PDE Field Experience and Student Teaching Competencies

Level I and II Fields

A. Planning and Preparation    

The candidate:

  1. Reflects on elements of planning and preparation from observations in educational settings.
  2. Applies knowledge of PA. Pre-K-12 Academic Standards to classroom observations.
  3. Identifies ways in which the age and/or related characteristics of students observed in various learning were reflected in instructional planning.
  4. Identifies how learning goals were developed to address individual student needs.
  5. Identifies how various resources, materials, technology and activities engage students in meaningful learning based on the instructional goals.

B. Classroom Environment         

The candidate:

  1. Describes elements of effective classroom management observed in various educational settings.
  2. Observes teacher-to-student and student-to-student interactions and reflects on those observations.
  3. Observes how classroom resources are used to make adaptations and accommodations required to differentiate instruction for all learners.

C. Instructional Delivery              

The candidate:

  1. Observes and reflects on effective verbal and non-verbal communication techniques.
  2. Observes and reflects on effective questioning and discussion techniques.
  3. Identifies ways in which technology is used as a teaching and learning tool.
  4. Reflects on the level of active student engagement during instructional delivery.
  5. Observes methods of communication of instructional goals, procedures and content.

D. Professional Conduct                   

The candidate:

  1. Represents integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.
  2. Complies with school policies and procedures regarding professional dress, attendance and punctuality.

E. Assessment        

The candidate:

  1. Identifies and reports on various kinds of assessments used in instruction.
  2. Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners                

The candidate:

  1. Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.
  2. Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.

Level III Fields

A.  Planning and Preparation     

The candidate demonstrates:

  1. Adequate knowledge of content, and related research-based pedagogy, based on sound educational psychology principles.
  2. Adequate knowledge of Pa. Pre-K-12 Academic Standards and the ability to use them to guide instructional planning.
  3. Adequate knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan instruction.
  4. The ability to use formative and summative assessments to adapt learning goals that match individual student needs.
  5. The ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals.

B.  Classroom Environment        

The candidate:

  1. Maintains a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.
  2. Recognizes and supports the role of the prepared classroom environment as a necessary element to support optimal learning opportunities.
  3. Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.
  4. Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.
  5. Identifies opportunities for productive family and community contact.
  6. Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

C.  Instructional Delivery             

The candidate:

  1. Uses effective verbal and non-verbal communication techniques.
  2. Uses effective questioning and discussion techniques.
  3. Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment.
  4. Uses technology as an effective teaching and learning tool.
  5. Provides appropriate progress feedback to students in a timely manner.
  6. Uses active student engagement during instructional delivery.
  7. Uses formal and/or informal assessment to measure student responsiveness to instruction.
  8. Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary.
  9. Clearly communicates instructional goals, procedures and content.

D.  Professional Conduct             

The candidate:

  1. Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.
  2. Demonstrates knowledge of and participate in district, college, regional, state and/or national professional development growth and development opportunities.
  3. Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.
  4. Applies safety precautions and procedures
  5. Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.
  6. Develops and maintain professional relationships with school colleagues.

E. Assessment   

The candidate:

  1. Identifies and reports on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.
  2. Makes norm-referenced and criterion-referenced interpretations of assessment results.
  3. Applies interpretations to inform planning and instruction for groups and individual students.
  4. Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.
  5. Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.
  6. Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy).
  7. Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners           

The candidate:

  1. Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.
  2. Recognizes and supports elements of a positive learning environment that values and models respect for all students.
  3. Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance.
  4. Recognizes policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in the school.
  5. Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.

Level IV Fields (Student Teaching)

A.  Planning and Preparation     

The candidate:

  1. Links content to related research-based pedagogy based on sound educational psychology principles in short- and long-range instructional plans.
  2. Constructs all instructional plans to align with Pa. Pre-K-12 Academic Standards.
  3. Plans instruction that is responsive to the age and/or related characteristics of their students.
  4. Uses multiple forms of formative and summative assessments to adapt learning goals that match individual student needs.
  5. Plans short- and long-range instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning, based on their instructional goals.
  6. Assesses existing resources and creates and/or accesses additional instructional resources appropriate for learners under their responsibility.

B.  Classroom Environment        

The candidate:

  1. Maintains and promotes a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.
  2. Creates and maintains a prepared classroom environment as a necessary element to support optimal learning opportunities.
  3. Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.
  4. Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.
  5. Engages in proactive communication with families and community contacts.
  6. Develops and/or supports systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

C.  Instructional Delivery             

The candidate:

  1. Uses effective verbal and non-verbal communication techniques.
  2. Uses effective questioning and discussion techniques.
  3. Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies which reflect evidence of student engagement, new learning and assessment.
  4. Uses instructional technology and assesses its impact on student learning.
  5. Provides appropriate progress feedback to students in a timely manner.
  6. Uses active student engagement during instructional delivery.
  7. Uses a variety of formal and informal assessments to measure student responsiveness to instruction.
  8. Constructs a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary.
  9. Actively seeks, and is responsive to, constructive feedback offered by the cooperating teacher and university supervisor.
  10. Clearly communicates instructional goals, procedures and content.
  11. Accesses communication technologies to communicate with families regarding student progress.

D.  Professional Conduct             

The candidate:

  1. Communicates with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs and assumes these responsibilities as permitted.
  2. Participates in district, college, regional, state and/or national professional development growth and development opportunities.
  3. Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of Regulations”. Professional Practice & Conduct for Educators,” as well as local, state and federal laws and
  4. Avoids inappropriate relationships, conduct and contact with students.
  5. Applies safety precautions and procedures.
  6. Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.
  7. Cultivates professional relationships with school colleagues, families and the broader community; and avoids inappropriate relationships, conduct, and contact with colleagues, families and the broader community.

E. Assessment   

The candidate:

  1. Uses various kinds of assessments in instruction, including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.
  2. Makes norm-referenced and criterion-referenced interpretations of assessment results.
  3. Applies interpretations to inform planning and instruction for groups and individual students.
  4. Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.
  5. Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.
  6. Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy).
  7. Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners           

The candidate:

  1. Appropriately responds to the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.
  2. Promotes a positive learning environment that values and fosters respect for all students.
  3. Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance.
  4. Supports the growth and development of all students, particularly those traditionally underserved.
  5. Communicates with and engages families, caregivers and the broader community.