Kean University
College of Education
Supplemental
Competency
Assessment
2012 NSTA Standards
Frank H. Osborne, Ph. D.\
June, 2013
-2Contents
Introduction ………………………………………………………………….………………….. 3
NSTA Standard 1: Content Knowledge ………………………………………………………..
5
NSTA Standard 2: Content Pedagogy ………………………………………………………….. 10
NSTA Standard 3: Learning Environments ..…………………………………………………… 16
NSTA Standard 4: Safety ……………………………..…………………..……………………. 27
NSTA Standard 5: Impact on Student Learning …..……..………………..…………………… 40
NSTA Standard 6 Professional Knowledge and Skills ………..……………..………………… 46
Record of Evaluation for 2012 NSTA Standards …….…………..………………..…………… 48
2012 NSTA Preservice Science Standards……………………………..……………..………… 49
Instructions for Science K-12 Professional Internship
Supplemental Evaluation
Introduction
All Candidates for Certification in Science K-12 must meet all State and University requirements for
performance in Professional Internship. This includes additional requirements mandated by the National
Science Teachers Association (NSTA). The NSTA is the professional organization which assists the Council
for Accreditation of Educator Preparation (CAEP) formerly known as NCATE (National Council for
Accreditation of Teacher Education) in accreditation of our Kean University College of Education.
The current set of NSTA Standards is the 2012 NSTA Preservice Science Standards which form the basis of the
preparation of science teachers. Any Kean University student performing student teaching as part of the Kean
University Science K-12 program is considered a Candidate for certification and is a Preservice teacher under these
Standards.
This is the list of the 2012 NSTA Preservice Science Standards.
NSTA Standard 1: Content Knowledge
NSTA Standard 2: Content Pedagogy
NSTA Standard 3: Learning Environments
NSTA Standard 4: Safety
NSTA Standard 5: Impact on Student Learning
NSTA Standard 6: Professional Knowledge and Skills
Each of these Standards is subdivided into elements. Candidates must provide evidence that they meet all of these.
This document is prepared to enable a Preservice Science Teacher Candidate to demonstrate compliance with all
NSTA Standards. The complete set of standards is found at the end of this documents.
Meeting the Standards
All Candidates must meet and achieve each of the elements of the NSTA Standards at the level of 3 or higher
by completion of their academic program in order to be eligible for certification and licensure. Most of the
Standards will be completed during professional internship courses. Others, however, may to be completed in
advance of professional internship, in courses such as Science Methods.
Candidates demonstrate achievement for planning for each of the elements by producing appropriate unit and
lesson plans. These may be plans already prepared in a science methods class. They also could be some that
are developed during the time that the Teacher Candidate is performing their Professional Internship by student
teaching. They may also be developed during Professional Internship in the senior seminar class that
accompanies student teaching in which the Teacher Work Sample Portfolio is completed.
Candidates demonstrate engagement of school students in the classroom. The word “classroom” is used
throughout this document and should be taken to mean a typical classroom in a school, a science laboratory
when students are present studying science in the laboratory, and field trips when the teacher take students out
of the school and into the field to engage in study of science.
-3-
-4All Candidates will need to provide evidence that they have met each of these Standards. Evidence may be
placed in their Portfolio or in the Supplemental Portfolio that will be required of all Science K-12 Teacher
Education Candidates. It is recommended that each Candidate prepare a Log of Classroom Activities to serve
as a record of everything they did as well as to contain appropriate evidence for evaluation of compliance with
the Standards.
Specific Expectations, Evaluation and Assessment sections for all NSTA Standards will be found in this
document. Each NSTA Standard is described and rubrics are provided in this document for evaluation of
Candidate performance. The total of the parts amounts to 41 Items. Each Candidate must achieve at least a 3
on each section of the rubric in order to complete the program successfully. A “Record of Evaluation for 2012
NSTA Standards” is provided at the end of the document. This is used to summarize performance in each area.
All 41 Items in the Record of Evaluation must be met with a 3 or higher for successful completion of the
program.
Supplemental Portfolio
All Candidates must fulfill all requirements of Kean University for Teacher Certification. In addition, there are
materials that are necessary for Science K-12 Teacher Candidates that are required in addition to the University
Portfolio. Therefore, all Candidates for Science K-12 Certification must create and complete a Supplemental
Portfolio. This portfolio will contain additional materials, required to meet the required Standards of NSTA,
that are not found elsewhere in the University Portfolio. This is because the University assessment materials are
needed to cover all Teacher Education Candidates, while Science Preservice Candidates need to use materials
specifically aligned to NSTA Standards
Occasionally an item in the Portfolio can be used as evidence in meeting one of the Standards. This should be
noted in the Supplemental Portfolio. It is not necessary to duplicate the item for this purpose. The
Supplemental Portfolio should be organized in such as way as to clearly identify each of the Standards and the
materials being submitted as evidence of its being met.
Log of Classroom Activities
This document is like a daily diary or calendar that indicates the events and activities that occurred in the
classroom on a daily basis. It should include the date, type of activity, results, and Standards to which it
applies. The Log of Classroom Activities may be used as evidence of meeting some of the Standards.
Candidates can also use it as a record for reference as they are completing their Portfolios or Supplemental
Portfolios.
Standard 1
NSTA Standard 1: Content Knowledge. Effective teachers of science understand and articulate the knowledge and
practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their
fields of licensure.
Standard 1a
Standard 1a. Preservice teachers will understand the major concepts, principles, theories, laws, and interrelationships of
their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
Expectations. Teachers of science understand and can articulate the knowledge and practices of contemporary science.
