students’ prior knowledge.

Encourages and provides opportunities for students to make connections to prior learning.

. . . andThe teacher candidate:Delivers lessons and units and uses instructional strategies that: Help students connect to their

learning by linking curriculum with prior knowledge, experiences, and/or cultural contexts.

Provides supports that facilitate engagement.

. . . andThe teacher candidate: Delivers lessons and uses

materials to ensure that students’ backgrounds and contextual knowledge are considered.

Provides opportunities for students to self-select tasks that accelerate their learning.

. . . andStudents: Interact with materials that

are relevant to them.

Ask questions and solve problems that are relevant to them.

Make connections to prior learning to understand current content.

. . . andStudents: Select tasks that demonstrate

transfer of knowledge to other theories, ideas, and/or content.

Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Student achievement data Student feedback Parent feedback Lesson plans/units of study Feedback from observations Instructional activities schedules Student journals/learning logs Student work Reading guides, writing assignments, annotated bibliographies, etc.


TEACHER QUALITY STANDARD IITeachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Basic Partially Proficient Proficient(Meets State Standard)

Accomplished Exemplary

Element a: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

The teacher candidate: Creates a classroom environment

conducive to learning.

. . . andThe Teacher Candidate: Creates a classroom environment that features: Mutual respect. Positive relationships between

and among students. Empathy for each student.

. . . andThe teacher candidate: Creates a classroom

environment which values diverse perspectives.

Establishes a nurturing and caring relationship with each student.

. . . andStudents: Respect their classmates and

teacher(s).

. . . andStudents: Engage in respectful and

open dialogue with each other and their teacher.

Element b: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.

The teacher candidate:Creates a classroom environment in which diversity is: Respected. Used to further student

learning.

. . . andThe teacher candidate: Uses instructional approaches

and materials that reflect students’ backgrounds.

Acknowledges the value of each student’s contributions to the quality of lessons.

Is welcoming to diverse family structures.

. . . andThe teacher candidate:Establishes processes that result in: A sense of community among

students. Effective interactions among

students. Respect for individual

differences. Positive social relationships. Common goals for all

students.

. . . andStudents: Respect the backgrounds of

fellow students.

. . . andStudents: Actively seek a variety of

perspectives to complete group assignments.

Element c: Teachers engage students as individuals with unique interests and strengths.

The teacher candidate: Implements lessons that

reflect student interests.

. . . andThe teacher candidate: Uses results of student interest

inventories to design lessons and materials.

Encourages students to expand and enhance their learning.

Acknowledges students for their accomplishments.

. . . andThe teacher candidate: Asks appropriately

challenging questions of all students.

Scaffolds questions. Gives wait time equitably. Ensures that all students

participate in class activities.

. . . andStudents: Actively engage in classroom

activities. Discuss content and make

connections between current lesson and their interests.

. . . andStudents: Encourage fellow students to

participate and challenge themselves.

Actively engage in collaborative learning and group processes.

. Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. 31UCCS ALP Teacher Effectiveness Rubric 08.13




Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.The teacher candidate: Adapts lesson plans to address

individual student needs.

Implements recommendations made by specialists and colleagues to address student needs.

. . . andThe teacher candidate: Designs instruction to address

specific learning needs of all students.

Monitors the quality of student participation and performance.

. . . andThe teacher candidate: Solicits input from colleagues

and specialists to understand students’ learning needs.

Uses multiple strategies to teach and assess students.

Challenges and supports all students to learn to their greatest ability.

. . . andStudents: Advocate for themselves.

Articulate their learning needs to their teacher and/or parent.

. . . andStudents: Apply coping skills to

classroom situations.

Share coping strategies with fellow students.

Help fellow classmates by offering support.

Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.

The teacher candidate: Establishes a classroom

environment that is inviting to families and significant adults.

. . . andThe teacher candidate: Maintains appropriate and

respectful relationships with students, their families, and/or significant adults.

Uses a variety of methods to initiate communication with families and significant adults.

. . . andThe teacher candidate: Provides clear and accurate

feedback to parents regarding student needs and progress.

Coordinates flow of information between families and colleagues who provide student services.

. . . andStudents: Communicate freely and

openly with teachers.

Families and Significant Adults: Discuss student performance

with the teacher. Participate in school-based

activities.

. . . andFamilies and Significant Adults: Partner with the teacher to

find resources and services to support student strengths and address next steps for learning.

Element f: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

The teacher candidate: Provides clear expectations to

guide student classroom behavior.

Holds students accountable for adherence to school and/or class rules.

The teacher candidate: Puts procedures in place to

avoid interruption to instructional time.

. . . andThe teacher candidate: Makes maximum use of

instructional time. Maintains a safe and orderly

environment.

. . . andStudents: Stay on task during class

periods. Avoid interruptions to their

work. Abide by school and class

rules.

. . . andStudents: Accept responsibility for their

behavior and use of time. Help other students stay on

task.



Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Student achievement data Student feedback Parent feedback Lesson plans/units of study Feedback from observations Instructional activities schedules Student journals/learning logs Student work Samples of collaboration with RtI team Documentation of referral data and use of IEPs Behavior management plans


TEACHER QUALITY STANDARD IIITeachers plan and deliver effective instruction and create an environment that facilitates learning for their students.



Element a: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

The teacher candidate: Differentiates instruction.

Modifies content to assure that students are able to work at their ability levels.

. . . andThe teacher candidate: Studies recent/current

research to expand personal knowledge of how students learn.

Builds on the interrelatedness of students’ intellectual, social, and emotional development.

. . . andThe teacher candidate:

Applies knowledge of current developmental science to address student needs.

Collaborates with colleagues with experience in developmental science to improve the quality of lessons.

. . . andStudents: Seek materials and resources

appropriate for their personal approach to learning.

. . . andStudents:Seek to understand: How they learn best. Where their time and efforts

are best used.

Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

The teacher candidate: Uses assessment results to

guide adjustments to instruction.

Has explicit student outcomes in mind for each lesson.

. . . andThe teacher candidate: Aligns instruction with

academic standards and student assessment results.

Monitors instruction against student performance and makes real-time adjustments.

Assesses required skills.

. . . andThe teacher candidate: Encourages students to take

academic risks.

Makes sure students meet learning objectives while increasing mastery levels.

. . . andStudents: Monitor their level of

engagement.

Confer with the teacher to achieve learning targets.

. . . andStudents:Initiate activities to: Address their learning

strengths and next steps.

Take academic risks.

Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

The teacher candidate: Incorporates evidence-

based strategies into lessons.

. . . andThe teacher candidate: Makes connections

between student data and research-based practices.

. . . andThe teacher candidate: Individualizes instructional

approach to meet unique needs of each student.

. . . andStudents: Embrace new and unique

ways of learning as they are introduced through research-based lessons.

. . . andStudents: Apply skills and

knowledge learned in the classroom.





Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.The teacher candidate: Uses available technology to

facilitate classroom instruction.

. . . andThe teacher candidate: Employs strategies and

procedures to ensure that all students have equal and appropriate access to available technology.

Monitors the use of available technology in the classroom.

. . . andThe teacher candidate:Uses available technology to: Enhance student learning. Develop students’ knowledge

and skills. Enhance creative and

innovative skills. Provide engaging and

motivating learning experiences.

. . . andStudents: Engage in virtual or face-to-

face learning activities enhanced by appropriate use of available technology.

Produce creative and innovative products.

. . . andStudents:Use available technology to: Accelerate their learning. Apply team building and

networking skills. Deepen critical thinking

skills. Communicate effectively.

Element e: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical thinking and problem solving skills.

The teacher candidate: Has high expectations for all

students. Holds students accountable

for their learning.

. . . andThe teacher candidate: Sets student expectations at a

level that challenges students. Incorporates critical thinking

and problem-solving skills.

. . . andThe teacher candidate: Challenges all students to

learn to their greatest ability. Explicitly teaches higher-

order thinking and problem-solving skills.

