MAINE TEACHER CERTIFICATION STANDARDS (Ch114)

MAINE TEACHER CERTIFICATION STANDARDS (Ch114)

ETEP Instructional Rubric

REVISEDOct 1, 2014

Ratings for each Standardare based on the evidence provided in the intern’s Maine Teaching Standards Documentation and correspond to indicators which are highlighted in each category:

ENTRY SEMESTER REVIEW: Action Needed (1); Basic (2)
FINAL SEMESTER REVIEW: Action Needed (1); Basic (2); Proficient (3) Distinguished (4).
A rating of Action Needed or Basic for the final semester review means the standard has not been met.

NAME:REVIEW: Entry/FinalDATE:

Standard 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2 Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
ELEMENTS / NEEDS ATTENTION (1) / BASIC (2) / PROFICIENT (3) / DISTINGUISHED (4)
Data Collection, Analysis & Application /

Actively gathers information through various means and sources (observations, student, parent, colleague interviews, surveys, inventories) about learner’s cognitive, linguistic, social, emotional, physical development, interests and learner profile in order to
Analyze changes and patterns in learners across areas of development
Design developmentally appropriate learning experiences.

Analyzes individual learner developmental and learning profiles and how diverse learners process information and develop skills to
differentiate learning experiences, using an appropriate balance of support and challenge,
move learners toward their next levels of development.
Analyzes potential curriculum and setting demands and student readiness to scaffold learning through multiple approaches and methods

Uses on-going interactions with learners and data on learner performance to:
set goals for individual student learning,
monitor learner progress,
adjust instruction and thus continuously expand and,
deepen his/her understanding of differences and their impact on learning,
Uses student cues during instruction to adjustpacing, learning task challenge level, communication and assessment method for individual learners with particular learning needs.

Cultural Responsiveness
(Cultural is defined broadly to include major identity markers (gender, ethnicity, linguistic, religion, SES, ability, sexual orientation)
students’ funds of knowledge (athletics, technology, region, local) /

Actively gathers information about learner's personal, family, community and cultural values, experiences and norms.
Uses understanding of literacy and language skills, exceptional needs, and learners’ background knowledge to identify specific linguistic needs of individuals and groups of learners.
Reflects on multiple perspectives that include learners’ personal, family, community, and cultural experiences and norms.

Provides opportunities for learners to discuss personal, family, community and cultural values, experiences and norms.
Uses modified or culturally relevant materials, resources, tools and technology to address exceptional learner needs.
Builds multicultural curriculum materials that reflect global diversity and demonstrate global competency.
Designs lessons that include multiple perspectives in the presentation and discussion of content that include learners’ personal,family, community, and cultural experiences and norms.

Facilitates his/her learners’ inquiry into their own personal, family, community and cultural values, experiences and norms.
Builds a common understanding of literacy and language skills and exceptional needs with her/his learners and collaborates on strategies to support language learning.

Modifications /

Applies interventions, modifications, and accommodations based on IEPs, IFSPs, 504s, gifted, and/or other legal requirements, seeking advice and support from specialized support staff and families.

Employs a range of individualized supports, flexible groups and/or extended learning experiences to support students’ development of literacy and language skills and cultural awareness.

Addressing personal bias and assumptions /

Recognizes that his/her identity affects perceptions and biases and reflects on the fairness and equity of those views and decisions

Seeks out opportunities to examine personal bias or assumptions and address expectations for learners.

Analyzes and applies strategies to counter personal bias and assumptions through interactions with learners, and reflection on classroom approaches, lesson and unit planning, informal and formal assessments.

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Standard 3: Learning Environments–The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
ELEMENT / NEEDS ATTENTION (1) / BASIC (2) / PROFICIENT (3) / DISTINGUISHED (4)
Mutual Respect, Rapport, Responsiveness /

Builds positive relationships with students
Articulates expectations for behavior that include classroom norms and values related to respectful interaction, full engagement in discussions, and individual responsibility for quality work
Listens responsively and supportively to the cultural backgrounds and differing perspectives learners bring to the learning environment

Collaborates with learners in the development of classroom norms and values related to respectful interaction, full engagement in discussions, and individual responsibility for quality work
Shares these with families and caregivers.
Communicates verbally and nonverbally in ways that demonstrate respect for each learner’s cultural background and perspective

Contributes to the development of school-wide norms and values related to respectful interaction, rigorous discussions, and individual and group responsibility for quality work.

Classroom Procedures /

Manages the learning environment by organizing, allocating and coordinating resources (e.g. time, space, materials) to promote learner engagement and maximize the use of instructional time.
Develops purposeful routines that support the class norms., (e.g. posting schedules, homework, in-out box, morning meeting, lunch tally, job chart, bell-work).

Actively involves learners in managing the learning environment and making full use of instructional time
Employs strategies to build learner and self-direction and ownership of learning.
Actively involves students in implementing class routines.

Supports learner independence and self direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.
Supports learner autonomy in developing and implementing class routines.

Student Behavior & Motivation /

Designs learning experiences that engage students’ interest and motivation.
Uses a range of techniques for establishing and encouraging positive behavior, gaining attention, managing transitions, maintaining focus, managing whole class and small groups.

