Standards Alignment Classroom Appraisal and Report ......• InTASC Standard 10: Leadership and Collaboration. In addition, this packet demonstrates that the Classroom Appraisal and

Classroom Observation CARE Form

Standards Alignment: This packet entitled Classroom Appraisal and Report Evaluation (CARE) provides

evidence for:

• CAEP 1.1: Candidate demonstrates the knowledge of the learner and learning, content,

instructional practice, and professional responsibility;

• CAEP 1.2: Candidate use of research and data;

• CAEP 1.3: Candidates apply content and pedagogical knowledge;

• CAEP 1.4: Candidate teaching to standards, higher order thinking skills;

• CAEP 1.5: Candidate use of technology;

• InTASC Standard 1: Learner Development,

• InTASC Standard 2: Learner Differences,

• InTASC Standard 3: Learning Environments,

• InTASC Standard 4: Content Knowledge,

• InTASC Standard 5: Application of Content,

• InTASC Standard 6: Assessment,

• InTASC Standard 7: Planning for Instruction,

• InTASC Standard 8: Instructional Strategies,

• InTASC Standard 9: Professional Learning and Ethical Practice, and

• InTASC Standard 10: Leadership and Collaboration.

In addition, this packet demonstrates that the Classroom Appraisal and Report Evaluation in the EPP’s initial

licensure programs is:

• CAEP 5.2: Confirmation that results in data interpretations are valid and consistent, and

• CAEP 5.3: Evidence of using data results for continuous improvement.

Evidence Overview: Purpose of survey: The Classroom Appraisal and Report Evaluation (CARE) submitted as evidence herein

resides in the EPP database. The evaluation was created by the EPP and is based on the 10 InTASC standards.

Field supervisors use the CARE form and the detailed CARE rubric when evaluating candidates during formal

evaluations. The evaluation’s purpose is to provide evidence of candidate mastery of the following

competencies:

1. Instruction - The teacher candidate develops active learning opportunities for a variety of

students to promote meaningful, relevant, and engaging student-focused instruction.

2. Technology - The teacher candidate uses technology appropriately in the planning and delivery

of meaningful, relevant, and engaging instruction.

3. Experience - The teacher candidate integrates research derived from evidence-based practice into

the planning and delivery of meaningful, relevant, and engaging instruction and assessment.

4. Accountability - The teacher candidate analyzes and is responsible for various instructional

strategies that facilitate learning for all students.

5. Collaboration – The teacher candidate actively engages with the educational community to impact

family engagement and peer interaction which will facilitate learning for all students.

6. Highly Effective - The teacher candidate effectively and appropriately uses data, including

assessment results, in the planning, delivery, and evaluation of meaningful, relevant, and

engaging instruction.


Scoring/Basis for judgment: For all assignments, candidates are provided a detailed rubric prior to beginning the

assignment. (See the complete rubric under The Evidence below.) Candidates have access to evaluation

guidelines and expectations in each course throughout their program.

Field supervisors rate candidates on a 4-point Likert scale.

4. Exemplary: The teacher consistently demonstrates the knowledge and skill to fulfill and facilitate student

learning. The teacher exceeds expectations for the beginning teacher by showing an extraordinary degree

initiative in achieving the standard.

3. Proficient: The teacher usually demonstrates the knowledge and skill to fulfill and facilitate student learning.

This is the target expectation for the beginning teacher.

2. Basic: The teacher inconsistently demonstrates the knowledge and skill to fulfill and facilitate student

learning. Basic teachers have the opportunity to improve their performance in this standard.

.

1. Unsatisfactory: The teacher did not demonstrate the knowledge and skill to fulfill and facilitate student

learning.

Details of standards alignment: The EPP president, in consultation with the curriculum coordinator, originally

aligned the Impact on Student Learning assignment with CAEP and InTASC standards.

The Evidence: In relation to CAEP 1.1, 1.2, 1.3, 1.4 and 1.5 and all InTASC standards.

The evidence is based on the final CARE evaluation which is completed on all residency candidates.


i teach Classroom Appraisal and Report Evaluation

20___ - 20____

___ __ __ _____________ _________ ____________

Candidate Name SSN (last 4 digits) Date Observation # Overall Rating

___________________________ __________ ____________ ___________ ________

Content Observed / Grade Leve Beginning Time Ending Time Lesson Plan EDTC 5600 Completed

E xem pl a r y - 4 Pr o f i ci ent - 3 B asi c – 2 U ns at i sf act or y – 1 N/ A – N ot A ppl i cabl e

