School of Education

Proficiency Standards
Supporting Statements

Standard 1

The teacher understands the central concepts, tools of inquiry, and structures of the discipline (s) he or she teaches and can create learning experiences that make the aspects of the subject matter meaningful for students. 

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

School of Education

Proficiency Standards 
Supporting Statement

Standard 2

The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 3

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 4

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 5

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 6

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 7
The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 8

The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 9

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents and other professionals in the learning community) and who actively seeks opportunities to grow professionally.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics

School of Education

Proficiency Standards 
Supporting Statement

Standard 10

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Selection of Evidence

Description of Evidence

Rationale for Evidence

Description of Change/Growth

Writing Mechanics