Professional Dispositions & Education Standards

Teacher education candidates at Austin Peay State University are assessed on their knowledge, dispositions, and performance. Assessment of knowledge occurs through coursework, while performance is assessed through teaching practices in clinical placement settings. According to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, dispositions are "the habits of professional action and moral commitments that underlie the performance" of the educator.

The process to evaluate professional dispositions applies to all teacher candidates, as reflected in their performance in coursework and field experiences. APSU's goal is to mentor, coach, and grow future educators as they develop these professional dispositions.

Candidates in initial licensure programs are expected to demonstrate the following positive professional dispositions. Failure to meet the dispositions may result in dismissal from the Teacher Education Program. Dispositions are evaluated by university professors and classroom teachers and are aligned with CAEP and InTASC standards.

Professional disposition standards are recognized and assessed for teacher candidates throughout the Teacher Education Program. A candidate may be subject to expedited dismissal from the Teacher Education Program for repeated negative disposition reports or an egregious violation of dispositional standards in course or field-based placement settings.

Two rubrics guide the evaluation process:

Course-Based Dispositions — assessed by faculty, adjuncts, and academic advisors throughout coursework
Field-Based Dispositions — assessed by university supervisors and mentor teachers during field placements

The sections below describe the assessment criteria and reporting process for each.

Information on Egregious Behavior Violations that apply to ALL College of Education students can also be found below.

Course-Based Dispositions

Faculty, adjuncts, and academic advisors assess teacher candidates on all eight professional dispositions at the end of their related courses. Negative dispositions are addressed as needed throughout the course using the process described below. Repeated violations or reports of negative dispositions may constitute grounds for removal from the APSU College of Education Teacher Education Program.

Course-Based Assessment Rubric

Criterion	Target (3)	Approaching (2)	Unacceptable (1)
Relationships and Collaboration with Peers CAEP Alignment: Standard R1 – Content and Pedagogical Knowledge InTASC Alignment: Standard 10 – Leadership and Collaboration	The aspiring teacher maintains positive relationships and works well with their peers, and their contributions are productive in advancing the work.	The aspiring teacher acknowledges the need for and importance of relationships and collaboration, but does not consistently engage in productive, collaborative work with peers.	The aspiring teacher expresses reluctance or unwillingness to collaborate with peers, build relationships, or is confrontational, argumentative, or unwilling to cooperate in collaborative settings.
Attitude CAEP Alignment: Standard R1 – Content and Pedagogical Knowledge InTASC Alignment: Standard 9 – Professional Learning and Ethical Practice	The aspiring teacher demonstrates compassion, flexibility, productivity, and a growth mindset in typical and challenging situations.	The aspiring teacher demonstrates a positive, growth-focused attitude under typical circumstances, but their response to challenging situations often requires guidance to seek positive solutions.	The aspiring teacher demonstrates a negative attitude, such as gossiping, complaining excessively, or engaging in other negative discourse.
Relationships and Communication with Faculty and Staff CAEP Alignment: Standard R1 – Content and Pedagogical Knowledge InTASC Alignment: Standards 3 & 10 – Learning Environments; Leadership and Collaboration	The aspiring teacher maintains positive relationships and communicates effectively with faculty and staff, using verbal, nonverbal, and written communication.	The aspiring teacher generally maintains positive relationships with faculty and staff, with few lapses, and acknowledges the importance of effective communication, but sometimes lacks the verbal, nonverbal, or written communication techniques that foster positive interactions.	The aspiring teacher acts toward faculty and staff in ways that are disrespectful or inappropriate, or lacks the verbal, nonverbal, and written communication techniques needed to foster positive interactions.
Attendance CAEP Alignment: Standard R3 – Candidate Recruitment, Progression, and Support InTASC Alignment: Standard 9 – Professional Learning and Ethical Practice	The aspiring teacher observes the university and College of Education policies regarding attendance and punctuality.	The aspiring teacher acknowledges that the university and the College of Education have policies regarding attendance and punctuality but has some issues complying with them.	The aspiring teacher’s absences and/or late arrivals violate university and College of Education policies regarding attendance and punctuality.
Legal and Ethical Conduct CAEP Alignment: Standard R1 – Content and Pedagogical Knowledge InTASC Alignment: Standard 9 – Professional Learning and Ethical Practice	The aspiring teacher follows the university and College of Education policies related to legal and ethical standards of behavior and upholds the Code of Ethics for Educators, including appropriate use of AI.	The aspiring teacher acknowledges that the university and College of Education have policies related to legal and ethical standards of behavior but needs guidance in understanding the Code of Ethics for Educators and appropriate AI usage.	The aspiring teacher does not adhere to university and College of Education policies or deliberately fails to uphold the Code of Ethics for Educators.
Inclusivity CAEP Alignment: Standard R1 – Content and Pedagogical Knowledge InTASC Alignment: Standard 2 – Learning Differences	The aspiring teacher values the varied and multi-faceted perspectives that shape their learning community and actively seeks to learn from individuals from all backgrounds, abilities, and ideologies.	The aspiring teacher listens and responds appropriately to others’ opinions and seeks guidance on how to exhibit respect for those of different backgrounds, abilities, and ideologies.	The aspiring teacher does not listen or respond appropriately to others’ opinions and/or demonstrates a lack of respect for or insensitivity to those of different backgrounds, abilities, and ideologies.
Time Management CAEP Alignment: Standard R3 – Candidate Recruitment, Progression, and Support InTASC Alignment: Standard 7 – Planning for Instruction	The aspiring teacher demonstrates effective time management through careful planning, organization, and timely completion of coursework.	The aspiring teacher demonstrates progress toward developing a reliable system for planning and organization but sometimes waits until the last minute to complete coursework.	The aspiring teacher demonstrates no evidence of a reliable system for planning and organization.
Commitment to Continuous Improvement CAEP Alignment: Standard R5 – Quality Assurance System and Continuous Improvement InTASC Alignment: Standard 10 – Leadership and Collaboration	The aspiring teacher demonstrates their commitment to continuous improvement through intentional use of feedback and regular reflection.	The aspiring teacher demonstrates a developing commitment to continuous improvement as an educator but sometimes struggles using feedback and reflection to improve.	The aspiring teacher demonstrates little or no evidence of commitment to continuous improvement.

