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College of Education: Performance Indicators for Student Teachers

From University of Central Arkansas, Student Teaching Handbook, Spring 1998. Used by permission.

1.1 The student teacher applies major concepts, assumptions, debates, processes of inquiry. and ways of knowing that are central to the discipline(s) he/she teaches as evidenced in lesson plans, thematic units and through observation.

Demonstrates enthusiasm for the chosen discipline during oral presentations
Demonstrates linkage between the discipline and everyday life during the oral presentation and lesson plans/unit
Reflects current research, ideas and understanding in lesson plans/unit and oral presentations
Displays evidence of analysis of contemporary thought in the discipline in lesson plans/unit and oral presentations

1.2 The student teacher displays a multicultural perspective of his/her discipline as evidenced in lesson plans, through observations and by utilizing resources.

Cites contributions of individuals from different cultural backgrounds and appropriate multicultural resources in lesson preparation and presentation
Conveys multicultural perspectives and the effect of culture on the development of knowledge to the learners

1.3 The student teacher relates his/her disciplinary knowledge to other subject areas as evidenced in thematic units and through observation.

Writes interdisciplinary goals and objectives in a thematic unit
Creates interdisciplinary learning experiences to allow students to integrate knowledge, skills, and methods of inquiry from several subject areas

1.4 The student teacher, when planning a lesson or reflecting upon the effectiveness of a lesson, applies the students' conceptual knowledge of how frameworks and their misconceptions of an area of knowledge can influence their learning as evidenced in a journal, lesson plans and through observation.

Reflects on student learning and how identifiable misconceptions of the area of knowledge may have influenced it
Effectively utilizes multiple representations and explanations of disciplinary concepts that capture key ideas and links these to students' prior understandings in oral presentations
Cites various viewpoints, theories, and standards of evidence characteristic of the discipline in lesson plans and oral presentation
Employs strategies which engage students in the generation of knowledge and testing of hypotheses
Ensures that what is taught and learned is accurate
Communicates effectively through reading, writing, speaking, and listening; and assists students in doing the same

2.1 The student teacher utilizes principles of curriculum design and knows how to plan lessons and units as evidenced in lesson plans, thematic units and through observation, audiotape and conversation.

Writes lesson plans and units which contain developmentally appropriate objectives and content as well as a definite plan for instruction
Reflects on and assesses lesson content when making curriculum decisions
Utilizes various instructional strategies during the oral presentation to ensure student engagement in the learning process
Plans appropriate strategies to meet IEP goals as evidenced in lesson plans (when required)
Articulates the rationale for the use of specific teaching resources and curriculum materials in lesson plans and unit
Reflects on the appropriateness of resources and curriculum materials in the lesson evaluation

2.2 The student teacher applies interdisciplinary approaches to curriculum design as evidenced in the thematic unit lesson plans and through observation.

Develops interdisciplinary goals and objectives in lesson plans and the thematic unit
Integrates and presents acquired knowledge and skills from other disciplines into lesson plans/units to enhance learning and the positive transfer of knowledge

2.3 The student teacher recognizes and applies the continuum of learning within the K-12 curriculum of the discipline(s) he/she teaches as evidenced in the thematic unit, lesson plans and through observation.

Plans opportunities for students to acquire the skills necessary to become lifelong learners

2.4 The student teacher teaches students how to communicate effectively through reading, writing, listening, and speaking as evidenced in lesson plans and through observation.

Plans and effectively integrates communication skills of reading, writing, listening, and speaking into all curricula

2.5 The student teacher asks questions to stimulate discussion as well as creative and critical thinking as evidenced in lesson plans, thematic units, and through observation and audiotape.

Plans and implements learning experiences which encourage critical and creative thinking, problem-solving, and other higher order thinking skills
Uses appropriate questioning techniques which will stimulate discussions and develop critical and creative thinking
Encourages students to see, question, and interpret ideas from different perspectives as evidenced by objectives in lesson plans and units
Accepts students who voice different perspectives and responds in constructive ways to those students

2.6 The student teacher uses various instructional technologies to address individual and group needs as evidenced in lesson plans and through observation.

Plans for and uses appropriate technology to improve learning and instruction

2.7 The student teacher constructs and appropriately uses a variety of measures, such as observation, tests, and performance based assessments, to assess student growth and development as evidenced in a journal and lesson plans.

Plans for and uses multiple forms of assessment to assess a variety of student products and forms of expression
Reflects upon the use and relevancy of selected forms of assessment in determining the students' progress toward the determined learning objectives

3.1 The student teacher applies concepts of human growth and development as evidenced in lesson plans and thematic units.

