Evidence/Feedback/Next Steps

Mr. Morton demonstrates strong knowledge of subject matter and organizes and presents
curriculum to enable his students to provide evidence of the skills, knowledge and abilities
needed to develop deeper student learning of the social science standards. He uses a
variety of strategies, materials and technologies to provide equitable access to all students
to meet their academic needs. Mr. Morton employs a variety of assessment strategies to
collect evidence of individual and whole-class learning and uses data as a tool to assess
student learning. Mr. Morton uses a variety of strategies to respond to students' diverse
leaning needs and designs a comprehensive instructional program to meet the needs of
students in his 11th grade History class. He designs and articulates both long and short-
range plans and connects the content to be learned with students' backgrounds and
experiences. Mr. Morton has established strong rapport with his students by demonstrating
respect, caring and fairness in all areas. He exhibits a high degree of professionalism and
communicates well with his colleagues and students.

Domain A: Making Subject Matter Comprehensible to Students

1. Demonstrates knowledge of subject matter content and literacy required for all students'
high achievement of PK-12 academic standards associated with specific Multiple Subject
(history/social science, mathematics, science, health, physical education, and visual and
performing arts) or Single Subject content areas. (TPE 1)
2. Organizes curriculum to enable all students to learn and use the knowledge, skills, and
abilities identified in specific Multiple Subject (history/social science, mathematics, science,
health, physical education, and visual and performing arts) or Single Subject content areas.
(TPE 1)
3. Organizes curriculum, instructional strategies, resources, and technologies to develop
deeper student learning of the PK-12 academic standards. (TPE 1)
4. Uses a variety of effective materials, resources, technologies, and literacies to provide all
students equitable access and high achievement of the PK12 academic standards. (TPE 1)
5. Demonstrates individual, language, and cultural sensitivities when developing,
implementing, and assessing subject matter.

Integrating - The candidate provides clear, consistent, and convincing evidence

demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or

competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be
inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps. Rubric Level. .... Integrating

Domain B: Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretations and Use of Assessments

6. Uses multiple measures for progress monitoring throughout instruction to determine

whether all students, including English learners and students with special needs, are
understanding content/skills and making progress toward achievement of state-adopted
academic standards. (TPE 2) (PS-5, 6, 8, 12, 13)
7. Employs ongoing multiple and, where appropriate, differentiated assessment options to
collect evidence of individual and whole class learning, including performance-based real-
world applications, questioning strategies, work samples and products. (TPE 2) (PS-6, 8, 12,
13)
8. Anticipates, checks for, and addresses common misconceptions and identified
misunderstandings. (TPE 2)
9. Uses a variety of informal and formal, as well as formative and summative assessments,
at varying levels of cognitive demand to determine students' progress and plan instruction.
(TPE 3) (PS-6, 8, 12, 13)
10. Uses formal (including language/CELDT, academic, IEP) and classroom-based
assessment results to design and monitor daily instruction required to meet all students'
learning needs and ensure high achievement of PK12 academic standards. (TPE 3) (PS-6,
12)
11. Teaches students how to use self-assessment strategies and provides time for students
to practice these strategies. (TPE 3)
12. Uses a variety of technologies and sources to analyze data as a tool for assessing
student learning, informing instruction, managing records, and providing feedback to
students and their parents. (TPE 3) (PS-11)
13. Explains to students and to their families, student academic and behavioral strengths,
areas for academic growth, promotion and retention policies, and how a grade or progress
report is derived and how to help students achieve the academic curriculum (TPE 3)

Integrating - The candidate provides clear, consistent, and convincing evidence

demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or

competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be
inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps. Rubric Level. ... Applying

Mr. Morton successfully uses multiple measures for progress monitoring throughout
instruction with his 11th grade history students to determine whether all students are
understanding content/skills and making progress toward achievement of the standards
when he has his students answer questions regarding an article on The Cold War and the
impact it had on life in The United States during the course of this time period. The students
discussed their answers with their classmates as a way of connecting and expanding their
knowledge.

Domain C: Engaging and Supporting Students in Learning

TPE 4: Making Content Accessible

TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners

14. Connects students' prior knowledge, life experiences, interests, and cultural factors with
learning goals, curricular and instructional strategies, and methods of assessing student
learning. (TPE 4)
15. Uses community resources, student experiences, questions, and applied learning
activities to make instruction relevant, challenge students' ideas, share their viewpoints,
work collaboratively and achieve PK12 academic standards. (TPE 4)
16. Uses a variety of instructional strategies, technologies, and resources to model, guide,
support, and promote all students in problem solving, critical thinking, and self-directed,
reflective learning making subject matter meaningful. (TPE 4)
17. Teaches students literacy skills needed to comprehend and use a variety of texts and
information sources, in the subject(s) taught. (TPE 4)
18. Uses a variety of instructional strategies, technologies (including assistive), and
resources to respond to students' diverse learning needs (including full range of language
and special populations) and promote high achievement of PK12 academic standards by all
students. (TPE 5)
19. Provides developmentally appropriate practices supporting all students' emotional,
social, physical, and intellectual needs. (TPE 6)
20. Uses a variety of strategies, technologies, materials, and resources to differentiate
instruction based upon students' culture, level of acculturation, primary language and
proficiency levels (CELDT) in English and non-dominant varieties of English, and advanced
learners. (TPE 7)
21. Applies pedagogical theories, principles, and instructional practices for designing and
implementing comprehensive instruction for English learners, including non-dominant
varieties of English and advanced learners and for students with multiple socio-cultural
backgrounds. (TPE 7)