They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure. Candidates are
expected to demonstrate that they can understand the concepts, principles, theories, laws and interrelationships in their
fields of certification and licensure. This can be demonstrated by preparing unit and lesson plans in a methods course or
as part of the Teacher Work Sample Portfolio in a terminal course experience of the senior seminar type. In addition,
Candidates demonstrate their understanding of science concepts in their field of licensure by engaging students in their
classrooms.
Candidates are expected to successfully convey these concepts, principles, theories and laws to students. “Successfully
convey” means that each Candidate has to collect data from the students in their class indicating that the students
understand the concepts, principles, theories and laws as a result of being taught them by the Candidate. They must
provide a summary of these data in their Portfolio or Supplemental Portfolio for evaluation by their Supervisor and
Cooperating Teacher.
Evaluation. Candidates demonstrate understanding of the major concepts in their fields of licensure and supporting fields
by development of unit and lesson plans done in methods class or in the development of the Teacher Work Sample
Portfolio as well as by using them in the classroom with students.
Assessment. Assessment of this Standard will be made using the following rubric.
-5-
-6-
Item 1 Standard 1a
Standard 1a.
Understand the
concepts,
principles,
theories, laws and
interrelationships
of science in their
field of licensure.
(unit/lesson
plans)
Standard 1a.
Convey the
concepts,
principles,
theories, laws and
interrelationships
of science in their
field of licensure
to students.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
there is
understanding of
the concepts,
principles,
theories, laws and
interrelationships
of science.
Marginal
evidence that
there is
understanding of
the concepts,
principles,
theories, laws and
interrelationships
of science.
Satisfactory
evidence that
there is
understanding of
the concepts,
principles,
theories, laws and
interrelationships
of science.
Ample evidence
that there is
understanding of
the concepts,
principles,
theories, laws and
interrelationships
of science.
Extensive
evidence that
there is
understanding of
the concepts,
principles,
theories, laws and
interrelationships
of science.
Little or no
attention is paid
to the conveyance
of the concepts,
principles,
theories, laws and
interrelationships
of science to
students.
Marginal
attention is paid
to the conveyance
of the concepts,
principles,
theories, laws and
interrelationships
of science to
students.
Appropriate
attention is paid
to the conveyance
of the concepts,
principles,
theories, laws and
interrelationships
of science to
students.
Appropriate
attention is paid
to the conveyance
to students of the
concepts,
principles,
theories, laws and
interrelationships
of science which
are occasionally
related to the
goals and plans.
Appropriate
attention is paid
to the conveyance
to students of the
concepts,
principles,
theories, laws and
interrelationships
of science and
they are
thoroughly
incorporated into
the overall
science
curriculum.
-7-
Standard 1b
Standard 1b. Preservice teachers will understand the central concepts of the supporting disciplines and the supporting
role of science-specific technology.
Expectations. All Candidates are expected to demonstrate that they can understand the central concepts of supporting
scientific disciplines outside their field of licensure and the supporting role of science-specific technology.
Candidates are expected to demonstrate that they understand the central concepts of supporting scientific disciplines
outside their field of licensure and the supporting role of science-specific technology. This can be demonstrated by
preparing unit and lesson plans in a methods course or as part of the Teacher Work Sample Portfolio in a terminal course
experience of the senior seminar type. In addition, Candidates demonstrate their understanding of science concepts in
their field of licensure by engaging students in their classrooms.
Evaluation. Candidates demonstrate understanding of the major concepts in their fields of licensure and supporting fields
as well as their understanding of the supporting role of science-specific technology by development of unit and lesson
plans done in methods class or in the development of the Teacher Work Sample Portfolio as well as by using them in the
classroom with students.
Assessment. Assessment of this Standard will be made using the following rubrics.
Item 2 Standard 1b-1
Standard 1b-1.
Supporting
disciplines
Understand the
central concepts
of sciencesupporting
disciplines.
(unit/lesson
plans)
Standard 1b-1.
Supporting
disciplines
Convey the
central concepts
of sciencesupporting
disciplines.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
understanding of
the central
concepts of
sciencesupporting
disciplines.
Marginal
evidence that
indicates
understanding of
the central
concepts of
sciencesupporting
disciplines.
Satisfactory
evidence that
indicates
understanding of
the central
concepts of
sciencesupporting
disciplines.
Ample evidence
that indicates
understanding of
the central
concepts of
sciencesupporting
disciplines.
Extensive
evidence that
indicates
understanding of
the central
concepts of
sciencesupporting
disciplines.
Little or no
attention is paid
to the
conveyance of
the central
concepts of
sciencesupporting
disciplines.
Marginal
attention is paid
to the
conveyance of
the central
concepts of
sciencesupporting
disciplines.
Appropriate
attention is paid
to the
conveyance of
the central
concepts of
sciencesupporting
disciplines.
Appropriate
attention is paid
to the
conveyance of
the central
concepts of
sciencesupporting
disciplines which
are occasionally
related to the
goals and plans.
Appropriate
attention is paid
to the
conveyance of
the central
concepts of
sciencesupporting
disciplines and
they are
thoroughly
incorporated into
the overall
science
curriculum.
-8-
Item 3 Standard 1b-2
Standard 1b-2.
Supporting role
of sciencespecific
technology.
Understand the
supporting role of
science-specific
technology.
(unit/lesson
plans)
Standard 1b-2.
Supporting role
of sciencespecific
technology.
Demonstrate
understanding of
the supporting
role of sciencespecific
technology with
students.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
understanding of
the supporting
role of sciencespecific
technology.
Marginal
evidence that
indicates
understanding of
the supporting
role of sciencespecific
technology.
Satisfactory
evidence that
indicates
understanding of
the supporting
role of sciencespecific
technology.
Ample evidence
that indicates
understanding of
the supporting
role of sciencespecific
technology.
Extensive
evidence that
indicates
understanding of
the supporting
role of sciencespecific
technology.