Ensures that students perform at levels meeting or exceeding expectations.

. . . andStudents: Help set their learning

objectives. Apply higher-order thinking

and problem-solving skills to address challenging issues.

. . . andStudents: Monitor their progress toward

achieving teacher’s high expectations.

Seek opportunities to test their problem-solving and higher-order skills.

Element f: Teachers provide students with opportunities to work in teams and develop leadership qualities.The teacher candidate: Includes all students in

individual and group activities.

The Teacher Candidate plans lessons that: Provide opportunities for

students to participate using various roles and modes of communication.

. . . andThe teacher candidate: Flexibly groups students. Adjusts team composition

based on lesson objectives and student needs.

Varies group size, composition, and tasks to create opportunities for students to interact and learn from each other.

. . . andStudents: Accept and fulfill their

assigned roles within the team.

Assume leadership roles in their teams.

. . . andStudents: Utilize group processes to

build trust and promote effective interactions among team members.

Participate in teams in ways that build trust and ownership of ideas among team members.





Element g: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.The teacher candidate: Communicates effectively

with students.

. . . andThe teacher candidate: Models effective

communication skills. Encourages students to

communicate effectively.

. . . andThe teacher candidate: Teaches students to be

effective communicators. Provides opportunities for

students to practice communication skills.

. . . andStudents: Apply effective written and

oral communication skills in their work.

. . . andStudents: Use academic language in

spoken and written work.

Element h: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.

The teacher candidate: Provides actionable feedback

to students, families, and significant adults.

Involves students in monitoring their learning.

Assesses learning outcomes appropriately.


Implements appropriate strategies for assigning grades.

Evaluates student performance based on multiple measures.

Includes documentation of student progress toward mastery of state content standards in assessment plans.


Uses a variety of assessment methods.

Provides actionable, timely, specific and individualized feedback about the quality of student work.

Teaches students to use feedback in their learning.

. . . andStudents:

Self-assess on a variety of skills and concepts.

Articulate their personal strengths and needs based on self-assessment.

Effectively use formal and informal feedback to monitor their learning.

. . . andStudents assume ownership for: Evaluating and monitoring

their progress.

Setting learning goals.

Compiling portfolios of their work.

Applying Teacher feedback to improve performance and accelerate their learning.

Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Student achievement data Student feedback Parent feedback Lesson plans/units of study Feedback from observations Student work Instructional activities schedules Samples of collaboration with RtI team Anecdotal records Formative and summative assessments of student work


TEACHER QUALITY STANDARD IVTeachers reflect on their practice.



Element a: Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.The teacher candidate: Collects and analyzes student

data to inform instruction.

Uses data to: Support student learning. Inform practice.

. . . andThe teacher candidate: Collects multiple examples of

student work to determine student progress over time.

. . . andThe teacher candidate:Applies knowledge of student learning, development, and growth to the development of: Lesson plans Instructional strategies

. . . andThe teacher candidate:Develops student learning plans based on: Multiple examples of

student work. Other data points. Information gathered from

students, families, and colleagues.

. . . andThe teacher candidate: Monitors and evaluates

personal behavioral changes to determine what works for students.

Element b: Teachers link professional growth to their professional goals.The teacher candidate: Implements performance

feedback from supervisor and/or colleagues to improve practice.

Actively engages in professional development focused on: Addressing student needs. School and district initiatives. Meeting professional goals.

. . . andThe teacher candidate:Engages in professional development activities based on: Likelihood of having a

positive impact on student learning.

Alignment with Colorado Academic Standards and school and district initiatives.

Current research. Student needs.

. . . andThe teacher candidate: Advocates for professional

development that is evidence based and targeted toward improving student outcomes.

Applies knowledge and skills learned through professional development to professional practice.

. . . andThe teacher candidate: Implements new and different

instructional strategies based on current research and district initiatives.

Adapts teaching skills to meet student needs.

. . . andThe teacher candidate: Develops and follows a long-

term professional development plan.

Element c: Teachers are able to respond to a complex, dynamic environment.The teacher candidate:Collaborates with colleagues to: Implement new ideas to

improve teaching and learning.

Support struggling students. Contribute to campus goals.

. . . andThe teacher candidate: Maintains a positive,

productive and respectful relationship with colleagues.

. . . andThe teacher candidate Initiates and leads

collaborative activities with colleagues to:

Analyze student data and interpret results.

Apply findings to improve teaching practice.

Support struggling and/or advanced/ above grade level students.

. . . andThe teacher candidate: Serves as a critical friend for

colleagues, both providing and receiving feedback on performance.

. . . andThe teacher candidate: Strengthens teaching practice

by adapting instructional practices based on colleague feedback and other types of performance data.


TEACHER QUALITY STANDARD IVTeachers reflect on their practice.

Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Self-reflection templates Lesson plans/units of study Assessment plans Data analysis record Responses to feedback Samples of student work Professional growth plans Anecdotal records


TEACHER QUALITY STANDARD VTeachers demonstrate leadership.



Element a: Teachers demonstrate leadership in their schools.The teacher candidate: Participates in school activities

expected of all teachers.

Works collaboratively for the benefit of students and families.

Supports school goals and initiatives.

. . . andThe teacher candidate: Contributes to school

committees and teams.

. . . andThe teacher candidate: Collaborates with school-

based teams to leverage the skills and knowledge of colleagues.

. . . andThe teacher candidate: Shares lessons learned with

colleagues.

Confers with school administrators to improve teacher working and student learning conditions.

. . . andThe teacher candidateinitiates and leads collaborative activities that: Partner with families to

coordinate learning between home and school.

Share ideas to improve teaching and learning.

Support struggling students.

Element b: Teachers contribute knowledge and skills to educational practices and the teaching profession.The teacher candidate: Shares expertise with

colleagues. Supports the work of

colleagues. Actively participates in

activities designed to improve policies and procedures that affect school climate and student learning.

. . . andThe teacher candidate:Collaborates with colleagues to: Support student growth and

development. Provide input into policies and

procedures that affect school climate and student learning.

Partner with families.

. . . andThe teacher candidate: Leads professional growth and

development activities whenever possible.

. . . andThe teacher candidate: Participates in district wide

decision making processes that impact the school community, including families.

. . . andThe teacher candidate: Advocates for the

inclusion of teachers and families in education and government decision-making processes.

Element c: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.The teacher candidate: Partners with every family to

support student success.

. . . andThe teacher candidate: Discusses potential revisions to

policies and procedures with administrators to better address student, family, and school needs.

. . . andThe teacher candidate: Contributes to in school and/or

district committees to advocate for students.

. . . andThe teacher candidate: Advocates for students and the

school to external agencies and groups.

. . . andThe teacher candidate: Collaborates with

professional, governmental, and/or community agencies to advocate for curricular, school, and instructional improvements.

Element d: Teachers demonstrate high ethical standards.

The teacher candidate: Maintains confidentiality of

student records as required by law.

. . . andThe teacher candidate: Models ethical behavior,

including honesty, integrity, fair treatment, and respect for

. . . andThe teacher candidate: Maintains confidentiality of

student and fellow teacher interactions as well as student

. . . andThe teacher candidate: Helps students understand the

importance of ethical behavior as an individual and member

. . . andStudents:Demonstrate: Honesty.


TEACHER QUALITY STANDARD VTeachers demonstrate leadership.



Adheres to standards of professional practice.

others. data. of society. Respect for others.

Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Documentation of service on teams, task forces, and committees Notes from parent and community meetings Records of advocacy activities


TEACHER EVALUATION PROCESS: FORMS

Teacher Evaluation Process Tracking FormThe tracking form below is from CDE’s User’s Guide for the State Model Educator Evaluation System. At your school, you may be asked to complete something similar. Use this page to keep track of steps in the process.

