1. Our graduates demonstrate a depth of content knowledge 1 through their variety of instructional approaches/strategies/practices that are tailored to their students 3 and foster critical thinking 4 by employing data-based decision-making 5 which involves reflecting on their practice 6 including on their strategic and innovate use of technology throughout all stages of their teaching 7 and keeping current on educational trends 8.

2. QP 1 Our graduates are qualified, competent, and caring – QP 1.1 Subject Matter Knowledge: Our graduates demonstrate a depth of content knowledge through planning, teaching, assessment, and reflection. (Qualified) – QP 1.2 Pedagogical Knowledge: Our graduates employ a wide range of instructional strategies in their planning, teaching, and assessment, and reflect on the effectiveness of those strategies. (Competent) – QP 1.3 Caring and Effective Teaching Skills AND QP 1.4.1 Multicultural Perspectives and Accuracy: Our graduates tailor their curriculum, instruction, and assessment to the cognitive, social, cultural, physical, behavioral, and emotional needs of the students in their classes with special attention to the unique needs of urban and disadvantaged students and are able to reflect on the impact of their curriculum, instruction, and assessment on their students. (Caring) – QP 1.4.2 Learning how to Learn: Our graduates are able to generate multiple explanations for what happens in their classrooms, use evidence including to determine which explanation is more likely, and use those answers to plan future curriculum. – QP 1.4.3 Technology: Our graduates make strategic and innovative use of technology during all stages of teaching.

3. QP 1 Our graduates are qualified, competent, and caring with the potential to foster critical thinking and employ data-based decision making Our graduates create learning atmospheres where students take risks in their thinking, understand multiple perspectives, generate alternative explanations, develop creative solutions to problems, and create innovative products. (or maybe a more simple Our graduates foster critical thinking through their planning, teaching, assessment, and reflection) Our graduates employ data-based decision making by designing lesson plans that branch, using incoming data to make on-the-spot decisions while teaching, and using data to plan curriculum, instruction, and assessment. Our graduates have a plan for keeping current on trends in their content area, pedagogical theories and practices, and new and emerging technologies.

5. EDC G 660 Using Data to Plan Curriculum and Instruction

6. EDC G 644 Human Development, EDC G 649 SEI, and EDC G 630 Inclusion

7. EDC G 648 New Literacies and Emerging Technologies across the Content Areas

8. Methods Courses

9. Do we want to add a whole technology row? Is this a rubric? Or should each cell have its own rubric? Where’s the urban piece?

10. Research Question Does this rubric/matrix reflect our students’ stages of teaching development? How do our students develop their teaching? What stages do our students go through when becoming teachers? How can we facilitate our students’ growth as teachers? How can we capture our students’ growth as teachers? How can we use this instrument to facilitate our students’ growth as teachers?

11. QP 1.1 Subject Matter Knowledge: Our graduates demonstrate a depth of content knowledge through planning, teaching, assessment, and reflection. (Qualified) PPA-Planning – A.1 Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make cumulative and advance students' level of content knowledge. – A.3 Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within classroom. – A.4 Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and designs lessons that strengthen student reading and writing skills. – A5. Plans lessons with clear objectives and relevant measurable outcomes. TPA-Planning – EL1: How do the plans support student learning of skills and strategies to comprehend and/or compose text? – EL11: How do the candidate’s planning, instruction, and assessment support academic language development?

12. QP 1.1 Subject Matter Knowledge: Our graduates demonstrate a depth of content knowledge through planning, teaching, assessment, and reflection. (Qualified) PPA-Teaching – B1. Communicates high standards and expectations when beginning the lesson a) Makes learning objectives clear to students. b) Communicates clearly in writing and speaking. – B2. Communicates high standards and expectations when carrying out the lesson. a) Uses a balanced approach to teaching skills and concepts of elementary reading and writing. b) Employs a variety of content-based and content-oriented teaching techniques c) Demonstrates an adequate knowledge of and approach to the academic content of lessons. (See license-specific questions in Guidelines, pp. 13-44) e) Uses questioning to stimulate thinking and encourages all students to respond. – C1. Creates environment that is conducive to learning. – E2. Conveys knowledge of and enthusiasm for his/her academic discipline to students. TPA-Teaching – EL4: How does the candidate actively engage students in their own understanding of skills and strategies to comprehend or compose text?

