LEVEL 4

LEVEL 3

LEVEL 2

LEVEL 1

Personal, professional, school, and district mission statements are attractively displayed

Professional and school mission statements are attractively displayed

Professional and school mission statements are included

Some attempt is made at including a professional mission statement

Clear, concise, reasonable, and attractively displayed

Goals are clear, reasonable, and attractively displayed

Goals are included

Some attempt is made at including life balance goals

Well articulated and shows an extraordinarily deep insight of philosophical issues in education from multiple perspectives

Philosophy is well-articulated and well-rounded in its treatment of philosophical issues in education

Philosophy developed from EDU 551 is included

Some attempt is made at including a personal philosophy of learning

PTGP contains all required elements and is written using outstanding, graduate-level grammar and syntax

PTGP contains all required elements and is written using acceptable,  graduate-level grammar and syntax

PTGP contains all required elements with few errors in grammar and syntax

Some attempt is made at including the PTGP developed in EDU 558

Contains references to multiple assessment tools; shows depth of insight, well-organized, and well-reasoned summative reflections

Contains references to multiple assessment tools; well-organized and well-reasoned reflection written using acceptable, graduate level writing skills

Contains references to multiple assessment tools; written reflection is adequate in explaining the overall summation of professional dispositions

Some attempt is made to write a self-reflective analysis of professional dispositions as measured during the M.Ed. program

Professional resume is current, expansive, well-organized and attractively displayed

Professional resume is current, well-organized, and attractively displayed

Current resume is included

Some attempt is made at including a professional resume

Credentials highlight significant achievements and are well-organized

Credentials highlight achievements that are easily readable

Some attempt is made at including professional credentials

No attempt is made at including professional credentials

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.1:   The candidate demonstrates expertise in current subject

                                             knowledge and processes.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate uses current curricular knowledge and processes, leading to validated, improved P-12 student learning.

The candidate uses current curricular knowledge and processes, as observed and/or verified, to create and implement effective instruction for P-12 students.

The candidate shows advanced knowledge of current curricular knowledge and processes.

The candidate identifies areas needed for professional improvement in current curricular knowledge and processes.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.2:   The candidate identifies barriers, then makes appropriate curricular changes after analyzing and evaluating P-12 student development and learning data, using the latest available technology.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate identifies barriers to student learning, then uses student learning data to make appropriate curricular changes that lead to validated, improved P-12 student learning.

The candidate identifies barriers to student learning, then uses student learning data, as observed and/or verified, to create and implement effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to evaluate student learning data as a vehicle for making curricular changes, in response to a perceived need.

The candidate identifies areas needed for professional improvement in ways to use student learning data as a vehicle for making curricular changes.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.3:   The candidate aligns curricula with state and district standards when planning effective instruction that includes literacy and critical thinking skills.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate aligns curricula with state and district standards, including literacy and critical thinking skills, which result in validated, improved P-12 student learning.

The candidate aligns curricula with state and district standards, including literacy and critical thinking skills, as observed and/or verified, to create and implement effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to use curriculum alignment as a vehicle for making curricular changes, especially in the areas of literacy and critical thinking skills.

The candidate identifies areas needed for professional improvement in ways to use curriculum alignment as a vehicle for making curricular changes.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.4:   The candidate creates interdisciplinary learning activities that

                                             enable students to integrate knowledge and methods of

                                             inquiry from different subject areas.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate creates interdisciplinary learning activities that result in validated, improved P-12 student learning.

The candidate creates interdisciplinary learning activities, as observed and/or verified, to use in effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to use interdisciplinary learning activities in the classroom.

The candidate identifies areas needed for professional improvement in ways to use interdisciplinary learning activities in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.5:   The candidate shows appreciation for and implements a well-rounded education based on high but realistic expectations that demonstrate respect for cultural values and democratic principles.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate implements well-rounded curricula that demonstrate respect for cultural values and democratic principles; these learning activities then result in validated, improved P-12 student learning.

The candidate implements well-rounded curricula that demonstrate respect for cultural values and democratic principles; these learning activities as observed and/or verified, are used in effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to implement learning activities that demonstrate respect for cultural values and democratic principles.