NAME POSITION/TITLE SCHOOL GRADE LEVEL(S)

SCHOOL ADMINISTRATOR UNIVERSITY SUPERVISOR

ACTIVITY DATE COMPLETED TEACHER SIGNATURE EVALUATOR SIGNATURE COMMENTS

Training

Orientation

Self-Assessment

Review of Annual Goals and Performance Plan

Mid-Year Review

Evaluator Assessment

End-of-Year Review

Final Ratings

Goal-Setting and Performance Planning

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TEACHER EVALUATION PROCESS: FORMSGoal Setting Form for Teachers

The goal-setting form below is from CDE’s User’s Guide for the State Model Educator Evaluation System. At your school, you may be asked to complete something similar. Use this page to record your goals, action steps, anticipated outcomes, evidence, and timeline.

QUALITY STANDARD ELEMENT AND STANDARD Goal(s) for

StandardAction steps to address goals

Anticipated outcome(s)

Evidence of Achievement of

Outcome(s)Timeline

I.TEACHERS DEMONSTRATE MASTERY OF AND PEDAGOGICAL EXPERTISE IN THE CONTENT THEY TEACH

A. Provides instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the individual needs of their students.

B. Demonstrates knowledge of student literacy development in reading, writing, speaking and listening.

C. Demonstrates knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.

D. Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

E. Develops lessons that reflect the interconnectedness of content areas/disciplines.

F. Makes instruction and content relevant to students and takes actions to connect students’ background and contextual knowledge with new information being taught.

Overall Rating for Standard I

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TEACHER EVALUATION PROCESS: FORMSQUALITY

STANDARD ELEMENT AND STANDARD Goal(s) for Standard

Action steps to address goals



Outcome(s)Timeline

II.TEACHERS ESTABLISH A SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENT FOR DIVERSE POPULATION OF STUDENTS

A. Fosters a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

B. Demonstrates a commitment to and respect for diversity, while working toward common goals as a community and as a country.

C. Engages students as individuals with unique interests and strengths.

D. Adapts teaching for the benefit of all students, including those with special needs across a range of ability levels.

E. Provides proactive, clear and constructive feedback to families about student progress and works collaboratively with the families and significant adults in the lives of their students.

F. Creates a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

Overall Rating for Standard II

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Outcome(s)Timeline

III.TEACHERS PLAN AND DELIVER EFFECTIVE INSTRUCTION AND CREATE AN ENVIRONMENT THAT FACILITATES LEARNING FOR THEIR STUDENTS.

A. Demonstrates knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

B. Plans and consistently delivers instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

C. Demonstrate as rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of students.

D. Thoughtfully integrates and utilizes appropriate available technology in their instruction to maximize student learning.

E. Establishes and communicates high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

F. Provides students with opportunities to work in teams and develop leadership qualities.

G. Communicates effectively, making learning objectives clear and providing appropriate models of language.

H. Uses appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.

Overall Rating for Standard III

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Outcome(s)Timeline

IV.TEACHERS REFLECT ON THEIR PRACTICE.

A. Demonstrates that he/she analyzes student learning, development and growth and applies what he/she learns to improve practice.

B. Links professional growth to professional goals.

C. Is able to respond to a complex, dynamic environment.

Overall Rating for Standard IVV.TEACHERS DEMONSTRATE LEADERSHIP.

A. Demonstrates leadership in the school.

B. Contributes knowledge and skills to educational practices and the teaching profession.

C. Advocates for schools and students, partnering with students, families and communities as appropriate.

D. Demonstrates high ethical standards.

Overall Rating for Standard V

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Teacher Evaluation WorksheetThe evaluation worksheet below is from CDE’s User’s Guide for the State Model Educator Evaluation System. It should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring. The teacher candidate and evaluator should discuss the contents of this form, the accompanying Summary Evaluation sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for improvement, resources needed to accomplish those actions, and a determination of how the teacher and evaluator will know improvements have been made.Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

B PP P A EA.Provides instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the

individual needs of their students.B.Demonstrates knowledge of student literacy development in reading, writing, speaking and listening.C.Demonstrates knowledge of mathematics and understand how to promote student development in numbers and operations,

algebra, geometry and measurement, and data analysis and probability.D.Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and

specialized character of the disciplines being taught.E.Develops lessons that reflect the interconnectedness of content areas/disciplines.F. Makes instruction and content relevant to students and takes actions to connect students’ background and contextual knowledge

with new information being taught.Overall Rating for Standard I

Comments:

Recommended actions for improvement:

Resources needed to complete these actions:

Artifacts that may be used to support ratings: Student achievement data Student feedback Parent feedback Peer feedback Lesson plans/units of study Feedback from walkthrough observations Instructional activities schedules Student journals/learning logs Student work

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Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.B PP P A E

A.Fosters a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

B.Demonstrates a commitment to and respect for diversity, while working toward common goals as a community and as a country.C.Engages students as individuals with unique interests and strengths.D.Adapts teaching for the benefit of all students, including those with special needs across a range of ability levels.E.Provides proactive, clear and constructive feedback to families about student progress and works collaboratively with the families

and significant adults in the lives of their students.F. Creates a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention

strategies.Overall Rating for Standard II

Comments:

Recommended actions for improvement:

Resources needed to complete these actions:

Artifacts that may be used to support rating: Student achievement data Student feedback Parent feedback Peer feedback Lesson plans/units of study Feedback from walkthrough observations Instructional activities schedules Student journals/learning logs Student work

Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.B PP P A E

A. Demonstrates knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

B. Plans and consistently delivers instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

C. Demonstrate as rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of students.

D. Thoughtfully integrates and utilizes appropriate available technology in their instruction to maximize student learning.E. Establishes and communicates high expectations for all students and plan instruction that helps students develop critical-thinking

and problem solving skills.F. Provides students with opportunities to work in teams and develop leadership qualities.G. Communicates effectively, making learning objectives clear and providing appropriate models of language.H. Uses appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to

plan further instruction.

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TEACHER EVALUATION PROCESS: FORMSOverall Rating for Standard III

Comments:Recommended actions for improvement:Resources needed to complete these actions:

Artifacts that may be used to support rating: Student achievement data Student feedback Parent feedback Peer feedback Lesson plans/units of study Feedback from walkthrough observations Instructional activities schedules Student journals/learning logs Student work Anecdotal records Formative and summative assessments of student

workStandard IV: Teachers reflect on their practice.

B PP P A EA. Demonstrates that he/she analyzes student learning, development and growth and applies what he/she learns to improve practice.B. Links professional growth to professional goals.C. Is able to respond to a complex, dynamic environment.

Overall Rating for Standard IVComments:Recommended actions for improvement:Resources needed to complete these actions:

Artifacts that may be used to support rating: Student achievement data Lesson plans/units of study Self-reflection templates Assessment plans Data analysis record Responses to feedback Student portfolios

Standard V: Teachers demonstrate leadership.B PP P A E

A. Demonstrates leadership in the school.B. Contributes knowledge and skills to educational practices and the teaching profession.C. Advocates for schools and students, partnering with students, families and communities as appropriate.D. Demonstrates high ethical standards.

Overall Rating for Standard VComments:Recommended actions for improvement:Resources needed to complete these actions:

Artifacts that may be used to support rating: Student achievement data Documentation of service on teams, task forces,

and committees Notes from parent and community meetings Records of advocacy activities

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TEACHER EVALUATION PROCESS: FORMSThis form provides a summary of the teacher candidate’s ratings on all elements and standards and should be used to guide discussions regarding strengths and areas needing improvement. It may also be used to guide the development of the supervisor’s growth plan and development of personal and school goals for the subsequent year.