Standard 1: Learner Development

▪ Designs developmentally appropriate instruction

▪ Implements developmentally appropriate instruction

Standard 2: Learning Differences

▪ Adapts instruction for individual needs

▪ Inquires about students as individuals with diverse

backgrounds

▪ Exhibits fairness in supporting all students to learn

Standard 3: Learning Environments

▪ Fosters a safe and respectful environment promoting learning

▪ Organizes time and resources to actively engage

students

▪ Manages classroom activity and behavior effectively

▪ Proactively intervenes to redirect student misbehaviors

Standard 4: Content Knowledge

▪ Demonstrates knowledge of subject matter

▪ Creates meaningful learning experiences

Standard 5: Applications of Content

▪ Connects content knowledge to issues in students' lives

▪ Engages students in higher level thinking skills

Standard 6: Assessment

▪ Integrates formal and informal assessments

▪ Communicates timely and useful descriptive feedback

▪ Aligns assessments with objectives and standards

▪ Exhibits fairness in grading practices

▪ Uses a variety of formative and summative assessments

Standard 7: Planning for Instruction

▪ Connects lesson goals with school, district and state

standards

▪ Uses assessment data to inform planning for instruction

Standard 8: Instructional Strategies

▪ Varies instructional strategies to engage learners

▪ Uses technology appropriately to enhance instruction

▪ Differentiates instruction to meet learners needs

▪ Paces lessons to allow learners to integrate their new

learning

Standard 9: Professional Learning and

Ethical Practice

▪ Seeks and accepts feedback to improve teaching effectiveness

▪ Uses self-reflection to improve teaching effectiveness

▪ Demonstrates commitment to the profession

Standard 10: Leadership and Collaboration

▪ Works effectively with school personnel

▪ Works effectively with parents

Communication

▪ Communicates effectively

▪ Uses appropriate vocabulary for age of students

Professional Dispositions

▪ Exhibits initiative and enthusiasm for teaching

▪ Is consistently prepared and organized

▪ Demonstrates punctuality and responsibility

▪ Dresses and is groomed appropriately

▪ Listens to other points of view and values diversity

▪ Demonstrates honesty and integrity in actions and decisions

▪ Upholds ethical behavior and maintains confidentiality

▪ Willingly t a k e s i n i t i a t i v e

▪ Implements suggestions and is flexible in scheduling

Growth Plan

Reinforcement / Refinement

Field Supervisor Signature: _________________________________ Field Supervisor Name: _________________________

Candidate’s Signature: _____________________________________ Field Supervisor email: __________________________

© iteachU.S. 2015 White – iteach Office Yellow – Candidate Pink – Campus Administrator Goldenrod - Mentor

P.O. Box 1626 Denton, TX 76202 940-383-8100

Exhibit #1.1.1: Classroom Observation CARE Form

The following expectations are shared with candidates in the residency handbook.


▪ Designs developmentally appropriate instruction

This item is usually accomplished with teaching experience. The teacher should make

sure students speak and write acceptable grammar at all times. When math is required in

a science lesson, make sure the math is properly done. As opportunities arise, explain to

students how most of the core subjects are interrelated. Research might be needed, but it

would be worthwhile to help students understand integration of content areas.

▪ Implements developmentally appropriate instruction

A teacher must use the most effective method to teach a concept. The teacher must be

astute and know when to change teaching methods. When one method does not

work…try another. Be creative. Be persistent. Use what works. It is your responsibility to

find a way to reach the students.

Teaching a subject too fast or too slowly is not effective teaching. It is the responsibility of

the teacher to find an appropriate pace for instruction and activities. For example, many

times students do not finish activities at the same time. There should be a plan for these

situations


▪ Adapts instruction for individual needs

The teacher must be aware of the different learning styles of students. This awareness

will usually become obvious when the teacher becomes more familiar with the students

and their needs. Some students are auditory learners while others are visual.

Incorporating both styles into a lesson will compensate for most students’ learning styles.

▪ Inquires about students as individuals with diverse backgrounds

A teacher must be aware of the cultural differences the students bring to the classroom.

There is diversity in cultures and across cultures. Are the students in a homeless

situation? Are they hungry? Each factor will impact student learning.

▪ Exhibits fairness in supporting all students to learn

There is nothing that undermines a teacher’s credibility more than being unfair. It is

important that the teacher carefully explain all classroom rules and enforce them

consistently.

An effective teacher uses strategies that will keep students actively engaged in the lesson. A

well-planned lesson is the best way to keep students on task and engaged.

Standard 3: Learning Environments


▪ Fosters a safe and respectful environment promoting learning

Sometimes a teacher gets into the habit of calling on the same students most of the time.

The teachers should call on ALL students at least once during the class period. This gives

each student the opportunity to participate. Do not be guilty of showing favoritism by

calling on the same students during a lesson.

▪ Organizes time and resources to actively engage students

An effective teacher will always be well-prepared to begin class. The climate and

atmosphere of the classroom must be conducive to learning. A room too hot or too cold

or poorly ventilated detracts from the learning process. Proper lighting is also essential.

When audio visual equipment or computers and projectors are to be used in the lesson,

they should be ready for use. Getting equipment set up after the class period has started is

detrimental to the learning process and wastes instructional time. When printed materials

are to be used in the lesson, the teacher must have these readily available.

▪ Manages classroom activity and behavior effectively

Build activities into lessons that will make the lessons exciting, challenging and fun. Be

aware when boredom creeps into the lesson. There are activities that are appropriate and

others that are not appropriate for certain lessons. Watch the students…their actions and

behaviors will let you know when you need to change the activity. This does NOT mean

that every class has to be “entertaining.”

▪ Proactively intervenes to redirect student misbehaviors

When a student exhibits improper behavior, the teacher must correct the behavior. There

are several ways to correct bad behavior in the classroom, which include effective

methods as well as confrontational methods. Confrontational methods usually create a

larger problem and waste valuable instructional time. Some students exhibit inappropriate

behavior just to get attention. With common sense and experience, the teacher can bring

the student back to order with minimum disruption. Simply moving to the student and

standing next to the student while continuing with the lesson will stop the behavior.

Sometimes a very serious “look” on the part of the teacher can stop inappropriate

behavior. When more serious inappropriate behavior occurs, the student should be

removed from the classroom. Students will soon learn that YOU will not put up with

disruption in the classroom.

Standard 4: Content Knowledge

▪ Demonstrates knowledge of subject matter

The teacher’s knowledge of the subject matter is usually obvious. Knowledge of subject

is also reflected in the teacher’s confidence while teaching a lesson. Are you prepared?

Do you know the dates, names, cause/effect, methods, etc.? Are you able to answer

students’ questions concerning the subject matter? Do you bring into your lesson

pertinent outside information?