Little or no
attention is paid
to the
conveyance of
the understanding
of the supporting
role of sciencespecific
technology with
students.
Marginal
attention is paid
to the
conveyance of
the understanding
of the supporting
role of sciencespecific
technology with
students.
Appropriate
attention is paid
to the
conveyance of
the understanding
of the supporting
role of sciencespecific
technology with
students.
Appropriate
attention is paid
to the
conveyance of
the understanding
of the supporting
role of sciencespecific
technology with
students and it is
occasionally
related to goals
and plans.
Appropriate
attention is paid
to the
conveyance of
the understanding
of the supporting
role of sciencespecific
technology with
students and it
are thoroughly
incorporated into
the overall
science
curriculum.
-9-
Item 4 Standard 1c
Standard 1c. Preservice teachers will show an understanding of state and national curriculum standards and their impact
on the content knowledge necessary for teaching P-12 students.
Expectations. All Candidates are expected to demonstrate that they understand the New Jersey Core Curriculum Content
Standards (NJCCCS) and appropriate national standards, for example the National Science Education Standards (NSES).
This understanding can be demonstrated by preparing unit and lesson plans in a methods course or as part of the Teacher
Work Sample Portfolio in a terminal course experience of the senior seminar type. In addition, Candidates demonstrate
their understanding of science concepts in their field of licensure by engaging students in their classrooms.
Evaluation. Candidates demonstrate their understanding of the NJCCCS and NSES by development of unit and lesson
plans done in methods class or in the development of the Teacher Work Sample Portfolio as well as by using them in the
classroom with students.
Assessment. Assessment of this Standard will be made using the following rubric.
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 1c.
State/national
standards.
Understand the
NJCCCS and
appropriate
national
standards.
(unit/lesson
plans)
Little or no
evidence that
indicates
understanding of
the NJCCCS and
appropriate
national
standards.
Marginal
evidence that
indicates
understanding of
the NJCCCS and
appropriate
national
standards.
Satisfactory
evidence that
indicates
understanding of
the NJCCCS and
appropriate
national
standards.
Ample evidence
that indicates
understanding of
the NJCCCS and
appropriate
national
standards.
Extensive
evidence that
indicates
understanding of
the NJCCCS and
appropriate
national
standards.
Standard 1b-2.
Science-specific
technology.
Convey the
understanding of
the NJCCCS and
appropriate
national
standards to
students.
(classroom)
Little or no
attention is paid
to the
conveyance of
the understanding
of the NJCCCS
and appropriate
national
standards to
students.
Marginal
attention is paid
to the
conveyance of
the understanding
of the NJCCCS
and appropriate
national
standards to
students.
Appropriate
attention is paid
to the
conveyance of
the understanding
of the NJCCCS
and appropriate
national
standards to
students.
Appropriate
attention is paid
to the
conveyance of
the understanding
of the NJCCCS
and appropriate
national
standards to
students which
are occasionally
related to the
goals and plans.
Appropriate
attention is paid
to the
conveyance of
the understanding
of the NJCCCS
and appropriate
national
standards to
students and they
are thoroughly
incorporated into
the overall
science
curriculum.
Standard 2
NSTA Standard 2: Content Pedagogy. Effective teachers of science understand how students lear and develop
scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Standard 2a
Standard 2a. Preservice teachers will plan multiple lessons using a variety of inquiry approaches that
demonstrate their knowledge of how all students learn science.
Evaluation. The plans that the Candidate has selected for presentation must demonstrate that they vary teaching
actions, strategies and methods of teaching science to promote the development of multiple student skills and
levels of understanding science. The materials display the use of a variety of inquiry approaches. All
Candidates must show that their lessons, unit plans and curricular materials are aligned with these objectives.
The Log of Classroom Activities should include information including the date, nature of the classroom activity
and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 5 Standard 2a-1
Standard 2a-1.
Plan multiple
lessons using a
variety of
inquiry
approaches to
promote the
development of
multiple student
skills and levels
of
understanding.
(unit/lesson
plans)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Is unable to
effectively plan
multiple lessons
using a variety of
inquiry
approaches to
teach science.
Occasionally
demonstrates the
ability to
effectively plan
multiple lessons
using a variety of
inquiry
approaches to
teach science.
Demonstrates
the ability to
effectively plan
multiple lessons
using a variety
of inquiry
approaches to
teach science.
Demonstrates
the ability to
effectively
plan multiple
lessons using a
variety of
inquiry
approaches to
teach science
normal level
for most
practicing
teachers.
Demonstrates a
highly creative
ability to
effectively plan
multiple lessons
using a variety of
inquiry
approaches to
teach science.
-10-
-11-
Item 6 Standard 2a-2
1
Insufficient
Standard 2a-2.
Lessons
demonstrate
knowledge of
how students
learn science.
(unit/lesson
plans)
Is unable to
effectively plan
lessons that
demonstrate
knowledge of
how students
learn science.
2
Beginning
3
Adequate
4
Competent
5
Strong
Occasionally
demonstrates the
ability to
effectively plan
lessons that
demonstrate
knowledge of
how students
learn science.
Demonstrates
the ability to
effectively plan
lessons that
demonstrate
knowledge of
how students
learn science.
Demonstrates
the ability to
effectively
plan lessons
that
demonstrate
knowledge of
how students
learn science at
a normal level
for most
practicing
teachers.
Demonstrates a
highly creative
ability to
effectively plan
multiple lessons
that demonstrate
knowledge of
how students
learn science.
Item 7 Standard 2a-3
1
Insufficient
Standard 2a-3.
Engage K-12
students
successfully in
inquiry-based
science lessons
appropriate for
their grade level
and abilities.
(classroom)
Is unable to
effectively
engage K-12
students
successfully in
inquiry-based
science lessons
appropriate for
their grade level
and abilities.