Determining the Overall Professional Practices Rating (standards weighted by district)

Standard ElementRating

B PP P A E(0 pts) (1 pt) (2 pts) (3 pts) (4 pts)

I.Mastery of

and Pedagogical Expertise in the Content They Teach

a. Provides instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the individual needs of their students.

b. Demonstrates knowledge of student literacy development in reading, writing, speaking and listening.

c. Demonstrates knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.

d. Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

e. Develops lessons that reflect the interconnectedness of content areas/disciplines.f. Makes instruction and content relevant to students and takes actions to connect students’

background and contextual knowledge with new information being taught.

Overall Rating for Standard I

II.Safe,

Inclusive and

Respectful Learning

Environment for Diverse Population of Students

a. Fosters a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

b. Demonstrates a commitment to and respect for diversity, while working toward common goals as a community and as a country.

c. Engages students as individuals with unique interests and strengths.d. Adapts teaching for the benefit of all students, including those with special needs across a

range of ability levels.e. Provides proactive, clear and constructive feedback to families about student progress and

works collaboratively with the families and significant adults in the lives of their students.f. Creates a learning environment characterized by acceptable student behavior, efficient use

of time, and appropriate intervention strategies.

Overall Rating for Standard II

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Standard ElementRating

B PP P A E(0 pts) (1 pt) (2 pts) (3 pts) (4 pts)

III.Effective

Instruction and an

Environment that

Facilitates Learning

a. Demonstrates knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

b. Plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

c. Demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

e. Establishes and communicates high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

f. Provides students with opportunities to work in teams and develop leadership qualities.g. Communicates effectively, making learning objectives clear and providing appropriate

models of language.h. Uses appropriate methods to assess what each student has learned, including formal and

informal assessments, and uses results to plan further instruction.

Overall Rating for Standard III

IV.Reflection on Practice

a. Demonstrates that he/she analyzes student learning, development and growth and applies what he/she learns to improve practice.

b. Links professional growth to professional goals.c. Is able to respond to a complex, dynamic environment.

Overall Rating for Standard IV

V.Leadership

a. Demonstrates leadership in the school.b. Contributes knowledge and skills to educational practices and the teaching profession.c. Advocates for schools and students, partnering with students, families and communities as

appropriate.d. Demonstrates high ethical standards.

Overall Rating for Standard V

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Determining the Overall Rating for Professional Practices

StandardTotal Points Calculated Standards Rating Level

I. Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

II. Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

IV. Teachers reflect on their practice.

V. Teachers demonstrate leadership.

Total Points of All Standards

Translating the Total Points for All Standards to Overall Professional Practices Rating

Total Numberof PointsReceived

Rating for Number of Points ReceivedTotal Number of Points Received for this Evaluation:

0 to 108 Points Basic Overall Professional Practices Rating:109 to 216 Points Partially Proficient217-324 Points Proficient325 to 432 Points Accomplished433 to 520 Points Exemplary

CTQS Standards Portfolio: EvidenceTo complete the Alternative Licensure Program successfully, you will need to document your proficiency in each of the Colorado Teacher Quality Standards and their individual elements. Your edTPA should demonstrate that you have met the elements of Standard VI, but you will need to produce proof that you

meet the other 27 elements that define Standards I-V as well. While your School Administrator and/or your University Supervisor may note proficiency in some of the elements during formal observations, it is never too early to start collecting other evidence. In fact, the number one recommendation from previous ALP teachers is, “Start collecting portfolio evidence now!” We strongly recommend that you create a file system, either in hard copy or electronically, to save artifacts as you go. The chart below suggests ideas for what to include. The Educator Effectiveness rubric includes additional suggestions.

Standard and Element EvidenceStandard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).I.a Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized

plan of instruction; and the individual needs of their students. Lesson plans/units of study Samples of student work Interdisciplinary units Reading guides, writing assignments, annotated

bibliographies, etc. Feedback from observations

I.b Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.I.c Teachers demonstrate knowledge of mathematics and understand how to promote student development in

numbers and operations, algebra, geometry and measurement, and data analysis and probability.I.d Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based

instructional practices and specialized character of the disciplines being taught.I.e Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.I.f Teachers make instruction and content relevant to students and take actions to connect students’ background and

contextual knowledge with new information being taught.Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.II.a Teachers foster a predictable learning environment in the classroom in which each student has a

positive, nurturing relationship with caring adults and peers. Student profiles Student surveys Collaboration with ESL teachers and RtI

specialists (G/T coordinators, special education resource teachers, reading specialists, etc.)

Documentation of differentiated instruction Documentation of referral data and use of IEPs Communications with parents/community Training on culturally responsive practices Classroom management plan

II.b Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.

II.c Teachers engage students as individuals with unique interests and strengths.II.d Teachers adapt their teaching for the benefit of all students, including those with special needs across

a range of ability levels.II.e Teachers provide proactive, clear and constructive feedback to families about student progress and

work collaboratively with families and significant adults in the lives of their students.II.f Teachers create a learning environment characterized by acceptable student behavior, efficient use of

time, and appropriate intervention strategies.Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.III.a Teachers demonstrate knowledge of current developmental science, the ways in which learning takes

place, and the appropriate levels of intellectual, physical, social, and emotional development of their students.

Lesson plans Unit plans Display of technology used Materials used to promote critical thinking and

problem solving Tests, quizzes, labs, debates, panels, projects WebQuests

III.b Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge.

III.c Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the academic needs of their students.

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Standard and Element Evidence Wikis, blogs Instructional use of Twitter, texting, Facebook,

Skype Virtual manipulatives, simulations Samples of instructions, forms, etc. connected to

use of student learning teams

III.d Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

III.e Teachers establish and communicate expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

III.f Teachers provide students with opportunities to work in teams and develop leadership qualities.III.g Teachers communicate effectively, making learning objectives clear and providing appropriate

models of language.III.h Teachers use appropriate methods to assess what each student has learned, including formal and

informal assessments, and use results to plan further instruction.Standard IV: Teachers reflect on their practice.IV.a Teachers demonstrate that they analyze student learning, development, and growth and apply what

they learn to improve their practice. “Author’s Comments and Reflections” field in

TaskStream lesson plan template Professional growth plan Professional Learning Community artifacts Journals

IV.b Teachers link professional growth to their professional goals.IV.c Teachers are able to respond to a complex, dynamic environment.

Standard V: Teachers demonstrate leadership.V.a Teachers demonstrate leadership in their schools. School improvement planning

Service on committees Professional Learning Community Membership in professional organizations

(NCTE/CLAS, NCTM, etc.)

V.b Teachers contribute knowledge and skills to educational practices and the teaching profession.V.c Teachers advocate for schools and students, partnering with students and families as appropriate.V.d Teachers demonstrate high ethical standards.

Standard VI: Teachers take responsibility for Student Academic Growth.VI.a Teachers demonstrate high levels of student learning, growth, and academic achievement.

edTPAVI.b Teachers demonstrate high levels of Student Academic Growth in the skills necessary for postsecondary and

workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improvement attainment of Student Academic Growth.

CTQS Standards Portfolio: ReflectionsFor each standard, your portfolio must include a 2-3 page reflection. This paper should speak to your understanding of the standard in general and explain why the evidence you have submitted demonstrates that you are proficient in each of the elements.

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edTPAIn 2013-2014, the UCCS College of Education will be implementing edTPA for the first time. Several states have already formally adopted or are considering edTPA for statewide use to license new teachers or approve teacher preparation programs. Colorado is one of 24 states in the Teacher Performance Assessment Consortium (TPAC). At UCCS, edTPA will be integrated with other Resident Teacher assessments such as course grades, formal observations and the CTQS Standards Portfolio. The American Association of Colleges for Teacher Education (AACTE) provides the following overview:

One of the most important challenges facing public education is to ensure that the nation’s increasingly young and inexperienced teacher workforce is prepared to meet the academic needs of all students. Teachers must be ready to teach, with the necessary skills needed to support student learning, from the first day they enter the classroom. That is why Stanford University and the American Association of Colleges for Teacher Education formed a partnership to develop and share edTPA. For the first time, edTPA will give teacher preparation programs access to a multiple-measure assessment system aligned to state and national standards – including Common Core State Standards and the Interstate Teacher Assessment and Support Consortium (InTASC) – that can guide the development of curriculum and practice around the common goal of making sure new teachers are able to teach each student effectively and improve student achievement.