▪ Creates meaningful learning experiences

Whenever possible, bring into the current lesson ideas and concepts from prior lessons

and how they relate to the current lesson. This serves as a review as well as reinforcement

for concepts learned earlier. It is also a good idea to bring future concepts into the current

lesson.

Standard 5: Applications of Content

▪ Connects content knowledge to issues in students' lives

The teacher’s knowledge of the subject matter is usually obvious. Knowledge of subject

is also reflected in the teacher’s confidence while teaching a lesson. Are you prepared?

Do you know the dates, names, cause/effect, methods, etc.? Are you able to answer

students’ questions concerning the subject matter? Do you bring into your lesson

pertinent outside information?

▪ Engages students in higher level thinking skills

A main goal of teaching is to encourage the student to “think.” Build into the lesson

challenging activities that will require students to think on a higher level while solving a

problem or reaching a certain conclusion. This requires good planning on the part of the

teacher. (Bloom’s taxonomy is a good place to start.) When students provide a good solid

response to a question, an effective teacher will come back with another question

requiring even higher level thinking skills.

Standard 6: Assessment

▪ Integrates formal and informal assessments

When students state erroneous information during a discussion or activity, the teacher

must correct the wrong information, then clarify and/or re-teach the concept until it is

correctly understood. Teachers much check for understanding often! Do not assume that

students understand a concept. Watch the students!

▪ Communicates timely and useful descriptive feedback

When students provide good feedback during a lesson, be sure they receive the

appropriate praise which will encourage them to participate in class activities. The

teacher should openly encourage students to give opinions and other input pertaining to

the lesson being taught. Good praise of students for positive input is very important. Be

careful not to overuse praise…make sure the praise is warranted.

▪ Aligns assessments with objectives and standards

Make sure you instruct students on the proper level. Teaching “over their heads” creates

much frustration for the students. Teaching at a level that is too low creates boredom and

frequently fosters student misbehavior.

▪ Exhibits fairness in grading practices


By incorporating rubrics into all grading, a teacher can ensure consistency in the grading

process.

Ask the question before calling on a student so that all students will take the time to think

of the answer. When a question is asked… allow ample time for a student to respond. Do

not ask a question and then answer it yourself before the student can respond. Also, do

not fall into “the trap” of being afraid of silence in the classroom and letting a student get

by without answering. Students need to know you expect them to participate, even

though they may not always know the answer.

▪ Uses a variety of formative and summative assessments

A good technique to strengthen a lesson is to use and emphasize “on target” responses

from students. The teacher should seek pertinent questions from students and expand on

the subject of the question to stimulate interaction among other students. The teacher

should not repeat every answer given by a student. If it needs repeating, have the student

do so. Students need to listen to other students during the lesson.

By using different forms of assessments, a teacher is better able to address diverse

learning styles.

Standard 7: Planning for Instruction

▪ Connects lesson goals with school, district and state standards

All lesson plans must include objectives and goals that are aligned with the school, the

district and the state standards. It is important not to include too many

standards/objectives into a lesson.

Every lesson must have a proper “opening.” The opening should provide a brief verbal

outline of the lesson along with the lesson objectives. Start your class as soon as possible.

There are many effective methods to take care of the required administrative tasks. Get

into the lesson and set the focus on the lesson you will be teaching. (An effective focus

could be as simple as holding up a bird feather when discussing “it’s light as a feather” to

introduce the literary term simile.) Keep students focused by asking certain questions that

will maintain their attention. When focus is broken, learning stops.

It is very important that the teacher brings the lesson to an appropriate closure. The

closure should consist of a brief review of the lesson objectives and a group praise of

student participation. Give a brief explanation of the next day’s lesson, so the students

will know what to expect when they return to class. The lesson opening and closure are

important parts of the lesson cycle.

▪ Uses assessment data to inform planning for instruction

By reviewing student assessment data, a teacher can ensure student instruction is on the

proper level. Teaching “over their heads” creates much frustration for the students.


Teaching at a level that is too low creates boredom and frequently fosters student

misbehavior.

Standard 8: Instructional Strategies

▪ Varies instructional strategies to engage learners

Do not use the same activity over and over. The effectiveness of an activity will diminish

when it is over-used. (Worksheets are appropriate, but not to be overused). Use different

activities that enhance student learning.

▪ Uses technology appropriately to enhance instruction

There is an abundance of media resources available in education today. The teacher must

choose which media is most effective for teaching a lesson. Videos and data projectors

are common in classrooms today. However, there are many “do’s and don’ts” tied to this

technology. When using videos in the classroom, make sure they are pertinent to the

lesson. When using data projectors, make sure students can see the image clearly and

hear the audio from all parts of the room. Using poorly projected material detracts from

the lesson. Students who cannot hear or see the material have a tendency to sleep.

NEVER allow a student to sleep in your classroom. It’s a good practice to have “sleepy”

students stand at the back of the room until they are fully awake. All videos should be

introduced by the teacher. The purpose of viewing the video should be clearly stated.

Stop video in time to debrief. Do not let the bell “catch you.” Make sure students get the

full impact of media resources.

▪ Differentiates instruction to meet learners needs

It is the responsibility of the teacher to always know what is going on in the classroom

and the students’ needs are. Monitoring student behavior and work performance is

essential to effective teaching. Good monitoring requires the teacher to have a broad view

of the class during all kinds of learning activities and testing. Monitoring helps the

teacher sense when students need extra or individual help. An effective teacher will work

hard to develop good monitoring skills.

▪ Paces lessons to allow learners to integrate their new learning

Teaching a subject too fast or too slowly is not effective teaching. It is the responsibility of

the teacher to find an appropriate pace for instruction and activities. For example, many

times students do not finish activities at the same time. There should be a plan for these

situations.