Adapted from the Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA), Spring 2017, developed by Dr. Mary Ariail and Dr. Sallie Averitt Miller.

Course-Based Dispositions Process

First week of course term:
- Instructors discuss professional disposition expectations and define egregious violations. Instructors post these expectations in the D2L syllabus.
Throughout the course term (on-going):
- Any negative dispositions identified during the course term are reported using the following process.
- First occurrence:
  - The instructor addresses the negative disposition with the candidate and files a report in Govs Signal COE Alert.
- Second occurrence:
  - The instructor addresses the negative disposition with the candidate and files a report in Govs Signal COE Alert.
  - The Associate Dean (or designee) meets with the candidate to discuss concerns and complete a Course of Action. Then makes a report in AP Navigate.
  - The instructor(s) receive feedback on the outcomes.
- Third occurrence:
  - The instructor addresses the negative disposition with the candidate and files a report in Govs Signal COE Alert.
  - The Director of Teacher Education will:
    - meet with the candidate to discuss concerns,
    - confer with the Associate Dean and Department Chair,
    - complete a Course of Action OR call a special committee to determine if the candidate will be dismissed. The special committee will include the Director of Teacher Education, the Associate Dean of Recruitment and Partnerships, and the Department Chair.
    - The Director makes a report in AP Navigate.
    - The instructor(s) will receive feedback on the outcomes.
  - If dismissed from the Teacher Education Program, the candidate may appeal the dismissal to the Dean of the College of Education within five business days.
    - The Dean will review the case, and the candidate will be informed of the decisions made—including being reinstated, suspended, or dismissed.
    - The instructor(s) will be notified of the outcomes.
Last week of course term:
- Instructors assess candidate professional dispositions using the rubric in SLL.
- Mentor teachers assess candidate professional dispositions using the rubric for field experiences in SLL, if applicable.
- Instructors provide disposition feedback to candidates as appropriate.