Recognizing the need for a uniform and impartial process to evaluate aspiring teachers, Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA. They received substantive advice and feedback from teachers and teacher educators, and drew from experience gained over 25 years of developing performance-based assessments of teaching (including the National Board for Professional Teaching Standards, the InTASC Standards portfolio, and the Performance Assessment for California Teachers). The more than 120 design and review team members included university faculty, national subject-matter organization representatives, and K-12 teachers.

Demand for edTPA grew so rapidly that Stanford University engaged Pearson as an operational partner to help deliver it to the wide educational audience that asked for it. Involvement with edTPA is endorsed by AACTE and the Teacher Performance Assessment Consortium (TPAC), comprised of 24 states and the District of Columbia and more than 160 teacher preparation programs participating in edTPA activities.

What is edTPA?The edTPA is a student centered, subject specific, multiple-measure assessment of teaching. Copies of the handbooks for secondary English Language Arts, History, Mathematics, and Science as well as for World Languages may be found in the Resources section of TaskStream.

What does edTPA measure?The edTPA process identifies and collects subject-specific evidence of effective teaching from a learning segment of 3-5 lessons from a unit of instruction for one class of students. Teacher candidates submit authentic artifacts from a clinical field experience. Candidates also submit commentaries that provide a rationale to support their instructional practices based on the learning strengths and needs of students. Candidates’ evidence is evaluated and scored within the following five dimensions of teaching:

1. Planning Instruction and Assessment establishes the instructional and social context for student learning and includes lesson plans, instructional materials and student assignments/assessments. Candidates demonstrate how their plans align with content standards, build upon students’ prior academic learning and life experiences and how instruction is differentiated to address student needs.

2. Instructing and Engaging Students in Learning includes one or two unedited video clips of 15-20 minutes from the learning segment and a commentary analyzing how the candidate engages students in learning activities. Candidates also demonstrate subject-specific pedagogical strategies and how they elicit and monitor student responses to develop deep subject matter understandings.

3. Assessing Student Learning includes classroom based assessment (evaluation criteria), student work samples, evidence of teacher feedback, and a commentary analyzing patterns of student learning. Candidates summarize the performance of the whole class, analyze the specific strengths and needs of three focus students, and explain how their feedback guides student learning.

4. Analysis of Teaching Effectiveness is addressed in commentaries within Planning, Instruction and Assessment tasks. In planning, candidates justify their plans based on the candidate’s knowledge of diverse students’ learning strengths and needs and principles of research and theory. In Instruction, candidates explain and justify which

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aspects of the learning segment were effective, and what the candidate would change. Lastly, candidates use their analysis of assessment results to inform next steps for individuals and groups with varied learning needs.

5. Academic Language Development is evaluated based on the candidate’s ability to support students’ oral and written use of academic language to deepen subject matter understandings. Candidates explain how students demonstrate academic language using student work samples and/or video recordings of student engagement.

How is edTPA scored?The five dimensions of teaching are evaluated using 15 analytic rubrics on a five-point scale focused on student learning. (These rubrics may be found in the edTPA handbooks in TaskStream.) Qualified scorers are trained to use edTPA rubrics to evaluate candidate submissions consistently and fairly. Local, state and national scoring pools include teacher education faculty and clinical supervisors, as well as P-12 educators (e.g. National Board Certified Teachers, cooperating teachers who host teacher candidates, and school administrators). All scorers must meet rigorous qualifications including subject-matter experience, and recent experience teaching the subject and mentoring or supporting beginning teachers.

UCCS candidates will submit their edTPA materials through TaskStream. UCCS faculty provide formative feedback to candidates while they are developing edTPA materials within TaskStream. Score reports include individual candidate scores as well as a narrative profile of candidate performance. The score reports and candidate edTPAs are useful data sources for informing program and curriculum revision within participating campuses and as evidence for state and national accreditation processes.

Dimensions Artifacts Rubrics

PlanningLesson plans, instructional materials, student assignments, assessmentsPlanning commentary

Planning for Content UnderstandingsSupporting Students’ Learning NeedsPlanning Assessment to Monitor Student Learning

Instruction Unedited video clipsInstruction commentary

Demonstrating a Positive and Engaging Learning EnvironmentEngaging Students in LearningDeepening Learning During InstructionSubject-Specific Pedagogy

AssessmentSamples of student workSummary of student learningAssessment commentary

Analyzing Student LearningProviding Feedback to Guide LearningSupporting Students’ Use of Feedback

Analysis of Teaching

Planning commentaryInstruction commentaryAssessment commentary

Using Knowledge of Students to Inform PlanningAnalyzing TeachingUsing Assessment to Inform Instruction

Academic Language

Unedited video clips and/or student work samplesPlanning and assessment commentaries

Identifying and Supporting Language DemandsEvidence of Language Use to Support Content Understandings

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What does edTPA cost?edTPA costs $300/candidate for submission and scoring. In this first year of implementation, the College of Education will absorb $200/candidate, and Resident Teachers will be responsible for the other $100.

What is the timeline for edTPA?You will submit your edTPA sometime during the spring semester. A rough outline of edTPA implementation activities is as follows:

SUMMER 2013 FALL 2013 SPRING 2014College of Education Faculty:

Develop TaskStream DRF Build edTPA language into

appropriate courses

College of Education Faculty: Build edTPA language into

appropriate courses Explain edTPA at Saturday open

labs

College of Education Faculty: Conduct Saturday open labs for

Resident Teachers to develop edTPA work

Resident Teachers: Receive introduction to edTPA at

orientation Learn more about model lessons

in summer courses

Resident Teachers: Learn more about edTPA in

CURR 5018 and at Saturday open labs

Become accustomed to videotaping instruction

Resident Teachers: Develop edTPA in CURR 5020 Make reservations for edTPA Do performance assessment Submit final assessment

You will complete three “tasks” for edTPA:

1. Planning for Instruction and Assessment2. Instructing and Engaging Students in Learning3. Assessing Student Learning

Although these tasks will not technically be “due” until the spring semester, it is never too late to start planning your learning segment. Throughout the year think about which one class will be the focus for your edTPA. Gather relevant context information about those students (specific details about demographics, significant subgroups of students with similar characteristics, etc.). Collect instructional resources and materials. Look into the equipment you will need to make video recordings of your instruction. (Note: edTPA does not require any particular software, cameras, or editing equipment, and an expensive camera is not necessary.) Experiment with various recording set-ups while you are teaching so that you and your students can become accustomed to being filmed and so that the picture and sound quality of your edTPA is as good as it can be.

How does edTPA compare to the CTQS Standards Portfolio?Both edTPA and the CTQS Standards Portfolio address similar principles from different angles. One key difference is that your edTPA artifacts will all come from the same learning segment (3-5 lessons from one unit of instruction for one class of students). Your CTQS portfolio may include evidence from throughout your time in the Alternative Licensure Program.

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Coding the Colorado Academic Standards

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Blackboard and TaskStreamIn the Alternative Licensure Program at UCCS, Resident Teachers use two separate online programs: Blackboard and TaskStream. Each program serves a distinct and necessary purpose. As you progress through the ALP, these purposes will become clearer to you; in the meantime, here is a table designed to help you keep them straight.

Purpose UCCS platform for online course delivery College of Education licensure programs’ warehouse for assessment and accreditation

Availability Resident Teachers have access to courses during current term.

Resident Teachers have access to work for the length of their subscription. Program administrators have

permanent access to work.

Formal Observations

Points for each observation are recorded in the gradebook for course grades.