Standard 9: Professional Learning and Ethical Practice

▪ Seeks and accepts feedback to improve teaching effectiveness

Teacher is not only asking for feedback but readily accesses feedback. It is evident that

the feedback is incorporated into the classroom.


▪ Uses self-reflection to improve teaching effectiveness

Teachers conduct self-reflections on a continual basis to determine how the teacher can

be a more effective teacher.

▪ Demonstrates commitment to the profession

The teacher is growing into the chosen new profession by accepting personal

responsibility for student learning. The teacher is also a lifelong committed learner.

Standard 10: Leadership and Collaboration

▪ Works effectively with school personnel

Positive feedback is received from the campus administrator

▪ Works effectively with parents

Positive feedback regarding working parents is received from campus administrator and

mentor teacher.

Communication

▪ Communicates effectively

Communicating with students is essential to effective teaching and successful learning.

The teacher should speak clearly, distinctly, and use good grammar when teaching a

lesson, giving instructions, or directions

▪ Uses appropriate vocabulary for age of students

Be careful not to be overly-critical or sarcastic with students. When criticism is

necessary, try to follow it up with something positive.

The teacher should not attempt to become “a friend” to students. It is important to develop a

positive relationship with all students, while always keeping the association on a professional

level. Positive rapport with students is essential for learning.

Professional Dispositions

▪ Exhibits initiative and enthusiasm for teaching

▪ Is consistently prepared and organized

▪ Demonstrates punctuality and responsibility

▪ Dresses and is groomed appropriately

▪ Listens and respects other points of view

▪ Demonstrates honesty and integrity in actions and decisions

▪ Upholds ethical behavior and maintains confidentiality


▪ Willingly adjusts schedules and routines when needed


CARE Observation Form Rubric

The following grading parameters will be used in evaluation all candidates on the CARE Observation form:

4 – Exemplary

The exemplary performance provides clear, convincing, and consistent evidence of the student teacher’s ability to demonstrate the

knowledge, skills, and dispositions necessary to facilitate student learning.

3 – Proficient

The proficient performance provides clear evidence of the student teacher’s ability to demonstrate the knowledge, skills, and

dispositions necessary to facilitate student learning.

2 – Basic

The developing performance provides limited evidence of the student teacher’s ability to demonstrate the knowledge, skills, and

dispositions necessary to facilitate student learning.

1 – Unsatisfactory

The beginning performance provides little or no evidence of the student teacher’s ability to demonstrate the knowledge, skills, and

disposition to facilitate student learning.

Not Observed


The teacher candidate understands how learners grow and develop, recognizing that the 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

Standards

4 3 2 1 Resources

CAEP 1

InTASC 1

Displays

comprehensive

understanding of how

students learn and

Displays good


students learn and

develop. Appropriate

learning activities are

Displays some

knowledge of how

students learn and

develop. The lesson

provides limited

Displays no knowledge

of how students learn

and develop. The

lesson does not provide

learning opportunities

Tribes: Agreements for

Learning Together

Preparing for Fraction

Multiplication

https://www.teachingchannel.org/videos/positive-class-culture-nea

https://www.teachingchannel.org/videos/positive-class-culture-nea

https://www.teachingchannel.org/videos/fraction-multiplication-intro-sbac

https://www.teachingchannel.org/videos/fraction-multiplication-intro-sbac


develop. Is skillful to

use various learning

activities to support

learners’ physical,

social, emotional,

intellectual, linguistic

and personal

development.

selected to support

learners’ physical,

social, emotional,


and personal

development.

learning opportunities

that support learners’

physical, social,

emotional,


and personal

development.

that support learners’

physical, social,

emotional, intellectual,

linguistic and personal

development.

Star Student of the Day

Student Profile: Senior

Presentation

Grade-specific videos:

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

9th Grade

10th Grade

11th Grade

12th Grade

https://www.teachingchannel.org/videos/building-classroom-community

https://www.teachingchannel.org/videos/deeper-learning-senior-presentations-asis

https://www.teachingchannel.org/videos/deeper-learning-senior-presentations-asis

https://www.teachingchannel.org/videos?page=1&categories=grades_k&load=1

https://www.teachingchannel.org/videos?page=1&categories=grades_1&load=1















The teacher candidate uses understanding of individual differences and diverse cultures and communities to

ensure inclusive learning environments that enable each learner to meet high standards

Standards 4 3 2 1 Resources

CAEP 1

InTASC 2

Displays

comprehensive


learner characteristics

affect learning.

Specific and relevant

information of

learners’ prior

knowledge and


is provided and used

to implement learning

activities throughout

the lesson.

Displays good



affect learning.

Learners’ prior

knowledge and

characteristics that

may affect learning

are considered during

instruction.

Displays some

knowledge of how


affect learning.

Demonstrates

awareness of

learners’ prior

knowledge but is not

able to connect

teaching with

learners’ prior

knowledge.

Displays minimal,

stereotypical or

irrelevant knowledge of

how learner

characteristics (e.g.,

developmental level,

academic learning needs

and interests, culture,

abilities/disabilities)

affect learning.

Florida School for the Deaf

and Blind

Building Analysis Skills

Through Art

Academic Conversations

with ELLs

Group Work in the Multi-

language ELL Classroom

https://www.teachingchannel.org/videos/school-for-the-deaf-and-blind

https://www.teachingchannel.org/videos/school-for-the-deaf-and-blind

https://www.teachingchannel.org/videos/building-analysis-skills-special-ed-getty

https://www.teachingchannel.org/videos/building-analysis-skills-special-ed-getty

https://www.teachingchannel.org/videos/improve-conversation-skills-ells-ousd

https://www.teachingchannel.org/videos/improve-conversation-skills-ells-ousd

https://www.teachingchannel.org/videos/group-work-in-the-multi-language-ell-classroom

https://www.teachingchannel.org/videos/group-work-in-the-multi-language-ell-classroom


Standard #3: Learning Environments

The teacher candidate 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.