Uses a system of data collection to assess behaviors and implementand evaluate interventions.
Consults with other professionals to address behaviors.
Uses techniquesto support students’ self-direction and ownership of learning.
Anticipates potential problems and takes preventive steps.

Supports learner autonomy and self-direction in managing their behaviors and assuming responsibility for their own learning.

Cooperative learning & choice /

Varies learning activities to involve learners in whole group, small group and individual work and develop a range of learner skills.

Provides options and a variety of resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.

Supports learners’ growing ability to participate in decision-making, problem-solving, exploration and invention by suggesting resources and guiding independent identification of resources.

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Standard 4: Content Knowledge- The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard 5: Innovative Applications of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborativeproblem solving related to authentic local and globalissues.
ELEMENTS / NEEDS ATTENTION (1) / BASIC (2) / PROFICIENT (3) / DISTINGUISHED (4)
Teacher content knowledge /

Uses the disciplinary content standards and learning progressions to plan instruction.
Begins to communicate concepts, processes and knowledge in the discipline and use vocabulary and academic language that is clear, correct and appropriate for learners.

Uses the content standards and learning progressions in the discipline(s) fluently to plan long-term curriculum and make adjustments for individual learners.
Accurately and effectively communicates concepts, processes and knowledge in the discipline and uses and academic language that is clear, correct and appropriate for learners

Collaborates with others to expand her/his content knowledge in order to keep up with changes in the discipline
Articulates how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and weaves those themes into meaningful learning experience

Addressing
Misconceptions /

Draws upon initial knowledge of common misconceptions in the content area and uses available resources to address them to plan instruction.

Uses analysisof group discourse and learner work to identify learner misconceptions and uses the processes, vocabulary, and strategic tools of the discipline to address those misconceptions and build accurate and deep understanding

Consults with colleagues about anticipating learners' needs for explanations and experiences that create accurate, understanding in the content area.

Representing and Linking Content /

Uses a variety of means to represent and explain key ideas in the discipline.
Links new concepts to familiar concepts and helps learners see them in connection to their prior knowledge and experiences.

Provides multiple representations and explanations of key ideas with connections to varied learner background knowledge and experiences.
Engages learners in reflecting upon the connection between prior content knowledge and new ideas and concepts.

Evaluates and modifies instructional resources and curriculum materials, and facilitates learners’ critical analysis of varying perspectives
Recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias
Actively supports students in identifying their prior knowledge through a variety of means.

Student Inquiry and Application of Knowledge /

Engages learners in recognizing and applying methods of inquiry used in the discipline.

Facilitates learners’ independent use of disciplinary methods of inquiry and standards of evidence.

Guides learners in critiquing processes and conclusions using appropriate disciplinary standards.

Academic Language /

Models the use of academic language and uses discipline-specific vocabulary to express complex thinking (explanation, analysis, synthesis).

Uses a variety of methods to scaffold learners’ use of academic language and vocabulary in order to express their complex thinking (explanation, analysis, synthesis).

Engages learners in identifying diverse perspectives in discipline-specific inquiry to expand competence in the use of academic language.

Engagement in Disciplinary Problems and Questions /

Introduces learners to the problems or issues addressed by the content area(s) as well as the local/global contexts for those issues.
Structures interactions among learners and/or with local and global peers to support and deepen learning.

Uses problems or questions to guide learners in applying the critical thinking skills and other tools in the content area.
Reinforces learners’ use of these skills to solve problems or answer questions.
Engages learners in identifying and connecting with people and resources, locally and globally to explore topics or questions.

Fosters learners’ ability to independently identify issues or problems in or across content area(s) and use critical thinking skills to explore possible solutions, actions or answers.
Fosters learner independence in identifying and accessing local and global people and resources to help address questions or issues.

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Standard 6 Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
ELEMENTS / NEEDS ATTENTION (1) / BASIC (2) / PROFICIENT (3) / DISTINGUISHED (4)
Assessment types /

Uses a variety of classroom formative assessments, matching the method with the type of learning objective.

Describes and designs, adapts, or selects appropriate assessments to address specific learning goals and individual differencesmethods/modes and matches the method to the learning objectives.

Examines designed, adapted, or selected assessments tools to minimize bias.

Interpretation /

Uses data from formative assessments to draw conclusions about learner progress toward learning objectives and determine subsequent instructional moves.

Analyses data from multiple types of assessments to draw conclusions about learner progress toward learning objectives and plan differentiated individual learning experiences and assessments.

Works individually and with colleagues to gather additional data needed to better understand what affects learner progress and advocate for necessary change.

Criteria Setting & Feedback /

Articulates criteria for quality work through verbal explanations, product descriptors, rubrics or models.

Provides feedback on learners’ performance pointing out strengths and suggestions for improvement.

Helps learners apply the feedback to strengthen their performance.

Composes clear criteria for assignments in rubrics, checklists, scoring guides.
Engages learners in understanding criteria for quality work by examining exemplarsand/or generating criteria for quality work on a particular assignment.
Structures reflection prompts to assist each learner in examining his/her work and making suggestions or improvement.