The candidate identifies areas needed for professional improvement in ways to implement learning activities that demonstrate respect for cultural values and democratic principles.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.6:   The candidate establishes curricular learning goals which motivate students to achieve academic success and prepare them to become lifelong learners.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate establishes goals that motivate students to become successful lifelong learners; learning goals result in validated, improved P-12 student learning.

The candidate establishes goals that motivate students to become successful lifelong learners, as observed and/or verified, to use in effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to establish motivating goals for students in the classroom.

The candidate identifies areas needed for professional improvement in ways to establish motivating goals for students in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.7:   The candidate demonstrates a continually developing, strong knowledge base of developmentally appropriate content standards.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate demonstrates a continually developing, strong knowledge base of developmentally appropriate content standards that result in validated, improved P-12 student learning.

The candidate demonstrates a continually developing, strong knowledge base of developmentally appropriate content standards, as observed and/or verified, to use in effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to use developmentally appropriate content standards in the classroom.

The candidate identifies areas needed for professional improvement in ways to use developmentally appropriate content standards in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.d:   The candidate adapts and implements curricula that meet the

                                             multiple learning styles and needs of diverse P-12 students.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate adapts and implements curricula that meet multiple learning styles and result in validated, improved learning for diverse P-12 students.

The candidate adapts and implements curricula that meet multiple learning styles, as observed and/or verified, in order to implement effective instruction for diverse P-12 students.

The candidate shows advanced knowledge of ways to adapt curricula in order to meet the needs of diverse P-12 students.

The candidate identifies areas needed for professional improvement in ways to adapt curricula in order to meet the needs of diverse P-12 students.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 1.0:   Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

Domain Expectation 1.t:   The candidate designs curricula that require students to

                                             integrate subject-related technology.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate designs curricula that integrate subject-related technology (hardware/software) in such a way that it results in validated, improved P-12 student learning.

The candidate requires the integration of subject-related technology (hardware/software), as observed and/or verified, to create and implement effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to integrate subject-related technology (hardware/software) into curricular topics.

The candidate identifies areas needed for professional improvement in ways to integrate subject-related technology (hardware/software) into curricular topics.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 2.0:   Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

Domain Expectation 2.1:   The candidate demonstrates instructional leadership through mastery of a variety of resources, strategies, and teaching methods that are used effectively in P-12 classrooms.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate demonstrates instructional leadership through mastery of a variety of teaching methods in the classroom which results in a validated improvement of P-12 student learning.

The candidate demonstrates  instructional leadership through mastery of a variety of teaching methods in the classroom, as observed and/or verified, to create and implement effective instruction for P-12 students.

The candidate shows advanced knowledge of a variety of teaching methods for use in the classroom.

The candidate identifies areas needed for professional improvement in ways to use a variety of teaching methods in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 2.0:   Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

Domain Expectation 2.2:   The candidate cultivates an inviting, positive learning climate where P-12 students are actively engaged and demonstrate responsibility for self-directed learning.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate cultivates a positive learning climate where students are consistently engaged in productive, meaningful activities, often self-directed, that result in a validated improvement of P-12 student learning.

The candidate cultivates a positive learning climate, as observed and/or verified, to encourage active engagement and responsibility while implementing effective instruction for P-12 students.

The candidate shows advanced knowledge ways to cultivate a positive learning climate where students are actively engaged and demonstrate responsibility for self-directed learning.

The candidate identifies areas needed for professional improvement in ways to cultivate a  positive learning climate where students are actively engaged and demonstrate responsibility for self-directed learning.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 2.0:   Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

Domain Expectation 2.3:   The candidate recognizes cultural differences when effectively communicating through verbal, nonverbal, and media techniques with students, families, other educators, and the community.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate recognizes cultural differences when communicating with various stakeholder groups through multiple techniques; these communications result in a validated improvement of P-12 student learning.

The candidate uses multiple techniques that recognize cultural differences when communicating with various stakeholder groups, as observed and/or verified, when implementing effective instruction for P-12 students.

The candidate shows advanced knowledge of ways to recognize cultural differences when communicating with various stakeholder groups.