Standard 4 3 2 1 Resources

CAEP 1

InTASC 3

Displays

comprehensive

understanding of

learning motivation

principles and/or

theories. A positive

a

learning

environment is

created to encourage

learners’ positive

social interaction,

active engagement

in learning, and self-

motivation

throughout the

lesson.

Displays good

understanding of

learning motivation

principles and/or

theories.

Is able to create a

positive learning

environment that

encourages most

learners’ positive

social interaction,

active engagement in

learning

& self-motivation.

Displays limited

knowledge of

learning

motivation principles

and/or theories. Is

able to encourage

some learners’

positive social

interaction, active

engagement in

learning, and/or self-

motivation in part of

the lesson.

Displays no knowledge

of learning motivation

principles and/or

theories. Is not able to

create a learning

environment that

encourages learners’

positive social

interaction, active

engagement in learning,

and self-motivation.

Body Language: Engage

and Motivate

Making Connections to

Motivate Student

Learning

Encouraging Students to

Persist through

Challenges

https://www.teachingchannel.org/videos/engage-motivate-students

https://www.teachingchannel.org/videos/engage-motivate-students

https://www.teachingchannel.org/videos/student-motivation-techniques



https://www.teachingchannel.org/videos/persist-through-challenges-perts




Standard #4: Content Knowledge

The teacher candidate understands the central concepts , tools of inquiry, and structures of the discipline(s)

he or she teachers and creates learning experience that make these aspects of the discipline accessible and

meaningful for learners to assure mastery of the content.


CAEP 1

InTASC 4

Displays

comprehensive

understanding of the

central concepts,

tools

of inquiry, and

structure of the

disciplines.

Addresses content

accurately and its

focus is congruent

with the

big ideas and/or

structure of the

discipline. Asks

good content

relevant questions

and is able to guide

learners to answer

accurately

Displays good

understanding of the

central concepts, tools

of inquiry, and

structure of the

disciplines.

Demonstrates good

awareness of the big

ideas and/or structure

of the discipline.

Addresses content

accurately. Asks

content relevant

questions and is able

to guide learners to

answer accurately

Displays limited

knowledge of the

central concepts,

tools of inquiry, and

structure of the

disciplines. Content

appears to be mostly

accurate and its focus

shows some

awareness of the big

ideas and/or structure

of the discipline.

Asks few content

relevant questions.

Displays no or little

knowledge of the central

concepts, tools of

inquiry, and/or structure

of the disciplines.

Addresses content

inaccurately

with limited information

of subject content. Asks

few or irrelevant

questions.

Designing Leveled

Questions

Writing Higher Order

Questions

Content-specific video

libraries:

English Language Arts

Math

Science

Social Studies

ELLs

Special Education

The Arts

https://www.teachingchannel.org/videos/designing-questions

https://www.teachingchannel.org/videos/designing-questions

https://www.teachingchannel.org/videos/developing-better-questions

https://www.teachingchannel.org/videos/developing-better-questions

https://www.teachingchannel.org/videos?page=1&categories=subjects_the-arts,subjects_english-language-arts&load=1

https://www.teachingchannel.org/videos?page=1&categories=subjects_math&load=1

https://www.teachingchannel.org/videos?page=1&categories=subjects_science&q=learning%20environment&load=1

https://www.teachingchannel.org/videos?page=1&categories=subjects_social-studies&q=learning%20environment&load=1

https://www.teachingchannel.org/videos?page=1&categories=topics_english-language-learners&q=learning%20environment&load=1

https://www.teachingchannel.org/videos?page=1&categories=topics_special-education&q=learning%20environment&load=1

https://www.teachingchannel.org/videos?page=1&categories=subjects_the-arts&load=1


Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspective to engage learners in critical

thinking, creativity, and collaborative problem solving related to authentic local and global issues.


CAEP 1

InTASC 5

Logically

sequenced

learning activities

support all learners

to achieve

objectives. Includes

meaningful,

integrative,

challenging, and

active warm-up,

main & closing

activities to

promote mastery of

lesson objectives.

Logically sequenced

learning activities

support learner

achievement of lesson

objectives. Most

activities are effective.

Includes warm-up,

main & closing

activities to promote

mastery of lesson

objectives.

Learning activities

support some learner

achievement of

lesson objectives.

Some learning

activities are

ineffective.

Uses no or few activities

to support learner

achievement of lesson

objectives. Learning

activities are

inappropriate, ineffective

and

disconnected.

Cross-Discipline Lesson

Planning

Engaging Students in

Work that Matters

Choosing Collaborative

Groups

https://www.teachingchannel.org/videos/cross-discipline-lesson-planning-nea

https://www.teachingchannel.org/videos/cross-discipline-lesson-planning-nea

https://www.teachingchannel.org/videos/engage-students-meaningful-work-hth

https://www.teachingchannel.org/videos/engage-students-meaningful-work-hth

https://www.teachingchannel.org/videos/choosing-collaborative-groups

https://www.teachingchannel.org/videos/choosing-collaborative-groups


Standard #6: Assessment

The teacher candidate understands and uses multiple methods of assessment to engage learners in their own

growth, to monitor learner progress, and to guide the teacher’s and learner’s decisions making.


CAEP 1

InTASC 6

In addition to

meeting all the

components of the

Proficient Leve is

able to see areas of

strength in a

predominantly

weak sample and/or

areas for

improvement in a

predominantly

strong sample.

Provides analysis that

focuses on patterns of

learner errors, skills,

and understandings in

relation to standards

and learning objectives.