2
Beginning
3
Adequate
4
Competent
Occasionally
demonstrates the
ability to
effectively
engage K-12
students
successfully in
inquiry-based
science lessons
appropriate for
their grade level
and abilities.
Demonstrates
the ability to
effectively
engage K-12
students
successfully in
inquiry-based
science lessons
appropriate for
their grade level
and abilities.
Demonstrates
the ability to
effectively
engage K-12
students
successfully in
inquiry-based
science lessons
appropriate for
their grade
level and
abilities at a
normal level
for most
practicing
teachers.
5
Strong
Demonstrates a
highly creative
ability to
effectively
engage K-12
students
successfully in
inquiry-based
science lessons
appropriate for
their grade level
and abilities.
-12-
Standard 2b
Standard 2b. Preservice teachers will include active inquiry lessons where students collect and interpret
data in order to develop and communicate concepts ad understand scientific processes, relationships and
natural patterns from empirical experiences. Applications of science-specific technology are included in
the lessons where appropriate
Evaluation. The plans that the Candidate has selected for presentation must include active inquiry lessons in
which students collect and analyze data. Students construct knowledge from data so as to develop and
communicate concepts and understand scientific processes, relationships and natural processes from these
firsthand, empirical experiences. Use of science-specific technology is incorporated where appropriate. All
Candidates must show that their lessons, unit plans and curricular materials are aligned with these objectives.
The Log of Classroom Activities should include information including the date, nature of the classroom activity
and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 8 Standard 2b-1
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 2b-1.
Plan active
inquiry lessons.
Understands
planning of
active inquiry
lessons.
(unit/lesson
plans)
Little or no
evidence that
indicates
understanding of
planning of
active inquiry
lessons.
Marginal
evidence that
indicates
understanding of
planning of
active inquiry
lessons.
Satisfactory
evidence that
indicates
understanding of
planning of
active inquiry
lessons.
Ample evidence
that indicates
understanding of
planning of
active inquiry
lessons.
Extensive
evidence that
indicates
understanding of
planning of
active inquiry
lessons.
Standard 2b-1.
Utilize active
inquiry lessons.
Understands
implementation
of active inquiry
lessons with
students.
(classroom)
Is unable to
implement; little
or no attention is
paid to the
implementation
of active inquiry
lessons with
students.
Marginal
attention is paid
to the
implementation
of active inquiry
lessons with
students.
Appropriate
attention is paid
to the
implementation
of active inquiry
lessons with
students.
Appropriate
attention is paid
to the
implementation
of active inquiry
lessons with
students which
are occasionally
related to the
goals and plans.
Appropriate
attention is paid
to the
implementation
of active inquiry
lessons with
students and they
are thoroughly
incorporated into
the overall
science
curriculum.
-13-
Item 9 Standard 2b-2
Standard 2b-2.
Understands
planning of
active inquiry
lessons where
students construct
knowledge from
data.
(unit/lesson
plans)
Standard 2b-2.
Engages students
in active inquiry
lessons including
the construction
of knowledge
from data..
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
understanding of
planning of
active inquiry
lessons where
students construct
knowledge from
data.
Is unable to
effectively
engage students
successfully in
active inquiry
lessons in which
students construct
knowledge from
data.
Marginal
evidence that
indicates
understanding of
planning of
active inquiry
lessons where
students construct
knowledge from
data.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in which
students construct
knowledge from
data.
Satisfactory
evidence that
indicates
understanding of
planning of
active inquiry
lessons where
students construct
knowledge from
data.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in which
students construct
knowledge from
data.
Ample evidence
that indicates
understanding of
planning of
active inquiry
lessons where
students construct
knowledge from
data.
Extensive
evidence that
indicates
understanding of
planning of
active inquiry
lessons where
students construct
knowledge from
data.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons in which
students construct
knowledge from
data.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in which
students construct
knowledge from
data at a normal
level for most
practicing
teachers.
Item 10 Standard 2b-3
Standard 2b-3.
Understands
planning of
active inquiry
lessons that
include
applications of
science-specific
technology.
(unit/lesson
plans)
Standard 2b-3.
Engages students
in active inquiry
lessons that
include
applications of
science-specific
technology.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
understanding of
planning of
active inquiry
lessons that
include
applications of
science-specific
technology.
Is unable to
effectively
engage students
successfully in
active inquiry
lessons that
include
applications of
science-specific
technology.
Marginal
evidence that
indicates
understanding of
planning of
active inquiry
lessons that
include
applications of
science-specific
technology.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
applications of
science-specific
technology.
Satisfactory
evidence that
indicates
understanding of
planning of
active inquiry
lessons that
include
applications of
science-specific
technology.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
applications of
science-specific
technology.
Ample evidence
that indicates
understanding of
planning of
active inquiry
lessons that
include
applications of
science-specific
technology.
Extensive
evidence that
indicates
understanding of
planning of
active inquiry
lessons that
include
applications of
science-specific
technology.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
applications of
science-specific
technology.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in that
include
applications of
science-specific
technology at a
normal level for
most practicing
teachers.
-14-
Standard 2c
Standard 2c. Preservice teachers will design instruction and assessment strategies that confront and
address naïve concepts/preconceptions.
Evaluation. The plans that the Candidate has selected for presentation must include lessons in which students
are presented with naïve concepts and preconceptions concerning science. Plans include instructional strategies
that confront these concepts and preconceptions as well as strategies for assessment of these lessons.
For example, before embarking on a lesson dealing with evolution, the Candidate might give a pretest asking if
the students think that humans descended from apes, people coexisted with dinosaurs (such as suggested by The
Flintstones) or their conceptualization of the relationships between Neanderthal Man and modern humans. All
Candidates must show that their lessons, unit plans and curricular materials are aligned with these objectives.