Resident Teachers use the Lesson Plan template to create lessons, submit them for review prior to

observations, reflect on their lessons, and submit them for evaluation after the observation.

Unit Plans Points for the unit plan are recorded in the gradebook for course grades.

Resident Teachers use the Unit Plan template for a core assignment in their content methods course.

Other Assignments

Points for all assignments are recorded in the gradebook for course grades.

Many (not necessarily all) course assignments have slots in TaskStream.

Dispositions Points for Dispositions are recorded in the gradebook for course grades.

Ratings for Dispositions are documented in TaskStream. For state and national accreditation purposes, TaskStream can connect Dispositions

ratings with other data to examine potential correlations.

edTPA Points for completing edTPA tasks are recorded in the gradebook for course grades.

edTPA tasks uploaded in TaskStream are forwarded to Pearson for scoring.

Standards Portfolio

Points for Standards Portfolio evidence and reflection papers are recorded in the gradebook for course grades.

Evidence of your proficiency in each element of the Colorado Teacher Quality Standards is stored in the

Standards Portfolio.

In the course of a program like the ALP, digital content succumbs to any number of mishaps. We have seen Resident Teachers lose work through computer crashes, misplaced flash drives, changes in Internet service or email providers, even fire and theft. As we like to say, the work you have stored in TaskStream – whether in the form of Word documents, PowerPoints, videos, MP3 files, or images – can always be retrieved.

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TaskStream GuideThe UCCS Alternative Licensure Program is routinely evaluated by the Council for Accreditation of Educator Preparation (CAEP) and the Colorado Department of Education (CDE). As part of the accreditation process, the College of Education must collect, analyze, and report data on all aspects of the program. Like hundreds of other educational institutions throughout the country, UCCS uses TaskStream for this purpose.

In addition to its institutional purpose, TaskStream is a helpful management tool for individual ALP Resident Teachers as well. It provides all ALP Resident Teachers with standard Lesson Plan and Unit Plan templates. Completing

each part of these templates should ensure that you think through essential aspects of your instruction ahead of time.

The Lesson Plan and Unit Plan templates include Comment fields. Being able to read what you have written will help your University Supervisor understand what you have in mind and record constructive feedback, both before and after you teach.

Once uploaded to the Directed Response Folio (DRF), your Lesson and Unit Plans, along with other essential documents, become a part of the evidence that you have successfully completed an accredited teacher licensure program.

TaskStream has several built-in help features, including online documentation, webcasts, and phone and email support. Navigating the entire program can be challenging at first, however, so this guide contains step-by-step instructions for the most essential processes.

Creating a New Lesson PlanThe TaskStream Lesson Builder allows you to create standards-based lesson plans using a template designed by the UCCS TELP/ALP team. This template will ensure that all the lessons you submit for formal observations are in a logical format and include all the required elements. From the Lesson Builder home page,

1. Enter a new lesson title. How you name your lessons will become important as you move deeper into the school year. You will need to be able to access lessons that you have previously taught to add reflections and move them into your electronic portfolio. The basic convention for naming lessons is as follows:

00/00/000 Observation #0 Observer and number of observationFor example:

09/28/2013 Observation #1 University Supervisor 1This format will allow you to easily find your observed lessons and keep track of how many observations you have completed. From the examples above you are able to easily ascertain that the first observation took place on September 28, 2013, that this was the first observation of the semester, that the observer was your University Supervisor, and that this was the first time your University Supervisor observed you for the semester. All of this information will become critical when you need to complete your post-observation reflection and/or move lesson plans into your electronic Standards Portfolio.

2. Select a starting template from your lesson plan from the Choose a Format pull-down list. Choose the University of Colorado Springs – Revised format.

3. (Optional) If you have created custom folders to organize your work in TaskStream, you can choose to file your new lesson in one of these folders by selecting from the Add to Folder pull-down menu.

4. Click the Create New button. You are navigated to the Build Lesson tab to enter lesson information using the template you selected.

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Make sure to select the Colorado Teacher Quality Standards marked 2013. There are other drafts of the CTQS in TaskStream from earlier years. They can’t be removed from the menu because they are tied to previous candidates’ work, but they are now outdated.

Make sure to select from the standards titled P-12 Colorado Academic Standards (2012). Other sets of “Colorado Academic Standards” do not include references to the Common Core State Standards.

Entering Information into Lesson Plan TemplateThe left panel of the Build Lesson page displays the format template. Each element of the unit is identified by a button with a descriptive name. As you add and save information for an element, the area to the right of the button is filled with a read-only version of that content. To add/edit information about a lesson element,

1. Click the element button.2. A new window displays, in which to describe that element of the lesson or activity.

The features of this window will vary based on the particular element you are describing. For example, describing Subjects may require you to select applicable checkboxes, while attaching Standards navigates you to the Standards Wizard.Some windows include multiple tabs, enabling you to provide information in several ways. For example, the Assessment description has tabs that enable you to include text, an attached TaskStream rubric, and/or a variety of uploaded files or web links that support or illustrate the method of assessment. If the element you selected includes an Attachments tab, you can upload and attach files to your lesson template.

3. After you have entered information for an element, click Save & Close Window. You are navigated back to the main Build Lesson page.

In the BASIC INFORMATION Block Teacher Candidate: Your name will automatically appear in this box. Subject: Select the subject of your lesson by clicking to place a checkmark in the appropriate box. You may

select multiple subjects or enter a new subject in the If Other, specify box. Grade Level: Select the grade level of the lesson plan by clicking to place a checkmark in the appropriate

box. You may select multiple grade levels or enter a new grade level in the If other, please specify box. Summary: Provide a brief overview of your activity. Limit this summary to 3-4 sentences. Date: Enter the date of that your lesson will be observed. Period/time: Enter the time of your scheduled observation.

In the PLANNING Block

Standards and Benchmarks: In this section you will include all the standards that you will address in this lesson. This includes both the Colorado Teacher Quality Standards (2013) and the P-12 Colorado Academic Standards (2012). When you click to open the TaskStream pop-up window you will be taken to the Standards Wizard. This wizard will allow you to easily select the standards that you will address in your lesson, and will insert these standards into your lesson plan.

Lesson Goal: What are the goal(s) of this lesson based on the P-12 Colorado Academic Standards you selected? Look at the P-12 Colorado Academic Standards that you have selected to address in this lesson. Write your lesson goal with these goals in mind. This goal should be broader than your lesson objectives and convey the “big idea” of your lesson. Example: The goal of this lesson is for students to understand how literature reflects the social and cultural values of its time.

Learning Context: How does this activity fit into the general context of what you're teaching? Describe the larger unit, and/or consider the activities that came before and the activities that come after.

Objectives: The objectives for your lesson will correlate directly to the standards you have selected to address. (We recommend that you copy Evidence Outcomes from the Colorado Academic Standards whenever possible.) Objectives must be measureable and observable via your assessment plan. They will

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reflect what the students will know and be able to do. Consider the domains of Bloom’s Taxonomy when writing your objectives and use verbs from Bloom’s Taxonomy in your wording. For example:

o Each student will be able to list five characteristics of both the Age of Reason and the Romantic period. (Knowledge)

o Each student will be able to explain five ways the Romantic Period differed from the Age of Reason. (Analysis)o In groups of 4-5, students will create a name for the contemporary period and justify their choice with at least

three examples from current events or popular culture. (Synthesis) Evaluation and Assessment Plan: How are you planning to evaluate whether or not your students have met

your objective? Describe any formative (during instruction) or summative (after instruction) assessments you will employ. Your assessments should measure your objectives directly.

Assessment/Rubrics: In this area you should describe and attach any assessments and/or rubrics that you plan to use in this lesson. You may attach rubrics that you created in the TaskStream Rubric Wizard, upload files you have scanned or created in Word, or provide links to assessments and/or rubrics on the Web.