Provides constructive

feedback. Provides next

steps that focus on

improving learner

performance through

new or modified

strategies.

Provides analysis of

what learners did

right or wrong in

relationship to

identified

standards/objectives.

Provides some

feedback. Next steps

follow from the

analysis are

provided but uses

the same,

unmodified

strategies

Provides no or limited

evidence of learner

performance with respect

to standards/objectives.

Provides no feedback. Is

not able to use

assessment to inform

future instruction.

Student-to-Student

Assessment

Formative Assessment:

Proportional

Relationships

Inquiry-based

Discussion

Using Stations to

Review for Tests

Quality Evidence

Rubrics

https://www.teachingchannel.org/videos/peer-assessment-homework

https://www.teachingchannel.org/videos/peer-assessment-homework

https://www.teachingchannel.org/videos/formative-assessment-example-math-sbac



https://www.teachingchannel.org/videos/inquiry-based-discussions-for-text

https://www.teachingchannel.org/videos/inquiry-based-discussions-for-text

https://www.teachingchannel.org/videos/preparing-students-for-exams

https://www.teachingchannel.org/videos/preparing-students-for-exams

https://www.teachingchannel.org/videos/quality-evidence-rubric-student-assessment

https://www.teachingchannel.org/videos/quality-evidence-rubric-student-assessment


Standard #7: Planning for Instruction

The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing

upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge

of learners and the community context.


CAEP 1

InTASC 7

In addition to

meeting all

components of the

Proficient Level is

able to draw upon

knowledge of

content

areas, cross-

disciplinary

skills, learners, the

community, and

pedagogy to plan

instruction that

supports every

learner in meeting

rigorous

learning goals

Lesson plan is provided

with sufficient

information including

appropriate standards,

clear objectives,

detailed procedures,

thoughtful assessment,

various resources, and

a good plan for

arrangement of

environment.

Lesson plan is

provided

but with limited

information. Lesson

objectives are not

clear and learning

activities

and strategies are

not

explained clearly.

Lesson plan is not

provided. Does not

provide plan for

arrangement of

environment in support

of learner learning.

Planning and Outcomes

in Science

Working Together to

Reflect and Adjust

Lessons

Lesson Reflection:

Planning the Next Step

https://www.teachingchannel.org/videos/classroom-planning-outcomes

https://www.teachingchannel.org/videos/classroom-planning-outcomes

https://www.teachingchannel.org/videos/teacher-collaboration-nea



https://www.teachingchannel.org/videos/analyze-team-teach-socratic-seminar-nea

https://www.teachingchannel.org/videos/analyze-team-teach-socratic-seminar-nea


Standard #8: Instructional Strategies

The teacher candidate understands and uses a variety of instructional strategies to encourage learners to

develop deep understanding of content areas and their connections, and to build skills to apply knowledge in

meaningful ways.


CAEP 1

InTASC 8

Uses a variety of

effective

instructional

strategies to

promote diverse

learners’

development of

critical thinking,

problem solving,

and performance

skills.

Uses effective

instructional strategies

promote most learners’

development of critical

thinking, problem

solving, and

performance skills.

Uses limited

Instructional

strategies

to promote

learners’

development of

critical thinking

skills.

No or weak instructional

strategies to promote

learners’ development of

critical thinking, problem

solving, and

performance skills.


Standard #9: Professional Learning and Ethical Practice

The teacher candidate 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.


CAEP 1

InTASC 9

In addition to being

proficient,

other educators

look to the teacher

as a role model who

makes a concerted

effort to

challenge negative

attitudes or

practices and

ensures that all

students,

particularly those

traditionally

underserved, are

respected in the

school.

Complies fully with

school or district

policies, taking a

leadership role in with

colleagues, ensuring

that such decisions are

based on professional

standards. The teacher

interacts with students,

colleagues, parents, and

others in an ethical and

professional manner

that is fair and

equitable.

Acts ethically and

with integrity,

whether in a

situation related to

his conduct or the

conduct of peers or

students. The

teacher complies

with school and

district policies. The

educator interacts

with students,

colleagues, parents,

and others in a

professional manner

that

is fair and equitable.

Acts unethically or does

not follow

district/school/state

policies.

Implementing New

Instructional Strategies

Supporting Individual

Professional

Development

https://www.teachingchannel.org/videos/accessibility-strategies

https://www.teachingchannel.org/videos/accessibility-strategies

https://www.teachingchannel.org/videos/professional-learning-communities




Standard #10: Leadership and Collaboration

The teacher candidate 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 leaner growth, and to advance the profession.


CAEP 1

InTASC 10

Learning activities

foster active

inquiry,

collaboration and

supportive

interaction among

learners. All

learners are

involved in

teamwork and have

an opportunity to

develop

communication

skills. The

collaborative

learning extends

learners’

understanding of

subject

matter.

Provides evidence of

appropriate

collaboration among

learners.

Most learners are

involved in teamwork

and have an

opportunity to develop

communication skills.

The collaborative

learning extends

learners’

understanding of

subject matter.

Limited

collaboration

opportunity among

learners.

Collaborative

learning allows only

a few learners to

develop teamwork

and

communication

skills.

No evidence of

supporting

collaboration among

learners.

Direct or whole-group

instruction dominates

learning

experiences.

The ABCs of Parent

Involvement

New Teacher Survival

Guide: The Parent-

Teacher Conference

A Collaboration

between Artists and

Educators

https://www.teachingchannel.org/videos/getting-parents-involved

https://www.teachingchannel.org/videos/getting-parents-involved

https://www.teachingchannel.org/videos/parent-teacher-conference-tips



https://www.teachingchannel.org/videos/educators-and-artists-getty




Reliability and Validity information: In relation to CAEP 5.2: Measures that result in

data interpretations that are valid and consistent.