The Log of Classroom Activities should include information including the date, nature of the classroom activity
and the teaching method used for the activity. Candidates should include the way in which the prior
conceptions of students were obtained. There should be evidence indicating the way in which the naïve
concepts and preconceptions were responded to.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 11 Standard 2c-1
Standard 2c-1.
Instruction
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
(unit/lesson
plans)
1
Insufficient
2
Beginning
Little or no
evidence that
instruction
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Marginal
evidence that
instruction
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
3
Adequate
4
Competent
5
Strong
Satisfactory
evidence that
instruction
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Ample evidence
that instruction
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Extensive
evidence that
instruction
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
-15-
Item 12 Standard 2c-2
Standard 2c-2.
Assessment
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
(unit/lesson
plans)
1
Insufficient
2
Beginning
Little or no
evidence that
assessment
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Marginal
evidence that
assessment
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
3
Adequate
4
Competent
5
Strong
Satisfactory
evidence that
assessment
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Ample evidence
that assessment
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Extensive
evidence that
assessment
strategies
confront and
address naïve
concepts and
misconceptions
of the students.
Standard 3
NSTA Standard 3: Learning Environments. Effective teachers of science able to plan for engaging all students in
science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are
aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and
appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources-including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to
evaluate if the learning goals are met.
Standard 3a
Standard 3a. Preservice teachers will use a variety of strategies that demonstrate the candidates’ knowledge
and understanding of how to select the appropriate teaching and learning activities – including laboratory or
field settings and applicable instruments and/or technology- to allow access so that all students learn. These
strategies are inclusive and motivating for all students.
Evaluation. The plans that the Candidate has selected for presentation must demonstrate the ability to select
and use of appropriate teaching actions, strategies and methods to promote the development of multiple student
skills and levels of understanding science that are inclusive and motivating for all students. The materials
display the use of a variety of inquiry approaches and reflect the nature and social context of science as well as
appropriate safety considerations. All Candidates must show that their lessons, unit plans and curricular
materials are aligned with these objectives. The Log of Classroom Activities should include information
including the date, nature of the classroom activity and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
-16-
-17-
Item 13 Standard 3a-1
Standard 3a-1.
Demonstrates
selection of
appropriate plans
that include and
motivate all
students.
(unit/lesson
plans)
Standard 3a-1.
Engages students
in a variety of
inquiry-based
lessons that
include and
motivate all
students.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
demonstrates
selection of
appropriate plans
that include and
motivate all
students.
Marginal
evidence that
demonstrates
selection of
appropriate plans
that include and
motivate all
students.
Satisfactory
evidence that
demonstrates
selection of
appropriate plans
that include and
motivate all
students.
Ample evidence
that demonstrates
selection of
appropriate plans
that include and
motivate all
students.
Extensive
evidence that
demonstrates
selection of
appropriate plans
that include and
motivate all
students.
Is unable to
effectively
engage students
successfully in a
variety of
inquiry-based
lessons that
include and
motivate all
students.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in a
variety of
inquiry-based
lessons that
include and
motivate all
students.
Demonstrates the
ability to
effectively
engage students
successfully in a
variety of
inquiry-based
lessons that
include and
motivate all
students.
Demonstrates the
ability to
effectively
engage students
successfully in a
variety of
inquiry-based
lessons that
include and
motivate all
students at a
normal level for
most practicing
teachers.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in a
variety of
inquiry-based
lessons that
include and
motivate all
students.
Item 14 Standard 3a-2
Standard 3a-2.
Lessons reflect
the nature and
social context of
science as well as
appropriate safety
considerations.
(unit/lesson
plans)
Standard 3a-2.
Engages students
in lessons that
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
lessons reflect the
nature and social
context of
science as well as
appropriate safety
considerations.
Marginal
evidence that
lessons reflect the
nature and social
context of
science as well as
appropriate safety
considerations.
Satisfactory
evidence that
lessons reflect the
nature and social
context of
science as well as
appropriate safety
considerations.
Ample evidence
that lessons
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
Extensive
evidence that
lessons reflect the
nature and social
context of
science as well as
appropriate safety
considerations.
Is unable to
effectively
engage students
successfully in
lessons that
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
lessons that
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
Demonstrates the
ability to
effectively
engage students
successfully in
lessons that
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
Demonstrates the
ability to
effectively
engage students
successfully in
lessons that
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons that
reflect the nature
and social
context of
science as well as
appropriate safety
considerations.
-18-
Item 15 Standard 3a-3
Standard 3a-3.
Lessons include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
(unit/lesson
plans)
Standard 3a-3.
Engages students
in active inquiry
lessons that
include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
lessons include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Marginal
evidence that
lessons include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Satisfactory
evidence that
lessons include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Ample evidence
that lessons
include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Extensive
evidence that
lessons include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Is unable to
effectively
engage students
successfully in
active inquiry
lessons that
include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in that
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology at a
normal level for
most practicing
teachers.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
laboratory/field
settings and
utilize applicable
instruments
and/or sciencespecific
technology.
-19-
Standard 3b
Standard 3b. Preservice teachers will develop lesson plans that include active inquiry lessons where
students collect and interpret data using applicable science-specific technology in order to develop concepts,
understand scientific processes, relationships and natural patterns from empirical experiences. These plans
provide for equitable achievement of science literacy for all students.
Evaluation. The plans that the Candidate has selected for presentation must demonstrate the ability to develop
lesson plans in which students collect and interpret data using applicable science-specific technology to develop
concepts. Lesson activities must include the construction of knowledge from data in order for the students to
understand scientific processes, relationships and natural patterns from these firsthand experiences. Plans
provide opportunity for equitable achievement of science literacy for all students. All Candidates must show
that their lessons, unit plans and curricular materials are aligned with these objectives. The Log of Classroom
Activities should include information including the date, nature of the classroom activity and the teaching
method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 16 Standard 3b-1
Standard 3b-1.
