Profile of Student Teaching Performance

Objectives of student teaching support the mission of the teacher education program and are developed by the Mid-Valley Consortium for Teacher Education. Each student teacher:
A. PROFESSIONAL KNOWLEDGE
A1: Demonstrates an understanding of appropriate content standards (SOL/professional standards).
A2. Demonstrates essential knowledge and skills of a subject area.
A3. Demonstrates the link between the content and students' past and future learning experiences as well as related subject areas.
B. ASSESSMENT OF AND FOR STUDENT LEARNING
B1. Sets acceptable, measurable, and appropriate learning outcomes and achievement goals for student learning.
B2. Plans formal and informal assessment of learning outcomes.
B3. Checks for understanding using a variety of assessment techniques to enhance student learning.
B4. Uses formal and informal assessment evidence to identify strategies to improve instruction.
C. INSTRUCTIONAL PLANNING
C1. Is familiar with and uses relevant aspects of students' background, knowledge, experience, and skills.
C2. Plans differentiated instruction to address the unique characteristics of individual students (e.g. TAG/GT, ESL, special needs).
C3. Plans appropriate instructional strategies to meet the learning outcomes.
C4. Integrates instructional technology in planning.
C5. Integrates essential content in planning.
C6. Plans time realistically for pacing and transitions for content mastery.
D. LEARNING ENVIRONMENT
D1. Establishes a safe physical and psychological environment.
D2. Establishes a climate of trust and teamwork.
D3. Maintains consistent standards for positive classroom behavior.
D4. Demonstrates respect for and responsiveness to the cultural backgrounds and differing perspectives of learners.
E. INSTRUCTIONAL DELIVERY
E1. Presents procedures and outcomes clearly to students and checks for student understanding.
E2. Presents content accurately and effectively.
E3. Engages and maintains students in active learning.
E4. Engages learners in a range of learning experiences using technology.
E5.Facilitates students' use of higher level thinking skills in instruction.
E6.Differentiates instruction and provides appropriate accommodations to meet the needs of diverse learners.
E7.Uses instructional and transition time for content mastery.
F. REFLECTION FOR STUDENT ACADEMIC PROGRESS
F1: Provides specific evidence to document student learning.
F2. Takes responsibility for student learning by using ongoing analysis and reflection.
F3. Seeks and uses information from professional sources (e.g. cooperating teacher, colleagues, and/or research) to improve instruction.
G. PROFESSIONALISM
G1: Demonstrates the expectations of the profession including codes of ethics, professional standards of practice and relevant law and policy.
G2. Takes initiative to grow and develop through interactions that enhance practice and support student learning.
G3. Communicates effectively through oral and written language.
G4.Builds relationships and collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
G5.Accesses resources to deepen an understanding of cultural, ethnic, gender and learning differences to build stronger relationships and create more relevant learning experiences.