The candidate identifies areas needed for professional improvement in ways to recognize cultural differences when communicating with various stakeholder groups.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 2.0:   Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

Domain Expectation 2.4:   The candidate promotes self-directed decision-making and problem-solving processes as being critical life skills in the workplace, the home, and the community.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate promotes self-directed decision-making and problem-solving processes as being critical life skills in all settings; these efforts result in a validated improvement of P-12 student learning.

The candidate implements effective instruction for P-12 that promotes self-directed decision-making and problem-solving processes as being critical life skills in all settings, as observed and/or verified, in the classroom.

The candidate shows advanced knowledge of ways to promote self-directed decision-making and problem-solving processes as being critical life skills in the classroom.

The candidate identifies areas needed for professional improvement in ways to promote self-directed decision-making and problem-solving processes as being critical life skills in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 2.0:   Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

Domain Expectation 2.d:   The candidate creates and modifies learning opportunities, both affective and cognitive, by implementing instruction that demonstrates developmentally appropriate practices.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate creates and modifies learning opportunities by implementing developmentally appropriate instruction; these learning activities result in validated, improved learning for P-12 students.

The candidate creates and modifies learning opportunities by implementing developmentally appropriate instruction, as observed and/or verified, that is effective for P-12 students.

The candidate shows advanced knowledge of how to create developmentally appropriate instruction for P-12 students.

The candidate identifies areas needed for professional improvement in ways to create developmentally appropriate instruction for P-12 students.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 2.0:   Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

Domain Expectation 2.t:   The candidate makes effective use of technology in classroom

                                             instruction.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate effectively uses technology by naturally integrating it into the teaching process to meet instructional objectives, thereby  resulting in a validated improvement of P-12 student learning.

The candidate effectively uses   technology, as observed and/or verified, during classroom instruction for P-12 students.

The candidate shows advanced knowledge of ways to use technology during instruction for P-12 students.

The candidate identifies areas needed for professional improvement in ways to use technology during classroom instruction.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.1:   The candidate uses developmentally appropriate assessment tools and strategies, both traditional and nontraditional, to monitor individual and group progress and to guide curricular and instructional decisions.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate effectively uses developmentally appropriate assessment tools and strategies, both traditional and nontraditional, to monitor and guide learning activities which result in a validated improvement of P-12 student learning.

The candidate uses developmentally appropriate assessment tools and strategies, both traditional and nontraditional, as observed and/or  verified, and adjusts classroom activities so as to monitor student progress in achieving learning goals.

The candidate shows advanced knowledge of assessment tools and strategies for use in monitoring student progress in the classroom.

The candidate identifies areas needed for professional improvement in ways to use assessment tools for monitoring student progress in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.2:   The candidate maintains, interprets, and communicates

records of student progress knowledgeably and responsibly, using the latest available technology.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate effectively maintains, interprets, and communicates records of student progress in such a way as to manage the learning environment and to validate improved P-12 student learning.

The candidate adequately maintains, interprets, and communicates records of student progress knowledgeably and responsibly, as observed and/or  verified.

The candidate shows advanced knowledge of student record-keeping techniques and reporting procedures.

The candidate identifies areas needed for professional improvement in student record-keeping techniques and reporting procedures.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.3:   The candidate promotes positive social interactions, peer relationships, and personal self-control in all aspects of the P-12 learning environment.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate promotes positive social interactions, peer relationships, and personal self-control in all aspects of the P-12 learning environment; these actions are then validated to show improved student learning.

The candidate promotes positive social interactions, peer relationships, and personal self-control in all aspects of the P-12 learning environment, all of which are observed and/or verified.

The candidate shows advanced knowledge of ways to promote positive peer relationships and personal self-control in the classroom.

The candidate identifies areas needed for professional improvement in ways to promote positive peer relationships and personal self-control in the classroom.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.4:   The candidate manages the construction of meaning and the application of knowledge as key elements in P-12 student learning environments.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate effectively manages the construction of meaning and the application of knowledge so as to validate improved P-12 student learning.

The candidate effectively manages the construction of meaning and the application of knowledge in P-12 classrooms, as observed and/or  verified.

The candidate shows advanced knowledge of how to manage the construction of meaning and the application of knowledge in P-12 classrooms.