COE Quality Assurance

To ensure all disposition assessments are completed, the College of Education follows this timeline in the term following the assessment period:

Two Weeks (14th day of the next course term):
- The SLL Administrator verifies that all disposition assessments have been completed by instructors from the previous term.
- Relevant instructors and Chair(s) are notified of any missing dispositions. Instructors will have one week to complete them.
Three Weeks (21st day of the next course term):
- The SLL Coordinator generates a report of missing dispositions from SLL and notifies the Chair(s) and Dean.
One Month (30th day of the next course term):
- The Dean meets with relevant instructors about missing dispositions.
- Chairs note missing dispositions in annual faculty evaluations.

Field-Based Dispositions

Teacher candidates, faculty, university mentors, and clinical mentor teachers receive the Common Standards and Rubric for the Assessment of Candidate Dispositions | Field Observation from the Office of Teacher Education and Partnerships (OTEP). University Supervisors and Mentor Teachers assess teacher candidates on all professional dispositions during the field placement as a continuous improvement process. Ongoing feedback should occur with appropriate coaching and mentoring.

Specific concerns that are repeated or egregious should be reported to the OTEP office. Candidates will be made aware that reports of negative dispositions or egregious violations may constitute grounds for removal from the APSU College of Education Teacher Education Program.

Mentor Teachers will have this rubric provided through the APSU OTEP Licensure Office and will use Watermark to score students at the end of the term. Any significant or repetitive dispositional concern should be reported within 24 hours to the Director of OTEP (Amy Barrett).

Field-Based Assessment Rubric

Criterion	Target (3)	Approaching (2)	Unacceptable (1)
Collaboration CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standard 10 – Leadership and Collaboration	The aspiring teacher works well with others, and their contributions are productive in advancing the work.	The aspiring teacher acknowledges the need for and importance of collaboration but does not consistently engage in productive, collaborative work.	The aspiring teacher expresses reluctance or unwillingness to collaborate with others, or is confrontational, argumentative, or unwilling to cooperate in collaborative settings.
Attitude CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standard 9 – Professional Learning and Ethical Practice	The aspiring teacher demonstrates compassion, flexibility, productivity, and a growth mindset in typical and challenging situations.	The aspiring teacher demonstrates a positive, growth-focused attitude under typical circumstances, but their responses to challenging situations often require guidance to seek positive solutions.	The aspiring teacher demonstrates a negative attitude, such as gossiping, complaining excessively, or engaging in other negative discourse.
Relationships and Communication with School and University Personnel CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standards 3 & 10 – Learning Environments; Leadership and Collaboration	The aspiring teacher maintains positive relationships and communicates effectively using verbal, nonverbal, and written communication with school and university personnel.	The aspiring teacher generally maintains positive relationships with school and university personnel, with few lapses, and acknowledges the importance of effective communication but sometimes lacks the verbal, nonverbal, or written communication techniques that foster positive interactions.	The aspiring teacher acts toward school and university personnel in ways that are disrespectful or inappropriate, or lacks the verbal, nonverbal, and written communication techniques needed to foster positive interactions.
Attendance CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standard 9 – Professional Learning and Ethical Practice	The aspiring teacher observes university, school, and district policies regarding attendance and punctuality.	The aspiring teacher acknowledges that the university, district, and school have policies regarding attendance and punctuality but has some issues complying with them.	The aspiring teacher’s absences and/or late arrivals violate university, school, and district policies regarding attendance and punctuality.
Relationships and Communication with Students CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standards 3 & 10 – Learning Environments; Leadership and Collaboration	The aspiring teacher maintains positive relationships, interacts appropriately, and communicates effectively with students through verbal, nonverbal, and written communication.	The aspiring teacher interacts appropriately and positively with students but sometimes lacks the communication techniques that foster positive interactions.	The aspiring teacher interacts inappropriately or negatively with students or lacks the communication techniques needed to foster positive interactions.
Physical Appearance CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standard 9 – Professional Learning and Ethical Practice	The aspiring teacher adheres to university, school, and district dress code policies.	The aspiring teacher occasionally fails to adhere to the dress code policies of the university, school, and district.	The aspiring teacher violates university, school, and district dress code policies.
Inclusive Learning Environment CAEP Alignment: Standard R2 – Clinical Partnerships and Practice> InTASC Alignment: Standards 2 & 3 – Learning Differences; Learning Environments	The aspiring teacher values the varied and multi-faceted perspectives that shape their learning community, actively seeks to learn from individuals from all backgrounds, abilities, and ideologies, and demonstrates a commitment to creating a safe and encouraging learning environment.	The aspiring teacher listens and responds appropriately to others’ opinions and seeks guidance on how to exhibit respect for those of different backgrounds, abilities, and ideologies, and demonstrates progress toward creating a safe and encouraging learning environment.	The aspiring teacher does not listen or respond appropriately to others’ opinions, demonstrates a lack of respect for or insensitivity to those of different backgrounds, abilities, or ideologies, or does not demonstrate a willingness to create a safe and encouraging learning environment.
Time Management CAEP Alignment: Standard R2 – Clinical Partnerships and Practice InTASC Alignment: Standard 7 – Planning for Instruction	The aspiring teacher demonstrates effective use of time management through careful planning, preparation, and organization.	The aspiring teacher demonstrates progress toward developing a reliable system for planning and organization but sometimes waits until the last minute to prepare.	The aspiring teacher demonstrates no evidence of a reliable system for planning and organization.
Commitment to Student Learning CAEP Alignment: Standard R4 – Program Impact InTASC Alignment: Standards 1, 2 & 7 – Learner Development; Learning Differences; Planning for Instruction	The aspiring teacher demonstrates a clear commitment to student learning by using assessment data of students’ strengths and areas of growth to plan lesson activities.	The aspiring teacher demonstrates commitment to student learning by identifying students’ strengths or needs based on assessment data but sometimes struggles to use this information when planning lesson activities.	The aspiring teacher demonstrates little or no evidence of commitment to student learning.