Writes developmentally appropriate objectives for lesson plans and units

3.2 The student teacher evaluates and applies appropriate techniques of classroom management as evidenced through observation.

Provides and maintains a safe environment which is conducive to learning

3.3 The student teacher uses appropriate instructional techniques and strategies based on different learning theories as evidenced in lesson plans, resources used, and through observation and conversation.

Varies instruction through the use of different learning techniques and strategies as appropriate for the students and the content
Uses strategies and/or techniques which are based upon learning theory and reflects upon the success or failure of selected strategies in teaching episodes
Conveys the belief that all children can learn at high levels and persists in helping all children experience success in learning

3.4 The teacher knows, evaluates and uses a variety of materials to support different instructional strategies as evidenced in lesson plans, units and through observation.

Selects appropriate materials to support different instructional strategies
Creates an environment that motivates students by building on their strengths and interests

3.5 The student teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of learning--and uses instructional strategies that promote learning as evidenced in lesson plans and through observation.

Provides students with opportunities for active engagement, for testing of ideas and materials, and for assuming responsibility for shaping their learning tasks
Demonstrates respect for the diverse talents and abilities of students, and is committed to helping all students develop self-confidence and competence

3.6 The student teacher understands how students' physical, social, emotional and cognitive development influence learning and applies these factors when making instructional decisions as evidenced in a journal, lesson plans and through observation.

Plans and uses different teaching materials, teaching techniques, and strategies to meet the learning needs of all students

3.7 The student teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional and cognitive); the student teacher can differentiate levels of readiness for learning and understands how development in any domain may affect performance in another domain as evidenced in lesson plans and through observation.

Plans for and stimulates student reflection on prior knowledge, links new ideas to familiar ones, and makes connections to students' experiences

3.8 The student teacher understands the importance of peers to intellectual development and applies this knowledge to classroom situations to enhance learning as evidenced in lesson plans and through observation.

Plans and provides opportunities for both individual and group learning

3.9 The student teacher understands exceptionalities and uses this knowledge to apply appropriate learning theory on an individual basis as evidenced in lesson plans and through observation.

Plans for and demonstrates flexibility in the application of learning theory to individual students

3.10 The student teacher finds information and services to support students as evidenced in lesson plans and through observation.

Plans for and uses information and services that support students and assists in creating an environment which motivates students to learn by building on their strengths and interests

4.1 The student teacher is familiar with the communities from which students come and other factors which shape their outlook, values, and orientation toward schooling and applies this knowledge in the process of instructional planning as evidenced in a journal.

Utilizes information about the communities from which students come and other factors which shape the outlook, values, and orientation toward schooling
Reflects upon the demographics of the assigned school as instructional plans are made

4.2 The student teacher makes instructional decisions based upon the knowledge of how student learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values as evidenced in a journal and through observation.

Reflects upon student learning and how it is influenced
Makes instructional decisions based upon the development of character, aspiration, and civic virtues

4.3 The student teacher treats others with respect and dignity as evidenced through observation and audio/videotape.

Respects, accepts, and supports all students
Expresses warmth and empathy in interpersonal relationships and treats others with the same respect and dignity with which he/she expects to be treated
Promotes democratic values in the classroom and school and creates an environment which nurtures self-confidence, self-respect, and competence

4.4 The student teacher communicates effectively with multiple audiences as evidenced through observation.

Communicates effectively with diverse populations
Promotes positive interpersonal relationships among students, parents/guardians, and the community

5.1 The student teacher reflects upon practice to improve instruction as evidenced in a journal.

Uses reflection and assessment, as an ongoing process, to improve instruction
Develops and maintains a professional presence
Uses self-evaluation as a guide to the development of a professional growth plan

5.2 The student teacher translates, evaluates, and applies current education research as evidenced in a journal and through observation.

Uses research as an ongoing process to improve instruction

5.3 The student teacher fulfills legal obligations as represented by statute, regulation, school board directive, court decision, or other policy as evidenced through observation.

Fulfills legal obligations as represented by statute, regulation, school board directive, court decision, or other policy

5.4 The student teacher participates in the change process as evidenced in lesson plans and through observation and conversation.

Plans and/or implements strategies for student and school improvement

5.5 The student teacher involves the family/guardian in the learning process as evidenced in a journal.

Participates in conferences and communicates with parents regarding student progress

5.6 The student teacher applies knowledge about group dynamics to the learning process as evidenced through observation and conversation.

Collaborates with colleagues and parents in meeting the individual needs of students and making effectual changes in students

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