The candidate identifies areas needed for professional improvement in how to manage the construction of meaning and the application of knowledge in P-12 classrooms.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.5:   The candidate aligns curricular and instructional decisions based on P-12 student assessment data that are founded on the principles and research that underlie developmentally appropriate practices, using the latest available technology.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate aligns developmentally appropriate curricular and instructional decisions based on P-12 student assessment data through the use of technology so as to manage the learning environment and validate improved student learning.

The candidate aligns developmentally appropriate curricular and instructional decisions based on P-12 student assessment data through the use of technology so as to manage the learning environment, as observed and/or  verified.

The candidate shows advanced knowledge of how to use technology to align developmentally appropriate curricular and instructional decisions based on P-12 student assessment data.

The candidate identifies areas needed for professional improvement in how to use technology to align developmentally appropriate curricular and instructional decisions based on P-12 student assessment data.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.d:   The candidate manages the P-12 learning environment with acceptance and respect for diverse student needs, including a sensitivity to issues and differences that are found within the larger community.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate manages the P-12 learning environment with acceptance and respect for diverse student needs, including a sensitivity to issues and differences within the larger community; these actions then result in validated, improved student learning.

The candidate manages the P-12  learning environment, as observed and/or verified, in ways that respect and accept diverse student needs and different cultures.

The candidate shows advanced knowledge of ways to manage learning environments so that diverse student needs and different cultures are respected and accepted.

The candidate identifies areas needed for  professional improvement in ways to manage learning environments so that diverse students needs and different cultures are respected and accepted.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 3.0:   Candidates manage the classroom learning environment to create success for all students.

Domain Expectation 3.t:   The candidate makes appropriate use of educational

technology to evaluate student learning and make curricular and instructional decisions in order to create a successful learning environment.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate effectively uses appropriate educational technology that is aligned with curricular and instructional goals to evaluate student learning, which leads to validated improvement of P-12 student learning.

The candidate uses  educational technology, as observed and/or verified, to evaluate student learning and make curricular and instructional decisions in order to create a successful learning environment.

The candidate shows advanced knowledge of ways to use educational technology for evaluating student learning in order to create a successful learning environment.

The candidate identifies areas needed for professional improvement in ways to use educational technology for evaluating student learning in order to create a successful learning environment.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.1:   The candidate demonstrates effective problem solving skills

utilizing current research, best practice, and performance-assessment data, using the latest available technology.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently uses current research, best practice, and various types of assessment data to solve problems, facilitate and improve P-12 student learning (which has been validated), and identify strengths and weaknesses within the curriculum.

The candidate uses current research, best practice, norm/criterion-referenced data and performance-assessment data, as observed and/or verified, when seeking solutions to problems related to student learning.

The candidate shows advanced knowledge of assessment methods, current research and best practice data related to student learning.

The candidate identifies areas needed for  professional improvement in understanding assessment methods,  current research and best practice.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.2:   The candidate is committed to reflection and self-analysis

resulting in continuous professional development.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently uses reflection and self-analysis to refine professional development progress, resulting in validated, improved P-12 student learning.

The candidate uses reflection and self-analysis when applying new knowledge to classroom situations, as observed and/or verified, to improve their teaching knowledge, dispositions, skills, and practices.

The candidate shows advanced knowledge of the importance of reflection and self-analysis as means to improve student learning.

The candidate identifies areas needed for professional improvement in understanding how to use reflection and analysis as means to improve student learning.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.3:   The candidate models legal and ethical principles of the education profession.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently models legal and ethical principles of the education profession which results in validated, improved P-12 student learning.

The candidate models legal and ethical principles of the education profession, as observed and/or verified, in connection with P-12 student learning.

The candidate shows advanced knowledge of legal and ethical principles of the education profession as it relates to P-12 student learning.

The candidate identifies areas needed for  professional improvement in understanding legal and ethical principles of the education profession as it relates to P-12 student learning.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.4:   The candidate actively encourages the formation of basic values in P-12 students as a foundation for future success in adulthood.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently and  actively encourages the formation of basic values in P-12 students as a foundation for future success in adulthood, leading to validated, improved student learning.

The candidate actively encourages the formation of basic values in P-12 students as a foundation for future success in adulthood, as observed and/or verified, in the classroom.