Integrating - The candidate provides clear, consistent, and convincing evidence

demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or

competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be
inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps. Rubric Level. .... Integrating

Domain D: Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning about Students
TPE 9: Instructional Planning

22. Uses students' academic, social, emotional, cognitive, cultural, and pedagogical factors
in designing a comprehensive program of rigorous instruction, including Reading, Writing,
Speaking and Listening, and Language within discipline-specific standards to support all
students in achieving the PK12 academic standards. (TPE 8/4)
23. Modifies instructional plans based on a full-range of students' academic knowledge/
skills, students' special learning needs, and English learners as well as speakers of non-
standard English language abilities (TPE 8)
24. Designs and articulates short and long-term learning goals to foster student learning
based on PK12 academic standards and alignment of the curriculum. (TPE 9)
25. Develops/adapts and sequences subject matter, instructional activities, assessment
strategies, resources, and materials for achieving high achievement of PK12 academic
standards by all students. (TPE 9)
26. Develops relevant, differentiated instructional plans by connecting the content to be
learned with students' linguistic and cultural backgrounds, experiences, interests, and
developmental learning needs. (TPE 9)

Integrating - The candidate provides clear, consistent, and convincing evidence

demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or

competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be
inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps. Rubric Level. .... Integrating

Domain E: Creating and Maintaining an Effective Environment for Students'
Learning

TPE 10: Instructional Time

TPE 11: Social Environment

27. Manages instructional time within the schedule's confines to maximize student
achievement of PK12 academic standards. (TPE 10)
28. Establishes procedures for routine tasks and manage transitions to maximize
instructional time. (TPE 10)
29. Creates and maintains a learning environment fostering students¿ physical, cognitive,
emotional, and social well-being. (TPE 10)
30. Manages disruptive student behavior effectively. (TPE 11)
31. Establishes rapport with all students and their families needed for supporting academic
and personal success through caring, respect, and fairness. (TPE 11)
32. Promotes sense of community, social development, student collaboration, and group
responsibility. (TPE 11)
33. Establishes, communicates, and maintains clear standards for effective student learning
and appropriate classroom behaviors. (TPE 11)
34. Plans and implements classroom procedures and routines supporting student learning.
(TPE 11)
35. Creates and maintains a physically, socially, and emotionally safe learning environment
promoting inclusiveness, respect, and valuing differences. (TPE 11)
36. Evaluates the classroom social environment and its relationship to academic
achievement for all students, and makes necessary adjustments based on student learning
and behavior as well as consultation with other teachers and students' families. (TPE 11)

Integrating - The candidate provides clear, consistent, and convincing evidence

demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or

competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be
inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps. Rubric Level. .... Integrating

Domain F: Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth

37. Models ethical commitment, values, and practices dedicated to 'all students can learn at
high levels'. (TPE 12)
38. Acknowledges own personal values and biases, recognizes and resists acts of
intolerance, and understands the ways these values and biases affect the teaching and
learning of students. (TPE 12)
39. Works constructively with colleagues, students, their parents, and community members
to communicate student progress and promote learning. (TPE 12)
40. Demonstrates professionalism by portraying professional image, using effective
communication skills, modeling ethical and moral behaviors, welcoming and accepting
constructive criticism in positive ways, and implements all district, state and federal laws
regarding the education of PK12 students. (TPE 12)
41. Takes responsibility for student academic learning outcomes and communicates student
learning progress consistently and effectively over time. (TPE 12)
42. Models a variety of communication and collaboration skills needed to effectively work
with colleagues, students, their parents, and community members and promote equitable
learning and healthy learning environments for all students. (TPE 12)
43. Engages in and promotes appropriate communications with staff, students, and parents
via the Internet, telephone, text messages, and social media networks. (MySpace,
Facebook, Twitter etc.) (TPE 12D)
44. Uses and reflects on multiple sources of information (including student learning data,
principles of human development and learning, relevant theory, and research) in making
instructional decisions to promote all students' learning and for improving pedagogical
practices. (TPE 13)
45. Individually and collaboratively with colleagues, examines and reflects on their teaching
practices and professional behaviors in relation to principles of classroom equity, student
learning evidence, laws, and the professional responsibilities. (TPE 12/13)
46. Uses site-based and community resources to provide integrated support for the social,
emotional, health, educational, and language service needs of each child. (TPE 12)

Integrating - The candidate provides clear, consistent, and convincing evidence

demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or

competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be
inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or

competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps. Rubric Level. .... Integrating