Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
EXHIBITS 

ACCEPTABLE

Teacher candidates know the subject matter that they plan to teach as shown by their ability to explain important principles and concepts delineated in professional, state, and institutional standards.

TARGET

Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.

Content Knowledge for Other Professional School Personnel
EXHIBITS 

ACCEPTABLE

Candidates for other professional school roles know their fields as shown by their ability to explain principles and concepts delineated in professional, state, and institutional standards.

TARGET

Candidates for other professional school roles have thorough understanding of the central concepts, tools of inquiry and structures of their fields as delineated in professional, state, and institutional standards and shown through inquiry, critical analysis, and synthesis.

Pedagogical Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
EXHIBITS 

ACCEPTABLE

Teacher candidates have a broad knowledge of instructional strategies that draws upon content and pedalogical knowledge and skills delineated in professional, state and institutional standards to help all students learn. They facilitate student learning of the subject matter through presentation of the content in clear and meaningful ways and the integration of technology.

TARGET

Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately.

Professional and Pedagogical Knowledge and Skills for Teacher Candidate
(Initial and Continuing Preparation of Teachers)
EXHIBITS 

ACCEPTABLE

Candidates use their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning. They consider the school, family and community contexts in which they work and the prior experience of students to develop meaningful learning experiences.

TARGET

Candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state and institutional standards, as shown I their development of meaningful learning experiences to facilitate student learning for all students. They reflect on their practice and make necessary adjustments to enhance student learning. They know how students learn and how to make ideas accessible to them. They consider school, family, and community contexts in connecting concepts to students’ prior experience, and applying the ideas to real-world problems.

Professional Knowledge and Skills for Other School Personnel
EXHIBITS 

ACCEPTABLE

Candidates have an adequate understanding of the professional knowledge expected in their fields and delineated in professional, state, and institutional standards. They know their students, families, and communities, use current research to inform their practices, use technology in their practices, and support student learning through their professional services.

TARGET

Candidates have an in-depth understanding of professional knowledge in their fields as delineated in the professional, state, and institutional standards. They collect and analyze data related to their work, reflect on their practice, and use research and technology support and improve student learning.

Dispositions for All Candidates
EXHIBITS 

ACCEPTABLE

Candidates are familiar with the dispositions expected of professionals. Their work with students, families and communities reflects the dispositions delineated in professional, state, and institutional standards.

TARGET

Candidates work with students, families, and communities reflect the dispositions expected of professional educators as delineated in professional, state and institutional standards. Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.

Student Learning for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
EXHIBITS 

ACCEPTABLE

Teacher candidates focus on student learning as shown in their assessment of student learning, use of assessments in instruction, and development of meaningful learning experiences for students based on their developmental levels and prior experience.

TARGET

Teacher candidates accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.

Student Learning for Other Professional School Personnel
EXHIBITS 

ACCEPTABLE

Candidates for other professional school roles create positive environments for student learning. They understand and build upon the developmental levels of students with whom they work, the diversity of students, families, and communities, and the policy contexts within which they work.

TARGET

Candidates for other professional school roles critique and reflect on their work within the context of student learning. They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.