The candidate shows advanced knowledge of the importance of encouraging the formation of basic values in P-12 students.

The candidate identifies areas needed for  professional improvement in encouraging the formation of basic values in P-12 students.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.5:   The candidate utilizes research and resources to construct and implement a personalized, professional development plan that continually measures individual growth and that chronicles his/her professional achievements over time.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently utilizes research and resources to implement a professional development plan, chronicling his/her professional achievements over time, which lead to validated, improved P-12 student learning.

The candidate implements a research-based professional development plan, and keeps a chronicle of his/her professional achievements over time, that are observed and/or verified.

The candidate shows advanced knowledge of how to construct and implement a professional development plan that chronicles professional achievements.

The candidate identifies areas needed for  professional improvement in how to construct and implement a professional development plan that chronicles professional achievements.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.d:   The candidate involves P-12 students and their families in reflection upon their own diverse backgrounds and learning experiences; the results of these reflections are then used to improve the candidate's assessment and instruction practices.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently engages P-12 students and their families in  reflection on their own learning; these reflections then lead to revised teaching practices, which in turn lead to validated,  improved student learning.

The candidate engages P-12 students and their families in reflection on their own learning, and makes changes in the learning climate (as observed and/or verified), to improve teaching practices based on those reflections.

The candidate shows advanced knowledge of the importance of utilizing student and family self-reflection as a means toward improving teaching practices.

The candidate identifies areas needed for professional improvement in understanding how to use student and family self-reflection as a means toward improving teaching practices.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 4.0:   Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

Domain Expectation 4.t:   The candidate engages learners in utilizing technology for

project-based research and collaborative learning activities.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently requires P-12 students to utilize technology for project-based research and collaborative learning activities, which results in validated, improved student learning.

The candidate requires P-12 students to utilize technology, as observed and/or  verified, for project-based research and collaborative learning activities.

The candidate shows advanced knowledge of ways to engage P-12 students in utilizing technology for research projects and collaboration.

The candidate identifies areas needed for professional improvement in how to use technology for P-12 student projects.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 5.0:   Candidates create professional partnerships to create learning opportunities for themselves and their students.

Domain Expectation 5.1:   The candidate conducts active classroom research; he/she collaborates with other professional educators and students to improve curriculum, assessment, and instruction in the P-12 learning environment.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently conducts active classroom research and collaborates with colleagues and students to improve curriculum, assessment, and instruction resulting  in validated, improved student learning.

The candidate conducts active classroom research and collaborates with colleagues and students on improving the learning environment, as observed and/or verified.

The candidate shows advanced knowledge of ways to conduct action research and of collaboration methods designed to improve the learning environment.

The candidate identifies areas needed for professional improvement in ways to conduct action research and of collaboration methods designed to improve the learning environment.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 5.0:   Candidates create professional partnerships to create learning opportunities for themselves and their students.

Domain Expectation 5.2:   The candidate establishes mentor and accountability

relationships with peers for instructional improvement.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate establishes mentor and accountability relationships with peers in order to improve professional practices, which leads to validated, improved student learning.

The candidate establishes mentor and accountability relationships with peers, as observed and/or verified, in order to improve instruction.

The candidate shows advanced knowledge of the importance of accountability relationships with peers when seeking to improve instruction.

The candidate identifies areas needed for professional improvement when establishing accountability relationships that lead to improved instruction.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 5.0:   Candidates create professional partnerships to create learning opportunities for themselves and their students.

Domain Expectation 5.3:   The candidate creates productive relationships and promotes current best practices with individuals and agencies to meet the diverse learning needs of P-12 students, both at school and in the community.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate creates productive relationships with individuals and agencies to meet the diverse learning needs of all students; these relationships consistently lead to validated, improved student learning.

The candidate creates productive relationships with individuals and agencies, as observed and/or verified, to meet the diverse learning needs of all students.

The candidate shows advanced knowledge of the importance of creating relationships with individuals and agencies to meet diverse learning needs for all students.

The candidate identifies areas needed for professional improvement when creating relationships with individuals and agencies in order to improve learning for all students.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 5.0:   Candidates create professional partnerships to create learning opportunities for themselves and their students.