13. QP 1.1 Subject Matter Knowledge: Our graduates demonstrate a depth of content knowledge through planning, teaching, assessment, and reflection. (Qualified) PPA-Assessment – B.3 Communicates high standards and expectations when extending and completing the lesson. a) Assigns homework or practice that furthers student learning and checks it. b) Provides regular and frequent feedback to students on their progress. – B.4 Communicates high standards and expectations when evaluating student learning. a)Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments b) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel TPA-Assessment – EL3: How do the informal and formal assessments provide information to understand student progress toward the standards/objectives? – EL5: How does the candidate elicit and monitor students’ responses to deepen their understanding of literacy skills and strategies to comprehend or compose text? – EL6: How does the candidate demonstrate an understanding of student performance with respect to standards/objectives?

14. QP 1.1 Subject Matter Knowledge: Our graduates demonstrate a depth of content knowledge through planning, teaching, assessment, and reflection. (Qualified) PPA-Reflection – E3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. – B4. Communicates high standards and expectations when evaluating student learning.a)Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction TPA-Reflection – EL7: How does the candidate use conclusions about what students know and are able to do to plan next steps in instruction?

15. QP 1.2 Pedagogical Knowledge: Our graduates employ a wide range of instructional strategies in their planning, teaching, and assessment, and reflect on the effectiveness of those strategies. (Competent) PPA-Teaching – B1. Communicates high standards and expectations when beginning the lesson. c) Uses engaging ways to begin a new unit of study or lesson. – B2. Communicates high standards and expectations when carrying out the lesson.. b) Employs a variety of content-based and content- oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others). – C2. Creates physical environment appropriate to a range of learning activities.

16. QP 1.2 Pedagogical Knowledge: Our graduates employ a wide range of instructional strategies in their planning, teaching, and assessment, and reflect on the effectiveness of those strategies. (Competent) PPA-Assessment – B3. Communicates high standards and expectations when extending and completing the lesson. c) Provides many and varied opportunities for students to achieve competence. TPA-Assessment – EL8: How does the candidate provide students feedback to guide their further learning?

17. QP 1.3 Caring and Effective Teaching Skills AND QP 1.4.1 Multicultural Perspectives and Accuracy: Our graduates tailor their curriculum, instruction, and assessment to the cognitive, social, cultural, physical, behavioral, and emotional needs of the students in their classes and are able to reflect on the impact of their curriculum, instruction, and assessment on their students. (Caring) PPA-Planning – A2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught – A6. Draws on resources from colleagues, families, and the community to enhance learning. – A8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. TPA-Planning – EL2: How does the candidate use knowledge of his/her students to target support for students’ development of skills and strategies for comprehending and/or composing text? – EL10: How does the candidate identify the language demands of learning tasks and assessments relative to the students’ current levels of academic language proficiency?

18. QP 1.3 Caring and Effective Teaching Skills AND QP 1.4.1 Multicultural Perspectives and Accuracy: Our graduates tailor their curriculum, instruction, and assessment to the cognitive, social, cultural, physical, behavioral, and emotional needs of the students in their classes and are able to reflect on the impact of their curriculum, instruction, and assessment on their students. (Caring) PPA-Teaching – B1. Communicates high standards and expectations when beginning the lesson. d) Builds on students’ prior knowledge and experience. – B2. Communicates high standards and expectations when carrying out the lesson. g) Employs appropriate sheltered English or subject matter strategies for English language learners. – C3. Maintains appropriate standards of behavior, mutual respect, and safety. – D1. Encourages all students to believe that effort is a key to achievement. – D2. Works to promote achievement by all without exception – D3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. – D4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, & to see themselves as members of a local, state, national, international civic &community. – E1. Understands his or her legal and moral responsibilities. – E5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

19. QP 1.3 Caring and Effective Teaching Skills AND QP 1.4.1 Multicultural Perspectives and Accuracy: Our graduates tailor their curriculum, instruction, and assessment to the cognitive, social, cultural, physical, behavioral, and emotional needs of the students in their classes and are able to reflect on the impact of their curriculum, instruction, and assessment on their students. (Caring) TPA-Reflection – EL7: How does the candidate use conclusions about what students know and are able to do to plan next steps in instruction? – EL9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment?

20. QP 1.4.2 Learning how to Learn: Our graduates are able to generate multiple explanations for what happens in their classrooms, use evidence to determine which explanation is more likely, and use those answers to plan future curriculum. PPA – E6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth. TPA – EL9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment?

21. QP 1.4.3 Technology: Our graduates make strategic and innovative use of technology during all stages of teaching. PPA – A7. Incorporates appropriate technology and media in lesson planning. – B2. Communicates high standards and expectations when carrying out the lesson. f) Uses instructional technology appropriately. – E7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.