Adapted from the Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA), Spring 2017, developed by Dr. Mary Ariail and Dr. Sallie Averitt Miller.

Field-Based Dispositions Process

The field-based process applies when a negative disposition is repeated. Concerns are filed as a General Conduct Report to the OTEP Office.

First offense:
- The University Supervisor, Instructor, or Mentor Teacher will meet with the teacher candidate to discuss the concern being reported and will call or email the Director of Licensure (Amy Barrett).
- They will be sent a Course of Action form.
- The Director makes a report in AP Navigate and keeps records.
Second offense:
- The University Supervisor, Instructor, or Mentor Teacher will meet with the teacher candidate to discuss the concern being reported and will call or email the Director of Licensure (Amy Barrett).
- They will be sent a Course of Action form.
- The Associate Dean will be notified and will meet with the candidate to discuss concerns and determine next steps. The Associate Dean makes a report in AP Navigate and keeps records.
Third offense:
- The University Supervisor, Instructor, or Mentor Teacher will meet with the teacher candidate to discuss the concern being reported and will call or email the Director of Licensure (Amy Barrett).
- They will be sent a Course of Action form.
- The Associate Dean will be notified.
- The Director of Teacher Education will:
  - meet with the candidate to discuss concerns,
  - confer with the Associate Dean to determine the outcome, OR call a special committee to determine if the candidate will be dismissed. The special committee will include the Director of Teacher Education, the Associate Dean, and the Department Chair.
  - The Director makes a report in AP Navigate and keeps records.
- If dismissed from the Teacher Education Program, the candidate may appeal the dismissal to the Dean of the College of Education within five business days.
  - The Dean will review the case, and the candidate will be reinstated or dismissed.

Egregious Violations

Egregious behavior may result in immediate removal from a field or clinical placement, referral to university officials, suspension or dismissal from the educator preparation program, and notification of appropriate licensing or legal authorities. Any response will follow university policy and provide the student with applicable notice and due-process protections.

What is Egregious Behavior?