Develops plans
of active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
(unit/lesson
plans)
Standard 3b-1.
Engages students
in active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
planning of
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Is unable to
effectively
engage students
successfully in
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Marginal
evidence that
indicates
planning of
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Satisfactory
evidence that
indicates
planning of
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Ample evidence
that indicates
planning of
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Extensive
evidence that
indicates
planning of
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include collecting
and interpreting
of data using
science-specific
technology.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in that
include collecting
and interpreting
of data using
science-specific
technology at a
normal level for
most practicing
teachers.
-20-
Item 17 Standard 3b-2
Standard 3b-2.
Develops plans
of active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
(unit/lesson
plans)
Standard 3b-2.
Engages students
in active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
planning of
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Is unable to
effectively
engage students
successfully in
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Marginal
evidence that
indicates
planning of
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Satisfactory
evidence that
indicates
planning of
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Ample evidence
that indicates
planning of
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Extensive
evidence that
indicates
planning of
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in that
include
construction of
knowledge from
data for
understanding of
scientific
processes,
relationships and
natural patterns
from these
experiences at a
normal level for
most practicing
teachers.
-21-
Item 18 Standard 3b-3
1
Insufficient
Standard 3b-3.
Develops plans
of active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
(unit/lesson
plans)
Standard 3b-3.
Engages students
in active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
(classroom)
Little or no
evidence that
indicates
planning of
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
Is unable to
effectively
engage students
successfully in
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
2
Beginning
3
Adequate
Marginal
evidence that
indicates
planning of
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
Occasionally
demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
Satisfactory
evidence that
indicates
planning of
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
4
Competent
Ample evidence
that indicates
planning of
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
Demonstrates the
ability to
effectively
engage students
successfully in
active inquiry
lessons in that
promote
equitable
achievement of
science literacy
for all students at
a normal level for
most practicing
teachers.
5
Strong
Extensive
evidence that
indicates
planning of
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
Demonstrates a
highly creative
ability to
effectively
engage students
successfully in
active inquiry
lessons that
promote
equitable
achievement of
science literacy
for all students.
-22-
Standard 3c
Standard 3c. Preservice teachers will plan fair and equitable assessment strategies to analyze student
learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously
evaluate preconceptions and ideas that students hold and the understandings that students have formulated..
Evaluation. All Candidates are required to demonstrate that they know and use a variety of fair and equitable
contemporary assessment strategies to evaluate the intellectual, social and personal development of the learner
in all aspects of science. Assessment refers to
 Alignment of goals, instruction and outcomes
 Measurement and evaluation of student learning in a variety of dimensions
 Use of outcome data to guide and change instruction
 Assessment strategies of students and the outcomes of student assessments must also be aligned with
instruction.
The plans that the Candidate has selected for presentation must demonstrate the ability to develop lesson plans
in which students collect and interpret data using applicable science-specific technology to develop concepts.
Lesson activities must include the construction of knowledge from data in order for the students to understand
scientific processes, relationships and natural patterns from these firsthand experiences.
Candidates need to show that they use a variety of strategies in their classroom, including things that are
normally done in science classes such as lab practicals. Some of the evaluation can come from observation
forms. Adding materials to the Supplemental Portfolio is definitely indicated. This would include a mix of
assessments such as making up a rubric, making up a test, making up a quiz, format, pretest, formative and
summative testing. Assessing the three domains (cognitive, affective and psychomotor) is also important. What
we do not want to see is only quizzes and tests.
Plans provide opportunity for equitable achievement of science literacy for all students. Assessments
continually evaluate student preconceptions and ideas as well as the understandings they have formulated. All
Candidates must show that their lessons, unit plans and curricular materials are aligned with these objectives.
The Log of Classroom Activities should include information including the date, nature of the classroom activity
and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
-23-
Item 19 Standard 3c-1
Standard 3c-1.
Develops plans
of fair and
equitable
assessment
strategies to
evaluate if
learning goals are
met.
(unit/lesson
plans)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
planning of fair
and equitable
assessment
strategies to
evaluate if
learning goals are
met.
Marginal
evidence that
indicates
planning of fair
and equitable
assessment
strategies to
evaluate if
learning goals are
met.
Satisfactory
evidence that
indicates
planning of fair
and equitable
assessment
strategies to
evaluate if
learning goals are
met.
Ample evidence
that indicates
planning of fair
and equitable
assessment
strategies to
evaluate if
learning goals are
met.
Extensive
evidence that
indicates
planning of fair
and equitable
assessment
strategies to
evaluate if
learning goals are
met.
Item 20 Standard 3c-2
Standard 3c-2.
Assesses student
learning using
fair and equitable
assessment
strategies to
evaluate if
learning goals are
met.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Is unable to
effectively assess
student learning
using fair and
equitable
assessment
strategies to
evaluate if
learning goals are
met.
Occasionally
demonstrates the
ability to
effectively assess
student learning
using fair and
equitable
assessment
strategies to
evaluate if
learning goals are
met.
Demonstrates the
ability to
effectively assess
student learning
using fair and
equitable
assessment
strategies to
evaluate if
learning goals are
met.
Demonstrates the
ability to
effectively assess
student learning
using fair and
equitable
assessment
strategies to
evaluate if
learning goals are
met at a normal
level for most
practicing
teachers.
Demonstrates a
highly creative
ability to
effectively assess
student learning
using fair and
equitable
assessment
strategies to
evaluate if
learning goals are
met.
-24-
Item 21 Standard 3c-3
Standard 3c-3.
Develops
assessment
strategies to
evaluate student
preconceptions,
ideas and
understandings.
(unit/lesson
plans)
Standard 3c-3.