The unit relies on multiple instruments and multiple transition points to guarantee a system that

is fair, accurate, consistent and free of bias. As a component of the national accreditation

process, the EPP is in the process of incorporating the Lawshe method of content validity into all

evaluation instruments. Field supervisors are used not only during the summer training but also

through the year as content experts to gauge the agreement among experts as to whether

individual test items are essential for demonstration of content mastery.

Tasks are reviewed on a scale of an item being either (1) essential, (2) useful, but not essential,

or (3) not necessary. With at least half of the experts rating each item of CARE form as essential,

the content validity ratio may be used as an indicator of the overall content validity for the

Classroom Observation CARE form.

Field supervisors and/or course instructors review all assessment instruments and corresponding

rubrics prior to the unit’s adoption of a new assessment. Prior to implementation of the

assessment, to ensure consistency in evaluation or internal consistency, reliability of the

instrument is reviewed based on Cronbach’s alpha. The evaluation of the Classroom Observation

CARE form has been scored consistently by the field supervisors at a 90 percent level. The EPP

conducts an annual random sampling process of all assessment items to ensure instrument

reliability.

Analysis and Interpretation:

In the last three cycles of data, candidates mean score rose from a mean of 3.2 to a mean of 3.5.

The specific training of field supervisors on the reliability of the instrument indicates that the

scores are an accurate reflection of the candidates’ classroom instruction at a proficient level.

Future Directions/Use/Continuous Improvement:

Over-inflation of evaluation occurred until the EPP established reliability and validity on the

assessment during the 2016 summer training conference. The Professional Education Team will

continue to be trained on the form and periodic inter-rater reliability.

In discussion with instructors, program directors, and the Advisory Board about Classroom

Observation CARE form, a decision was made in 2015-2016 that more in-depth instruction and

written clarification should be added to the assignment. This has been done on a continuing basis

each year to enhance candidate demonstration of mastery on the Classroom Observation CARE

form.

Since the majority of the unit’s completers begin their residency placement in the fall, they

complete their program in the spring. A smaller number of candidates begin their residency in

the spring semester and complete in the fall. Thus, the explanation for the large variance in the


number of completers between the fall and spring semesters. With a N less than 10, the only

secondary area individually reported in fall 2017 is English, Language Arts. However, in looking

across all Secondary content areas, the candidates teaching secondary content areas are

performing at the proficient level as are other content levels. Furthermore, an analysis across the

middle school content areas shows a continued demonstration of mastery at the 3.5 level.

With the incorporation of the new coursework in January 2017, great emphasis was placed on

evaluation of candidate work based on the rubric to eliminate grade inflation. The candidate’s

performance on the Classroom Observation CARE form task has increased year over year. Under

the Board’s direction, the management team as well as the Professional Education Team will

continue to monitor the evaluation of grades to ensure that grade inflation does not creep back

into the EPP’s evaluation system.