In the Teaching and Learning Department and Teacher Licensure placements, egregious behavior includes conduct that seriously violates professional, ethical, academic, legal, or safety expectations. Such behavior may place students or others at risk, compromise the integrity of the educator preparation program, or demonstrate that a candidate may be unfit for the responsibilities of the teaching profession. See TN Code of Ethics (TCA §49-5-1001 to §49-5-1004).

Examples of Egregious Behavior

The following are examples of egregious behavior — this list is not exhaustive:

Engaging in conduct that threatens the physical or emotional safety of students, colleagues, faculty, or school personnel
Abusing, intimidating, harassing, bullying, discriminating against, or retaliating against another person
Engaging in inappropriate relationships or violating professional boundaries with P–12 students
Committing academic dishonesty, including serious or repeated plagiarism, falsification of records, or misrepresentation of clinical experiences
Falsifying attendance, observation hours, evaluation documents, licensure information, or other university or school records
Violating student confidentiality or improperly sharing protected information, images, recordings, or records
Reporting to a university class, field experience, or clinical placement while impaired by alcohol, illegal drugs, or improperly used medication
Possessing weapons, illegal substances, or other prohibited items in a university or school setting
Engaging in criminal conduct or conduct that may prevent the candidate from obtaining or maintaining teacher licensure
Abandoning assigned students or professional responsibilities in a manner that creates a safety or supervision concern
Refusing to follow lawful directives, established safety procedures, school policies, or university requirements when the refusal places others or the program at risk
Using social media, electronic communication, or technology in a threatening, discriminatory, sexually inappropriate, or professionally harmful manner
Demonstrating a serious or repeated pattern of dishonesty, aggression, gross insubordination, or unethical conduct
Retaliating against an individual who reports a concern or participates in a university review process

Reporting Process

Any egregious conduct may be reported by an APSU employee or partner in candidate placement (such as a Mentor Teacher, partnering district employee, etc.).

The report or conduct violations should be made immediately as described below:

Candidates in courses: Report to Govs Signal COE Alert and the Chair of Teaching and Learning immediately.
Candidates in field-based placements: Report to Govs Signal COE Alert and the Director of OTEP (Amy Barrett) immediately.

The person receiving the egregious report will contact you to complete the appropriate form.

The Director of Teacher Education or Department Chair calls a special committee—including the Director of Teacher Education, the Associate Dean, and the Department Chair—to review the case for potential suspension or dismissal from the Teacher Education Program.
The student will be suspended during the investigation pending the committee's decision.
The candidate will be given due process and informed of the committee's decision.
The Director makes a report in AP Navigate and keeps the associated records.
If dismissed from the Teacher Education Program, the candidate may appeal the dismissal to the Dean of the College of Education within five business days.
The Dean will review, and the candidate will be reinstated or dismissed.

INTASC Standards for Initial Licensure

Standard 1: Learner Development

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

Performances

The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
The teacher creates developmentally appropriate instruction that takes into account individual learners' strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

Essential Knowledge

The teacher understands how learning occurs — how learners construct knowledge, acquire skills, and develop disciplined thinking processes — and knows how to use instructional strategies that promote student learning.
The teacher understands that each learner's cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners' strengths and needs.
The teacher identifies readiness for learning and understands how development in any one area may affect performance in others.
The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.

Critical Dispositions

The teacher respects learners' differing strengths and needs and is committed to using this information to further each learner's development.
The teacher is committed to using learners' strengths as a basis for growth, and their misconceptions as opportunities for learning.
The teacher takes responsibility for promoting learners' growth and development.
The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner's development.

Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Performances

The teacher designs, adapts, and delivers instruction to address each student's diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
The teacher designs instruction to build on learners' prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
The teacher brings multiple perspectives to the discussion of content, including attention to learners' personal, family, and community experiences and cultural norms.
The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

Essential Knowledge

The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner's strengths to promote growth.
The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners' experiences and diversity to build effective learning environments.

Critical Dispositions

The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
The teacher makes learners feel valued and helps them learn to value each other.
The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.