Who are your learners? Describe your learners. Consider multiple intelligences (verbal/linguistic, visual/spatial, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, existential) and learning preferences (visual, auditory, kinesthetic, and tactile) as well as other considerations (More girls than boys? Sleepy during 1st period?) that may affect your plans.

Diagnostic Data: Describe the learning needs of your students and accommodations that you will make in the lesson to address these needs. Include information from formal and informal assessments including recent quizzes, previous tests, IEPs, 504 plans, student ability levels, early finishers, and students that are difficult to manage. For example:

o For early finishers (on the quiz), I have provided an extension option for them to classify particular contemporary public figures as Age of Reason or Romantic.

o Two students are English language learners. I have provided a word bank for them to use. Grouping: Describe the grouping strategy you will use in this lesson. Will the lesson be taught whole group

or small group? Will the students work in cooperative groups or individually? Clinical Coaching: What suggestions were made in your last observation post-conference? How will you

address those issues in this lesson? What are some areas that you would like to have address by your observer for this lesson?

Instructional Materials and Resources – List the materials required to make this lesson successful. Feedback and Comments: This field is for your University Supervisor.

In the INSTRUCTIONAL STRATEGIES Block Focus: This is the lesson “grabber.” When planning your focus, determine how you will review and activate

prior knowledge; decide what you will use as a hook, and state the goal in terms the students will understand. Tell students what they will learn, why it is important, how it relates to everyday life, and when they might apply it.

Instructional Strategies: Procedures for each activity should contain the following (recursive) elements: 1. Teacher Input (I do): Provides basic information needed for students to gain the knowledge or skill. Input

should address varied learning styles. In inquiry lessons the input would consist of clear procedural information. Teacher input may occur throughout the lesson.

2. Modeling the Behavior: Once the material has been presented, the teacher shows students examples and demonstrates process.

3. Check for Comprehension: Periodically and throughout a lesson check to make sure students are understanding.

4. Guided Practice (We do): The teacher guides students through an activity or exercise in order to give students an opportunity to demonstrate their understanding.

5. Independent Practice (You do): The lesson provides for reinforcement practice without teacher help. This practice is clearly linked to the lesson.

6. Extension: Plan activities that will reinforce and/or enrich student learning. 7. Remediation: Plan strategies for what you will do for students who do not meet the criterion presented in

your lesson objectives

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Closure and Summary: This section will include actions or statements that are designed to bring the lesson to an appropriate conclusion. There are two parts to closure: 1. Review of the day’s lesson content. 2. Transition to next lesson.

Differentiated Instruction: Explain how you will differentiate the instruction for students who may have special needs. These include special education students, English learners, students at-risk of failing, and advanced learners. How will you help these students meet or exceed the standard(s) addressed in your lesson?

Author’s Comments and Reflection: After you have completed a post-observation conference with your University Supervisor, you will enter comments and reflection in this section. In your reflection, address the following questions: 1. If I had the opportunity to teach this lesson again to the same students, what parts would I keep? Why?2. If I had the opportunity to teach this lesson again to the same students, what parts would I change? Why?3. Did the students learn what I intended? Were my instructional goals met? How can I be sure?4. As I reflect on the lesson, to what extent were the students productively engaged?5. Did I alter my goals or plans as I taught the lesson? What was the outcome?6. Other comments, observations and self-reflections7. What artifacts from this lesson or observation could be included in my Standards Portfolio as evidence

that I have met the Colorado Quality Standards for Teachers? Your observation must be entered into TaskStream no later than 48 hours after your post-conference.

Submitting Your Lesson Plan for REVIEW (Pre-Observation Conference)Your lesson plan should be submitted to your University Supervisor for review at least 24 hours prior to your scheduled observation. (Ideally, supervisors would like to see the lesson plans even earlier, so that they can provide suggestions and/or resources in time for you to use them.) Your University Supervisor may choose to enter comments on your lesson plan in TaskStream or meet with you in person to discuss your lesson prior to your observation. If your University Supervisor does choose to enter comments in TaskStream, be sure you view them before you teach the lesson.

When you have completed your lesson plan to your satisfaction, you will need to submit it for review. Click the yellow Request Feedback button on the bottom of the Lesson Builder screen.

When you click this button a pop-up screen will appear. Click to place a check mark in the box that designates your University Supervisor.

Scroll to the bottom of the screen and click the yellow Submit for Review button. Your lesson will now be visible to your University Supervisor. He or she will be able to go into the

lesson and make comments and suggestions.

Entering Your Reflection (Post-Observation Conference) Begin by entering the Lesson Builder as if you are creating a new lesson. There will be a list of lessons that you have created visible on the screen. Select the lesson that you

wish to reflect upon. Enter your reflection by selecting the “Author’s Comments and Reflections” field and typing into the

provided space.

Submitting Your Lesson Plan for EVALUATION From Home (Author tab), click on your DRF, then on the Attachments icon at the bottom of the

screen. Under Add New Attachments, click the radio button for “An artifact created in TaskStream.” Select the category (Lesson Plans) and the work. Click the Submit button at the top of the screen, then on the confirmation.

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Directed Response Folios (DRFs)As an author in this program, you will be submitting your work into a Directed Response Folio (DRF). The DRF that you will be working on is titled ALP Program Portfolio 2013-2014.

When you have accessed your DRF you should have a screen that looks like this:

Along the left side of the screen you will be able to navigate by course. Items that are marked with a green exclamation point do not require a submission from you. Your University

Supervisor will enter information for these requirements. Requirements that do not have the green exclamation point require you to enter information.

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To add content to your DRF, select the item that you would like to work on by highlighting it in the navigation window. In the picture below, the Formal Observation 1: University Supervisor item is highlighted.

A window will open with links to directions and the evaluation method for the item. Click on the Add Toolbar at the bottom of the screen. The toolbar will allow you to upload different file types

including images, text, videos, and web links. Select the appropriate tab for the type of attachment you would like to upload. If you are uploading files other

than image or video, select the Attachments tab. (A lesson plan you have previously created in TaskStream is an attachment.)

Click on Add File. Click on Save and Return. On the next screen you will have the option to Request Comments or to Submit Work. Ultimately, you must

“submit” all your work for evaluation. However, when directed by your instructor or University Supervisor, you may first Request Comments. In the case of formal observations, you will always Request Comments first. This gives your University Supervisor the opportunity to review your lesson plan prior to the observation and offer suggestions or provide additional resources. It also enables you to go back into your lesson plan afterwards and enter remarks in the Author’s Comments and Reflections field.

When requesting comments, you will be prompted to select a reviewer’s name. Please check only the appropriate instructor (for a course assignment) or University Supervisor (for an observation).

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Submitting Items for EvaluationAll the items that you add to your DRF will need to be submitted for evaluation by the UCCS ALP staff. Once you Submit Work, the item is locked and you cannot make any changes.

Make certain that you are COMPLETELY satisfied with an item before you submit it for evaluation. To submit an item for evaluation, open the DRF and select the item that you wish to submit. When the item

appears in your window click on the Submit Work button on the top right of the box.

TaskStream ResourcesTaskStream has a number of resources available for you to utilize. These resources include items that have been uploaded by the UCCS program as well as the TaskStream Message Center and several types of TaskStream Wizards. This section is designed to give you an overview of these resources.

Program Resources The program resources section includes information that has been uploaded into TaskStream by UCCS administrators. These resources include your ALP Resident Teacher Handbook, edTPA materials, copies of evaluation rubrics and spreadsheets, useful PowerPoints, and other materials. To access these resources select your DRF from the TaskStream homepage. Click on the Resources tab or on Resources under Program Links.

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TaskStream Wizards/Managers/Builders

Within TaskStream, but not specific to the UCCS ALP program, are several wizards you may find useful. These wizards, managers and builders will help you build rubrics, create entire units, and manage your standards. They can all be accessed from the Lessons, Units & Rubrics tab at the top of the Home page.