Domain Expectation 5.4:   The candidate demonstrates knowledge of the advantages and disadvantages of various current and historical models of schooling.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate demonstrates a well-rounded knowledge of current and historical models of schooling; the application of this knowledge leads to validated, improved student learning.

The candidate demonstrates a well-rounded knowledge of current and historical models of schooling, as observed and/or verified, in order to improve instruction.

The candidate shows advanced knowledge of the importance of understanding the differences between historical and current models of schooling with respect to instruction.

The candidate identifies areas needed for professional improvement when understanding the differences between historical and current models of schooling, with respect to instruction.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 5.0:   Candidates create professional partnerships to create learning opportunities for themselves and their students.

Domain Expectation 5.d:   The candidate collaborates with and respects the diversity of individuals, families, groups, and the community when designing P-12 student learning environments.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate respectfully collaborates with all major stakeholders when designing P-12 learning environments; this collaboration with multiple parties from multiple perspectives and diversity results in consistently validated, improved student learning.

The candidate respectfully collaborates with all major stakeholders when designing P-12 learning environments, as observed and/or verified, to meet the diverse learning needs of all students.

The candidate shows advanced knowledge of the importance of collaboration with individuals, families, groups, and the community when designing P-12 student learning environments.

The candidate identifies areas needed for professional improvement when collaborating with individuals, families, groups, and the community to design P-12 student learning environments..

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

Domain Outcome 5.0:   Candidates create professional partnerships to create learning opportunities for themselves and their students.

Domain Expectation 5.t:   The candidate improves student learning through technology-

aided linkages with national and global communities.

(4)

Accomplished

(3)

Proficient

(2)

Emerging

(1)

Improving

The candidate consistently improves student learning through technology-aided linkages with national and global communities that support and enhance curricular outcomes, as validated by student learning data.

The candidate uses technology-aided linkages with national and global communities, as observed and/or verified, to improve student learning.

The candidate shows advanced knowledge of the use of technology-aided linkages with national and global communities for improving student learning.

The candidate identifies areas needed for professional improvement in the use of technology-aided linkages with national and global communities for improving student learning.

List of Exhibits: (list any cross-references to other domain expectations)

Proficient in this Expectation?   YES          NO

If NO, what else is needed?  If YES, what is needed to become Accomplished?

I/A Score/Comments

M/O Score/Comments

Candidate Score/Comments

LEVEL 4

LEVEL3

LEVEL 2

LEVEL 1

Alignment of Content Growth Plan & School Improv.  Plan

Alignment is tightly and clearly linked to professional growth.

Alignment is linked to professional growth.

Alignment is somewhat linked to professional growth.

Alignment is unclear or non-existent.

Alignment of Curricular Goals with the Content Growth Plan

Alignment is tightly and clearly linked to professional growth.

Alignment is linked to professional growth.

Alignment is somewhat linked to professional growth.

Alignment is unclear or non-existent.

Alignment of the Assessment Tools with the Curricular Goals

Assessment tools are clearly aligned with measuring achievement of the UAP curricular goals.

Assessment tools are used to measure achievement of the UAP curricular goals.

Assessment tools may at times be able to measure some achievement of the UAP curricular goals.

Assessment tools are unlikely to measure any achievement of the UAP curricular goals.

Alignment of the Lesson Plans with Learning Activity Assessment Tools

Assessment tools are clearly aligned with measuring achievement of the UAP instructional goals.

Assessment tools are used to measure achievement of the UAP instructional goals.

Assessment tools may at times be able to measure some achievement of the UAP instructional goals.

Assessment tools are unlikely to measure any achievement of the UAP instructional goals.

Alignment of  Action Research with all UAP Goals (Content Growth, Curricular, and Instructional Goals)

Action Research reflects data that clearly measure the effectiveness of the UAP goals on validated, improved student learning.

Action Research reflects data that measure the effectiveness of the UAP goals on student learning, as observed and/or verified.

Action Research reflects data that are somewhat linked to the overall goals of the UAP.

Action Research contains data that are not clearly aligned with the overall goals of the UAP.

Review of Literature and Research

All 5 reviews clearly explain the basis for each aligned element in the  UAP.