Standard 3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Performances

The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.
The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners' attention.
The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

Essential Knowledge

The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.
The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures.
The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.
The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.

Critical Dispositions

The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.
The teacher values the role of learners in promoting each other's learning and recognizes the importance of peer relationships in establishing a climate of learning.
The teacher is committed to supporting learners as they participate in decision-making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.
The teacher seeks to foster respectful communication among all members of the learning community.
The teacher is a thoughtful and responsive listener and observer.

Standard 4: Content Knowledge

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

Performances

The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner's achievement of content standards.
The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.
The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.
The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
The teacher creates opportunities for students to learn, practice, and master academic language in their content.
The teacher accesses school and/or district-based resources to evaluate the learner's content knowledge in their primary language.

Essential Knowledge

The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.
The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
The teacher knows how to integrate culturally relevant content to build on learners' background knowledge.
The teacher has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.

Critical Dispositions

The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
The teacher appreciates multiple perspectives within the discipline and facilitates learners' critical analysis of these perspectives.
The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.
The teacher is committed to work toward each learner's mastery of disciplinary content and skills.

Standard 5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Performances

The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
The teacher engages learners in applying content knowledge to real-world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
The teacher facilitates learners' use of current tools and resources to maximize content learning in varied contexts.
The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem-solving in local and global contexts.
The teacher develops learners' communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
The teacher facilitates learners' ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.
The teacher develops and implements supports for learner literacy development across content areas.

Essential Knowledge

The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.
The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.
The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.
The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
The teacher understands critical thinking processes and knows how to help learners develop high-level questioning skills to promote their independent learning.
The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning.
The teacher understands creative thinking processes and how to engage learners in producing original work.
The teacher knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.

Critical Dispositions

The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
The teacher values knowledge outside his/her own content area and how such knowledge enhances student learning.
The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

Standard 6: Assessment

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

Performances

The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
The teacher works independently and collaboratively to examine test and other performance data to understand each learner's progress and to guide planning.
The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
The teacher effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and to develop differentiated learning experiences.
The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.

Essential Knowledge

The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.
The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
The teacher knows when and how to evaluate and report learner progress against standards.
The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.

Critical Dispositions

The teacher is committed to engaging learners actively in assessment processes and to developing each learner's capacity to review and communicate about their own progress and learning.
The teacher takes responsibility for aligning instruction and assessment with learning goals.
The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.
The teacher is committed to using multiple types of assessment processes to support, verify, and document learning.
The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.

Standard 7: Planning for Instruction

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

Performances

The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
The teacher plans how to achieve each student's learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student's learning needs and enhance learning.

Essential Knowledge

The teacher understands content and content standards and how these are organized in the curriculum.
The teacher understands how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge.
The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.
The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.
The teacher knows when and how to adjust plans based on assessment information and learner responses.
The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).

Critical Dispositions

The teacher respects learners' diverse strengths and needs and is committed to using this information to plan effective instruction.
The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.
The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

Standard 8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Performances

The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.
The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.
The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
The teacher uses a variety of instructional strategies to support and expand learners' communication through speaking, listening, reading, writing, and other modes.
The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

Essential Knowledge

The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-framing and problem-solving, invention, memorization, and recall) and how these processes can be stimulated.
The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.
The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.
The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.
The teacher knows how to use a wide variety of resources, including human and technological, to engage students in learning.
The teacher understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.

Critical Dispositions

The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.
The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.
The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning.
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.

Standard 9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Performances

The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

Essential Knowledge

The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly.
The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
The teacher understands laws related to learners' rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.

Critical Dispositions

The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

Standard 10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Performances

The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision-making and accountability for each student's learning.
The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well-being.
The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.
The teacher uses and generates meaningful research on education issues and policies.
The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.
The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

Essential Knowledge

The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
The teacher knows how to contribute to a common culture that supports high expectations for student learning.

Critical Dispositions

The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
The teacher respects families' beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
The teacher takes responsibility for contributing to and advancing the profession.
The teacher embraces the challenge of continuous improvement and change.