Engages learners in giving peers feedback on performance using criteria generated collaboratively.
Builds learners’ meta-cognitive skills to help them identify how specific performance elements contribute to effectiveness and outline concrete strategies for improvement for themselves and their peers.

Modifications /

Implements required assessment accommodations and testing conditions for learners with disabilities and language learning needs.

Differentiates assessment methods and tools to supportand challenge learners who are learning English and/or academicallyadvanced.

Modifies classroom assessments and testing conditions flexibly and appropriately to enable all learners to demonstrate their knowledge and understanding.

Documentation /

Maintains digital and/or other records of formative learner performance and monitors and reports learners' progress.

Maintains accurate formative and summative digitally and/or other records of learner performance
Communicates assessment information to learners and parents so they can monitor progress and identify areas for additional practice or support.

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Standard 7 Planning for Instruction - The teacher draws upon knowledge of content areas, cross-disciplinary skills,learners, the community, and pedagogy to plan instruction that supportsevery student in meeting rigorous learning goals.
ELEMENTS / NEEDS ATTENTION (1) / BASIC (2) / PROFICIENT (3) / DISTINGUISHED (4)
Coherence /

Usescurriculum materials and content standards to identify learning objectives for lessons and mini-units based on targeted knowledge and skills
Plans and sequences learning experiences linked to the learning objectives and makes content relevant to learners.

Identifies formative means for assessing learning outcomes.

Uses curriculum materials and content standards to identify learning objectives for long-term units based on targeted knowledge, big ideas, and skills
Structures time in plans to build learners' prerequisite skills, support steady progress and/or extend learning.
Uses assessment methods that match learning objectives.

Collaborates with learners to identify personalized learning objectives to reach long-term goals.
Plans ways to support learners in taking responsibility for identifying learning challenges and using resources to support their progress.

Implementation /

Makes learning objectives clear to learners
Addresses learning goals by selecting a few strategies, resources or materials to differentiate instruction for individuals and groups.
Recognizes when to adjust plans

Effectively communicates short- and long-term learning goals to students.
Chooses from a repertoire of strategies, resources and materials prior to and during instruction to support learning,
Regularly adjusts plans based on student responses, informal assessment data, and other contingencies, and makes the appropriate changes.

Engages learners in assessing the strategies, resources or materials that support their own learning and uses this as one source of data to individualize and adjust plans.
Adapts and creates innovative plans based on students’ reactions to material and formative and summative assessment data.

Responsiveness to students /

Uses learner performance data and his/her knowledge of learners to identify learners who need significant intervention to support or advance learning.

Consults with specialists(e.g., special educators, language learning specialists, librarians, media specialists) to design learning experiences to meet unique learning needs.

Evaluates effectiveness /

Reflects on planned instruction and identifies areas of effectiveness and improvement based on feedback and learner performance

Evaluates plans in relation to short- and long-range goals and adjusts plans and thinking to meet students’ learning needs.

Collaborates with specialists, colleagues and learners to plan specific interventions or support in meeting the needs of individuals or groups.

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Standard 8Instructional Strategies - The teacher 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 access and appropriately apply information
ELEMENTS / NEEDS ATTENTION (1) / BASIC (2) / PROFICIENT (3) / DISTINGUISHED (4)
Variety /

Makes the learning objectives and content standards explicit and understandable to learners by providing a variety of graphic organizers, non-linguistic representations, concept mapping and writing.
Experiments with varying her/his role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners
Experiments with hooks, activating activities, summarizers, etc. to maintain learner involvement and inquiry
Uses selected literacy strategies to expand communication through speaking, listening, writing, reading and other media.
Models higher order questioning skills related to content areas (e.g. generating hypotheses, taking multiple perspectives, using metacognitive processes).

Conveys ideas, content and concepts in a variety of forms and contexts.
Introduces options for extensions and independent projects.
Varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) and engages learners in assuming similar roles within small group settings.
Incorporates a variety of hooks, activating activities, summarizers, etc. to engage learners and facilitate their student-generated inquiries.
Uses a variety of literacy strategies to expand communication through speaking, listening, writing, reading and other media.
Develops learners’ abilities to pose questions that can guide individual and group exploration of concepts and their application.

Engages learners in choosing learning strategies that enhance their understanding of concepts and build skills.
Engages learners in designing higher order learning experiences that result in a variety of products and performances and build on learners’ interests and family and community resources.
Collaborates with learners to create learning opportunities in which learners generate questions and design approaches for addressing them.
Engages learners in demonstrating multiple ways to explain a concept or perform a process related to an instructional objective.

Group work skills /

Incorporates strategies to build group work skills including: thoughtful listening, extending or connecting one another’s ideas and questioning for clarifications.

Engages learners in expanding their abilities to use group discussion to learn from each other and to build interpretation, perspective-taking, and connection-making skills.

Goal Setting /

Analyzes individual learner needs (e.g. language, thinking, processing) as well as patterns across groups of learners and sets goals for students.

Engages individuals and groups of learners in identifying their strengths and specific needs for support and uses this information to collaboratively set goals.

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