Assesses student
preconceptions,
ideas and
understandings.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
Little or no
evidence that
indicates
development of
assessment
strategies to
evaluate student
preconceptions,
ideas and
understandings.
Is unable to
effectively assess
student
preconceptions,
ideas and
understandings.
Marginal
evidence that
indicates
development of
assessment
strategies to
evaluate student
preconceptions,
ideas and
understandings.
Occasionally
demonstrates the
ability to
effectively assess
student
preconceptions,
ideas and
understandings.
Satisfactory
evidence that
indicates
development of
assessment
strategies to
evaluate student
preconceptions,
ideas and
understandings.
Demonstrates the
ability to
effectively assess
student
preconceptions,
ideas and
understandings.
4
Competent
Ample evidence
that indicates
development of
assessment
strategies to
evaluate student
preconceptions,
ideas and
understandings.
Demonstrates the
ability to
effectively assess
student
preconceptions,
ideas and
understandings at
a normal level for
most practicing
teachers.
5
Strong
Extensive
evidence that
indicates
development of
assessment
strategies to
evaluate student
preconceptions,
ideas and
understandings.
Demonstrates a
highly creative
ability to
effectively assess
student
preconceptions,
ideas and
understandings.
-25-
Standard 3d
Standard 3d. Plan a learning environment and learning experiences for all students that demonstrate
chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area .
Expectations. All Candidates must show that they can design and manage safe and supportive learning
environments reflecting high expectations for the success of all students. Learning environments include:
 The physical spaces within which learning of science occurs
 The psychological and social environment of the student engaged in learning science
 Safety in all areas related to science instruction
 Treatment and ethical use of living organisms
It should be noted that teachers of chemistry, earth science and other non-life science areas do not regularly deal
with living organisms in their classrooms. It is important that Candidates in areas of licensure other than Life
Sciences understand issues related to the ethical treatment of living organisms. In the future, you might become
a science supervisor or principal and have Biology or Life Science teachers working under your supervision.
Evaluation. Evaluation of this Standard will include evidence that the Candidate creates and maintains a
psychologically and socially safe and supportive learning environment. This may include, but is not limited to:
Copies of teaching materials related to this Standard; Self-assessments; Entries in the Log of Classroom
Activities related to this Standard; Photos or other documentary evidence.
Assessment. Information provided by Candidates for this Standard will be evaluated on the following rubrics.
Item 3 Standard 3d-1
Standard 3d-1.
Develops plans
of supportive
learning
environments and
experiences for
all students.
(unit/lesson
plans)
Standard 3d-1.
Conducts student
classroom
experiences in a
supportive
learning
environment.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
development of
plans of
supportive
learning
environments and
experiences for
all students.
Is unable to
effectively
conduct student
classroom
experiences in a
supportive
learning
environment.
Marginal
evidence that
indicates
development of
plans of
supportive
learning
environments and
experiences for
all students.
Occasionally
conducts student
classroom
experiences in a
supportive
learning
environment.
Satisfactory
evidence that
indicates
development of
plans of
supportive
learning
environments and
experiences for
all students.
Demonstrates the
ability to conduct
student classroom
experiences in a
supportive
learning
environment.
Ample evidence
that indicates
development of
plans of
supportive
learning
environments and
experiences for
all students.
Extensive
evidence that
indicates plans of
supportive
learning
environments and
experiences for
all students.
Demonstrates the
ability to conduct
student classroom
experiences in a
supportive
learning
environment at a
normal level for
most practicing
teachers.
Demonstrates a
highly creative
ability to conduct
student classroom
experiences in a
supportive
learning
environment.
-26-
Item 3 Standard 3d-2
Standard 3d-2.
Develops plans
that demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
(unit/lesson
plans)
Standard 3d-2.
Engages students
in experiences
that demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
indicates
development of
plans that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Is unable to
effectively
engage students
in experiences
that demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Marginal
evidence that
indicates
development of
plans that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Occasionally
engages students
in experiences
that demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Satisfactory
evidence that
indicates
development of
plans that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Demonstrates the
ability to engage
students in
experiences that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Ample evidence
that indicates
development of
plans that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Extensive
evidence that
indicates plans
that demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Demonstrates the
ability to engage
students in
experiences that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms
at a normal level
for most
practicing
teachers.
Demonstrates a
highly creative
ability to engage
students in
experiences that
demonstrate
chemical safety,
safety
procedures, and
the ethical
treatment of
living organisms.
Standard 4
NSTA Standard 4: Safety. Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain
chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom
appropriate to their area of licensure.
Standard 4a
Standard 4a. Preservice teachers will design activities in a P-12 classroom that demonstrate the safe and proper
techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area
science instruction.
Expectations. All Candidates are expected to show that they meet this Standard. Because of the overarching importance
of safety in the science classroom, the components of this Standard have been broken out individually.
Evaluation. Evidence consists of demonstrating the ability to design activities in a P-12 classroom that demonstrate the
safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within
their subject area science instruction in the classroom on a consistent basis. Evidence can be placed in the Log of
Classroom Activities or elsewhere in the Portfolio or Supplemental Portfolio where it can be evaluated.
Assessment. Information provided by Candidates for this Standard will be evaluated using the individual rubrics below
for each of the five items mentioned in the Standard.
-27-
-28-
Item 24 Standard 4a-1
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4a-1.
Preparation.
Design learning
activities
demonstrating
proper techniques
for the
preparation of
science materials.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
proper techniques
for the
preparation of
science materials.
Standard 4a-1.
Preparation.
Successfully
engage students
in learning
activities
demonstrating
proper techniques
for the
preparation of
science materials.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
consistent selfdirection in the
ability to engage
students in
learning activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating
proper techniques
for the
preparation of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence,
and exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the
preparation of
science materials.
