Colorado Teacher Quality Standards: Colo Teacher Quality Standards Ref Guide (pdf)
Professionalism is extremely important this semester. Teachers in Colorado are evaluated according to Performance and Quality Standards. Below are these standards, as well as the Professionalism Rubric used for your evaluation at the Lab School and for peer teaching. You have many people depending on you. My expectations are high for your performance in all you do this semester. Please review the documents below. Consider…
COLORADO TEACHER QUALITY STANDARDS
I. Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
II.Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.
ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.
ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills. ELEMENT F: Teachers provide students with opportunities to work in teams and develop leadership qualities.
ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
IV. Teachers reflect on their practice.
ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.
ELEMENT B: Teachers link professional growth to their professional goals.
ELEMENT C: Teachers are able to respond to a complex, dynamic environment.
V. Teachers demonstrate leadership.
ELEMENT A: Teachers demonstrate leadership in their schools.
ELEMENT B: Teachers contribute knowledge and skills to educational practices and the teaching profession.
ELEMENT C: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
ELEMENT D: Teachers demonstrate high ethical standards.
VI. Teachers take responsibility for student academic growth.
ELEMENT A: Teachers demonstrate high levels of student learning, growth and academic achievement.
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attainment of student academic growth.
Professionalism Rubric for EDUC466/ART326
|Attendance and punctuality||No classes are missed; never late (enter classroom before or at 10:00am/ 5:00pm).
Always be on time for Polaris School/peer teaching; never misses.
|No classes are missed; sometimes enters class 1 or 2 minutes late.
Mostly on time for Polaris School/peer teaching; never misses.
|1-2 classes missed; often enters after 10:00am/ 5:00pm.
Sometimes late for Polaris School/peer teaching; never misses.
|3 or more classes missed; always late for class.
Often late for Polaris School/
peer teaching; misses once.
|Preparation||Always prepared for class discussions; readings completed; assignments always handed in on time.
Always prepared for Polaris School/peer teaching.
|Mostly prepared for class (95% of the time); readings completed; 1 assignment handed in late.
Mostly prepared Polaris School/peer teaching.
|Generally prepared for class (85% of the time); readings not always completed; 2 assignments handed in late.
Sometimes not prepared for Polaris School/peer teaching.
|Rarely prepared for class; no evidence that reading assignments have been completed; 3 or more assignments late.
Often not prepared for Polaris School/ peer teaching.
|Contribution||Always contributes to class discussions; clear evidence that material is understood.
Active participation in Polaris School/peer teaching; always dependable.
|Mostly contributes to class discussions; clear evidence that material is understood.
Active participation in Polaris School/peer teaching; dependable.
|Contributes to class discussions approximately half the time; evidence that material is not fully understood.
Inconsistent participation in Polaris School/peer teaching; rarely dependable.
|Rarely contributes to class discussions; evidence that material is not understood.
Passive participation in Polaris School/peer teaching; not dependable.