Rubric WizardThe rubric wizard will allow you to quickly create and edit rubrics, and attach these rubrics to your TaskStream lesson plans. Begin by selecting Lessons, Units & Rubrics from the navigation bar on the TaskStream homepage. Then click the

Go to the Rubric Wizard link. There are several sample rubrics available from the drop-down menu that you can select and edit to fit your needs, or

you can create a rubric from scratch.

Unit BuilderThe Unit Builder is a template for designing an entire unit of study. This wizard provides an outline much like the Lesson Builder template. Begin by selecting Lessons, Units & Rubrics from the navigation bar on the TaskStream homepage. Then click the

Go to the Unit Builder link. Input information into the Unit Builder template the same way as you would in the Lesson Builder.

Standards ManagerThe Standards Manager will become a valuable tool as you accumulate lesson plans and other evidence but wonder whether you have addressed all standards. This function will allow you to select a set of standards to apply to your lesson plans. From there you will be able to see at a glance which standards you have addressed and which standards you have yet to address. In the course of the Alternative Licensure Program, you will constantly be aligning your work to at least three sets of state and/or national standards, as follows:

CO – Colorado Teacher Quality Standards (2012) CO – Colorado P-12 Academic Standards (2012) USA – Standards from your SPA (NCTE, NCTM, NSTA, NCSS, ACTFL)

Rather than browse the many sets of state and national standards each time, it is easiest to create a Target Set of standards. Select the Standards tab from the navigation bar on the TaskStream homepage. Click on Target Sets. Click on Create New Target Set. Name your target set in the Title box. Insert a purpose for this target set if you desire. Select the standards you want to include in the target set from the drop-down menu. Click Create Target Set.

To Apply a Target Set to your lesson plans. . . Select Generate Reports from the Standards Manager page. Click on Show Standards Added to Lessons and/or Units.

There are several options for applying Target Sets to your lesson plans. Select the options you wish to apply and click Continue to Next Step Select the lessons that you wish to analyze and click Continue to Next Step.

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The most useful application of this function is the Gap and Frequency Analysis tool. This will allow you to see what standards you have addressed, and in what lessons, and what standards you have not yet addressed. To run a Gap and Frequency Analysis. . . Select the Gap and Frequency Analysis option. Click on Generate Reports.

A report will appear in your screen that will show: All the standards in your selected target set The lessons that included each standard The number of times you have addressed each standard

This information will be helpful as you plan your observations for the second semester and/or as you develop your standards portfolio.

GlossaryACADEMIC LANGUAGE Academic language represents the language of the discipline that students need to learn and use to participate and engage in meaningful ways in a content area. Teachers need to consider various language demands as they plan to support student learning of content. These language demands include discourse, language functions, syntax and vocabulary.

Discourse Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated.

Language demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.

Language functions The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions in various disciplines are outlined below.

English Language Arts

Reading/listening for main ideas and details Analyzing and interpreting characters and plots Writing narrative, informational, or poetic text Using presentation skills to present a play, a speech, or do a dramatic reading Evaluating and interpreting an author’s purpose, message, and use of language choice, setting, mood, tone,

and other literary strategies Comparing ideas within and between texts Making sense of unfamiliar vocabulary through pictures, word parts, and contextual clues

History/Social Studies

Interpreting maps, graphs, and data tables Evaluating and interpreting an author/presenter/historian’s purpose and message Examining evidence an author/presenter/historian uses to support claims Analyzing arguments in favor of a perspective

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Writing/presenting persuasive arguments Analyzing and/or describing causes of historical, economic, geographic, and political events Defending argument with evidence

Mathematics

Describing mathematical phenomena Predicting from models and data Comparing based on common attributes Summarizing mathematical information Justifying conclusions Evaluating data, models, and mathematical representations Classifying based on attributes Explaining phenomena and processes Drawing conclusions based on data Representing mathematical information

Science

Interpreting written investigative procedures, diagrams, figures, tables, graphs, and dense authoritative text Writing or presenting causal explanations Explaining models of scientific phenomena Predicting from models and data from scientific inquiries Comparing based on common attributes Summarizing scientific data from inquiries Justifying conclusions with scientific evidence Evaluating data and investigative procedures Classifying based on attributes Describing processes and procedures Drawing conclusions based on investigative results

World Language

Interpersonal language functions include greeting, expressing likes and dislikes, making requests, giving and receiving information, initiating and ending conversations, etc.Academic language functions include defining, classifying, comparing/contrasting, explaining, arguing, interpreting, and evaluating ideas.

Language supports Strategies that are used to build students’ academic language within a learning task. Strategies involve both modeling the appropriate language for the students to use in a learning task as well as opportunities for guided practice and independent practice. Strategies include think-pair-share, choral response, word walls, modeling, graphic organizers, etc.

Syntax The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

Vocabulary Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

ARTIFACTS Authentic work completed by you and your students, including lesson plans, copies of instructional and assessment materials, video clips of your teaching, and student work samples. Artifacts are submitted as part of evidence you provide in your Standards Portfolio and edTPA.

ASSESSMENT (formal and informal) Activities undertaken by teachers and by their students to provide information to be used as feedback to modify the teaching and learning activities. Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include such things as student questions and responses during instruction and teacher observations of students as they work. Formal assessments may include such things as quizzes, homework assignments, journals, and projects.

ASSETS (knowledge of students) Personal Refers to specific background information that students bring to the learning

environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so on, that a teacher can draw upon to support learning.

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Cultural Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages, world views, literature, art, and so on, that a teacher can draw upon to support learning.

Community Refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events, practices, and so on, that a teacher can draw upon to support learning.

COMMENTARIES Commentaries are your opportunity to describe your artifacts, explain the rationale behind their choice, and analyze what you have learned about your teaching practice and your students’ learning.

COMPLEX TEXT According to the Common Core State Standards, text complexity can be measured in three dimensions: (1) Qualitative dimensions which include the meaning, purpose, structure, language conventions, and knowledge demands of the text for the reader; (2) Quantitative dimensions, such as word length or frequency, sentence length, and text cohesion of the text; and (3) Reader and task dimensions, which are variable specific to the readers, such as motivation, prior knowledge and experience, and the particular purpose and tasks to be done with the texts.

ENGAGEMENT Students’ active involvement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives. Student engagement in learning contrasts with student participation in tasks that are not well designed and/or implemented and do not increase student learning.

EVALUATION CRITERIA Performance indicators or dimensions that are used to assess evidence of student learning. They indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the learner’s degree of success on an assessment. Evaluation criteria can be represented in various ways, such as a rubric, a point system for different levels of performance, or rules for awarding full versus partial credit. Evaluation criteria may examine correctness/accuracy, cognitive complexity, sophistication or elaboration of responses, or quality of explanations.

LEARNING OBJECTIVES Student learning outcomes to be achieved by the end of the lesson or learning segment.

LEARNING SEGMENT A set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end.

LEARNING TASK Includes activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal. Learning tasks may be scaffolded to connect prior knowledge to new knowledge and often include formative assessment. A sample English-Language Arts learning task for students working with poetry could be: Identify examples of figurative language (e.g., metaphors, similes, personification); generate alternate examples of figurative language in opposition to those presented in the text; small group discussions about how the meaning of the poem changes when alternate examples are inserted; individual analysis of a new poem in terms of how figurative language helps the reader interpret the poem.

PATTERNS OF LEARNING Includes both quantitative and qualitative consistencies for different groups of students and individuals across the whole class. Quantitative patterns indicate the number of similar correct responses or errors across or within student assessments. Qualitative patterns include descriptions of understandings and/or misunderstandings, partial understandings, and/or perceptions and interpretations that underlie the quantitative patterns.

PRIOR ACADEMIC LEARNING AND PREREQUISITE SKILLS Includes students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.

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VARIETY OF LEARNERS Students in your class who may require different strategies or support. These students include but are not limited to students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

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