Classroom Observation CARE form Data

Overall

CAEP

standard

InTASC

standard

Assignment / Tasks Spring 2018 Range = 1-4

N=1376

Fall 2017 Range = 1-4

N=200

Spring 2017 Range = 1-4

N=1608

1.1 1 Learner Development 3.5 3.2 3.1

1 2 Learning Differences 3.4 3.2 3.2

1 3 Learning Environments 3.5 3.4 3.3

1 4 Content Knowledge 3.4 3.3 3.2

1 6 Application to Content 3.3 3.3 3.3

1 6 Assessment 3.5 3.3 3.2

1 8 Instructional Strategies 3.4 3.3 3.3

1 9 Professional Learning and Ethical

Practice 3.5 3.4 3.3

1 10 Leadership and Collaboration 3.5 3.3 3.2

Overall 3.4 3.3 3.2


Exhibit: Classroom Observation CARE form

CAEP

Standard

InTASC

Standard

Assignment Tasks

1.1 1 Learner Development

Elementary 370 3.4 74 3.3 490 3.1

Middle School Core Subjects/Generalist/Middle School 50 3.5 8 194 3.2

Middle School English, Language Arts, Reading 39 3.4 4 41 3.1

Middle School English, Language Arts, Reading/Social Studies 0 1 5

Middle School Mathematics 41 3.4 7 48 3.2

Middle School Science 23 3.5 3 21 3.2

Middle School Social Studies 19 3.5 6 20 3.1

Secondary Agriculture, Food and Natural Resourses and Technology 12 3.4 2 19 3

Secondary Business and Finance/Business Education 26 3.6 3 56 3.1

Secondary Chemistry 6 3 3

Secondary Computer Science 2 1 2

Secondary English, Language Arts, Reading/Secondary 55 3.6 11 3.2 106 3.1

Secondary Family and Consumer Science 9 3 22 3.2

Secondary Health Science 8 2 30 3.2

Secondary History 16 3.6 1 29 3.1

Secondary Journalism 2 0 2

Secondary Life Science 20 3.5 4 36 3.2

Secondary Marketing Education 1 0 1

Secondary Mathematics 44 3.5 8 34 3.2

Secondary Mathematics/Physical Science/Engineering 1 0 0

Secondary Physical Science/Physics 2 0 1

Secondary Reserve Officer Training Corps (ROTC) 0 0 0

Secondary Science 30 3.6 2 46 3.2

Secondary Social Studies 39 3.6 5 61 3.1

Secondary Speech 8 2 7

Secondary Technology Education 3 0 8

Secondary Trades and Industry 6 0 16 3

EC -12 Art 1 2 41 3.1

All Level American Sign Language 2 0 2

All Level Deaf and Hard of Hearing 5 1 0

All Level French LOTE 1 0 5

All Level German 1 0 2

All Level Health 5 0 5

All Level Latin 0 0 1

All Level Mandarin Chinese 1 0 0

All Level Music 10 3.3 1 16 3.1

All Level Physical Education 70 3.4 15 3.1 124 3.2

All Level Spanish LOTE 11 3.2 5 27 3.1

All Level Special Education 128 3.4 24 3 208 3.2

All Level Technology Applications 11 3.4 2 16 3.2

All Level Theatre 4 0 16 3.3

Mean 3.5 3.2 3.1

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608


Exhibit Classroom Observation CARE form

CAEP

Standard

InTASC

Standard

Assignment Tasks

1 2 Learning Differences

Elementary 391 3.4 74 3.3 467 3.2

MIddle School Core Subjects/Generalist/Middle School 71 3.2 8 94 3.2


Middle School English, Language Arts, Reading/Social Studies 6 1 11 3.2




Secondary Agriculture, Food and Natural Resourses and Technology 11 3 2 15 3

Secondary Business and Finance/Business Education 39 3.3 3 45 3




Secondary Family and Consumer Science 18 3.2 3 18 2.9




Secondary Life Science 22 3.4 4 35 3











EC -12 Art 17 3.2 2 19 3.1









All Level Physical Education 100 3.2 15 3 134 3.2

All Level Spanish LOTE 10 5 21 2.9

All Level Special Education 154 3.3 24 3.2 189 3


All Level Theatre 12 3.3 0 13 3.1

Mean 3.4 3.2 3.2

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608


Exhibit: Classroom Observation CARE form

CAEP

Standard

InTASC

Standard

Assignment Tasks

1 3 Learning Environments

Elementary 391 3.6 74 3.4 467 3.3



Middle School English, Language Arts, Reading/Social Studies 6 1 11 3.3




Secondary Agriculture, Food and Natural Recourses and Techonology 11 3.2 2 15 3.2



















Secondary Trades and Industry 8 0 11 3.2

EC -12 Art 17 2 19 3.2











All Level Special Education 154 3.7 24 3.6 189 3.2



Mean 3.5 3.4 3.3

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608


Exhibit: TEPC 5700 - Classroom Observation CARE form

CAEP

Standard

InTASC

Standard

Assignment Tasks

1 4 Content Knowledge

Elementary 391 3.5 74 3.3 467 3.2

MIddle Schoo Core Subjects/Generalsit/Middle School 71 3.4 8 94 3.2

MIddle School English, Language Arts, Reading 55 3.4 4 41 3.2

MIddle School English, Language Arts, Reading/Social Studies 6 1 11 3.2

MIddle School Mathematics 64 3.4 7 42 3.3

MIddle School Science 29 3.4 3 27 3.2

MIddle School Social Studies 26 3.3 6 23 3.6

Secondary Agriculture, Food and Natural Resourses and Techonology 11 3.3 2 15 3.2




















EC -12 Art 17 3.4 2 19 3.2







All Level Madarin Chinese 2 0 0







Mean 3.4 3.3 3.2

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608


Exhibit: Exhibit: TEPC 5700 - Classroom Observation CARE formTEPC 5700 - Impact on Student Learning

CAEP

Standard

InTASC

Standard

Assignment Tasks

1 5 Application to Content

Elementary 391 3.3 74 3.2 467 3.2



MIddle School English, Language Arts, Reading/Social Studies 6 1 11
























EC -12 Art 17 3.4 2 19 3.3














Mean 3.3 3.2 3.2

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608



CAEP

Standard

InTASC

Standard

Assignment Tasks

1 6 Assessment

Elementary 391 3.3 74 3.3 467 3.5

MIddle Schoo lCore Subjects/Generalsit/Middle School 71 3.4 8 94 3.5


MIddle School English, Language Arts, Reading/Social Studies 6 1 11 3..






















Secondary Technology Education 3 0 9 3.2

Secondary Trades and Industry 8 0 11

EC -12 Art 17 3.4 2 19














Mean 3.5 3.3 3.2

2017 - 2018 2016 - 2017 2015 - 2016

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608



CAEP

Standard

InTASC

Standard

Assignment Tasks

1 8 Instructional Strategies

Elementary 391 3.5 74 3.4 467 3.2

MIddle Schoo lCore Subjects/Generalsit/Middle School 71 3.4 8 94 3.3


























EC -12 Art 17 3.4 2 19 3.3














Mean 3.4 3.3 3.3

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608



CAEP

Standard

InTASC

Standard

Assignment Tasks

1 9 Professional Learning and Ethical Practice

Elementary 391 3.3 74 3.4 467 3.2

MIddle School Core Subjects/Generalsit/Middle School 71 3.2 8 94 3.3


























EC -12 Art 17 3.5 2 19 3.2














Mean 3.5 3.4 3.3

Spring 2018

Range = 1-4 N=1376

Fall 2017

Range = 1-4 N=200

Spring 2017

Range = 1-4 N=1608



CAEP

Standard

InTASC

Standard

Assignment Tasks

1 10 Leadership and Collaboration

Elementary 391 3.5 74 3.3 467 3.2

MIddle Schoo Core Subjects/Generalist/Middle School 71 3.4 8 94 3.3


























EC -12 Art 17 3.4 2 19 3.2














Mean 3.5 3.3 3.2

2017 - 2018 2016 - 2017 2015 - 2016

Range = 1-3

N=1082

Range = 1-3

N=1842

Range = 1-3

N=1761


Documents

Standards Alignment Classroom Appraisal and Report ......• InTASC Standard 10: Leadership and Collaboration. In addition, this packet demonstrates that the Classroom Appraisal and