All 5 reviews provide a basis for each aligned element in the UAP.

All 5 reviews are included in the UAP section of the portfolio.

Less than 5 reviews are included in the UAP section of the portfolio.

LEVEL 4

LEVEL3

LEVEL 2

LEVEL 1

M/O Teaching Observation Forms (2)

Both forms contain numerous examples to validate the teaching performance and/or proficiency in at least one domain expectation.

Both forms cite at least one example to validate the teaching performance and/or proficiency in at least one domain expectation.

Both forms are completed and included in the portfolio.

One form is completed and included in the portfolio.

Domain Introductions (5)

Each introduction is 1-2 pages in length and demonstrates deep insight, analytical and reflective thinking germane to the respective domain and the focusing questions presented in EDU 565.

Each introduction is 1-2 pages in length and demonstrates reflective, analytical thinking germane to the respective domain and the focusing questions presented in EDU 565.

Each introduction is at least one page in length and shows some evidence of reflective analysis for the respective domain.

Some attempt is made to write an introduction for all five domains.

Organization and Aesthetics

Portfolio is clearly organized with reader-friendly navigational tools; quality efforts in aesthetic appearance are clearly evident and appropriate for a professional level portfolio.

Portfolio is clearly organized and easy to use; its appearance is appropriate for a professional level portfolio.

Portfolio contains at least one Table of Contents and appropriate divider tabs for each major division in the portfolio.

Some attempt is made at organizing the different sections of the portfolio.

Course Number

Elements

UAP Stage 1

EDU 565

• Action Research Plan, Phase I
• Video Tape of Teaching Activity
• Content Growth Plan
• Content-based Review of Literature and Research
• UAP Long-Range Action Plan

UAP Stage 2

EDU 550

• Title/Cover Page
• Table of Contents
• Introduction
• School Mission Statement
• Personal/Professional Mission Statement
• Alignment Chart: Educational Philosophy and Developmental Standards
• Rationale
• Alignment Chart: UAP Goals and Objectives with Content Standards
• Action Research Plan, Phase II
• Curriculum Review of Literature and Research

UAP Stage 3

EDU 553

• UAP Assessment Tools
• 3 Tables of Specifications
• Action Research Plan, Phase III
• Communication Plan
• Assessment Review of Literature and Research

UAP Stage 4

EDU 551

• 4 Lesson Plans
• Action Research Data, Phase IV
• Instructional Review of Literature and Research
• Personal Philosophy of Learning
• Video Tape of Teaching Activity

UAP Stage 5

EDU 556

• Action Research Plan Phase V
• Action Research Report
• Research Review of Literature and Research
• Oral and written presentation of completed UAP

CRITERIA

The UAP Action Research Plan shows an understanding of the process of action research and of  each major component of an action research plan.

The UAP Action Research Plan shows a logical sequence of research steps, from the initial needs assessment through the final reporting phase, including suggestions for further research.

The UAP Action Research Plan Report includes a clear description of each phase of the UAP Action Research process, as developed in EDU 545, 550, 551, 553, 555, and 556.

The UAP Action Research Plan Report  shows evidence of critical thinking and problem solving, based on an understanding of appropriate research methods and approaches.

Subject area knowledge is clearly evident throughout the UAP Action Research Plan Report. 

The UAP Action Research Plan Report is well-organized and emphasizes the usefulness and applicability of action research in the P-12 classroom.

CRITERIA

The UAP shows a clear alignment with the content and developmental standards for the targeted curriculum, including frequent references to the properly documented source (such as state content standards).

The UAP shows a logical sequence of information from initial goals through implementation, and includes conclusions drawn from the action research plan.

The UAP includes at least one lesson plan that reached a Level 4 according to the AMP Scoring Rubric (found in the EDU 559 module), including both documented evidence and outside validation of improved P-12 student learning during, or as a result of, that lesson.

The UAP shows significant evidence of originality, creativity, and inventiveness that relies on a sound knowledge base and an understanding of educational best practices.

Subject area knowledge is clearly evident throughout the UAP; information is clear, developmentally appropriate, and accurate.

The presentation was well-organized and emphasized the results of the UAP implementation on the P-12 classroom.