-29-
Item 25 Standard 4a-2
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4a-2.
Storage.
Design learning
activities
demonstrating
proper techniques
for the storage of
science materials.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
proper techniques
for the storage of
science materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
proper techniques
for the storage of
science materials.
Standard 4a-2.
Storage.
Successfully
engage students
in learning
activities
demonstrating
proper techniques
for the storage of
science materials.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
consistent selfdirection in the
ability to engage
students in
learning activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence,
and exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the storage of
science materials.
-30-
Item 26 Standard 4a-3
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4a-3.
Dispensing.
Design learning
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Standard 4a-3.
Dispensing.
Successfully
engage students
in learning
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
proper techniques
for the storage of
dispensing
materials.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance
demonstrates
consistent selfdirection in the
ability to engage
students in
learning activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence,
and exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the dispensing
of science
materials.
-31-
Item 27 Standard 4a-4
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4a-4.
Supervision of
use.
Design learning
activities
demonstrating
proper techniques
for the
supervision of use
of science
materials.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
proper techniques
for the
supervision of use
of science
materials.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
proper techniques
for the
supervision of use
of science
materials.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
proper techniques
for the
supervision of use
of science
materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
proper techniques
for the
supervision of use
of science
materials.
Standard 4a-4.
Supervision of
use.
Successfully
engage students
in learning
activities
demonstrating
proper techniques
for the use of
science materials.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
proper techniques
for the use of
science materials.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
proper techniques
for the use of
science materials.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
proper techniques
for the use of
science materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the use of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the supervision of
use of activities
demonstrating
proper techniques
for the storage of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the use of
science materials.
-32-
Item 28 Standard 4a-5
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4a-5.
Disposal. Design
learning activities
demonstrating
proper techniques
for the disposal of
science materials.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
proper techniques
for the disposal of
science materials.
Standard 4a-5.
Disposal.
Successfully
engage students
in learning
activities
demonstrating
proper techniques
for the disposal of
science materials.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating
proper techniques
for the disposal of
science materials.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
proper techniques
for the disposal of
science materials.
-33-
Standard 4b
Standard 4b. Preservice teachers will design and demonstrate activities in a P-12 classroom that demonstrate an
ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that
comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students.
Expectations. All Candidates are expected to show that they meet this Standard. Because of the overarching importance
of safety in the science classroom, the components of this Standard have been broken out individually.
Evaluation. Evidence consists of demonstrating the ability to design activities in a P-12 classroom that demonstrate an
ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that
comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students on a consistent basis Evidence can be placed in the Log of Classroom Activities or elsewhere in
the Portfolio or Supplemental Portfolio where it can be evaluated.
Assessment. Information provided by Candidates for this Standard will be evaluated using the individual rubrics below
for each of the three items mentioned in the Standard.
-34-
Item 29 Standard 4b-1
1
Insufficient
2
Beginning
3
Adequate
4
Competent
Standard 4b-1.
Emergency
procedures.
Design learning
activities
demonstrating
ability to
implement
emergency
procedures.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
ability to
implement
emergency
procedures.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
ability to
implement
emergency
procedures.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
ability to
implement
emergency
procedures.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
ability to
implement
emergency
procedures.
Standard 4b-1.
Emergency
procedures.
Successfully
engage students
in learning
activities
demonstrating
emergency
procedures.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
emergency
procedures.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
emergency
procedures.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
emergency
procedures.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating
emergency
procedures.
5
Strong
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating
ability to
implement
emergency
procedures.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
emergency
procedures.
-35-
Item 30 Standard 4b-2
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4b-2.
Maintenance of
safety
equipment.
Design learning
activities
demonstrating the
maintenance of
safety equipment.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating the
maintenance of
safety equipment.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating the
maintenance of
safety equipment.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating the
maintenance of
safety equipment.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating the
maintenance of
safety equipment.
Standard 4b-2.
Maintenance of
safety
equipment.
Successfully
engage students
in learning
activities
demonstrating the
maintenance of
safety equipment.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating the
maintenance of
safety equipment.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating the
maintenance of
safety equipment.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating the
maintenance of
safety equipment.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating the
maintenance of
safety equipment.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating the
maintenance of
safety equipment.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating the
maintenance of
safety equipment.
-36-
Item 31Standard 4b-3
1
Insufficient
2
Beginning
3
Adequate
4
Competent
Standard 4b-3.
State/national
guidelines.
Design learning
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
(unit/lesson
plans)
Performance is
unsuccessful;
demonstrates
little or no
competence in the
design of
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance
demonstrates
sporadic
competence in the
design of
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Standard 4b-2.
State/national
guidelines.
Successfully
engage students
in learning
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
(classroom)
Performance is
unsuccessful;
demonstrates
little or no ability
to engage
students in
learning activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance
demonstrates
sporadic ability to
engage students
in learning
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance
demonstrates
consistent ability
to engage
students in
learning activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
5
Strong
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the design of
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
Performance
demonstrates
creativity,
resourcefulness
and a high degree
of independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
policies and
procedures that
comply with
established state
and/or national
guidelines.
-37-
Standard 4c
Standard 4c. Preservice teachers will design and demonstrate activities in a P-12 classroom that demonstrate
ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They
emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection,
keeping, and use of living organisms.
Expectations. All Candidates are expected to show that they meet this Standard. Because of the overarching importance
of safety in the science classroom, the components of this Standard have been broken out individually. All Candidates are
expected to demonstrate that they meet this Standard, even those seeking certification in Natural Science or Earth Science.
This is required of all Candidates, not just those in Biology, because there is always the possibility that a non-Biology
science teacher will become Department Chair or Principal and will have to supervise Biology teachers and be aware of
issues surrounding the maintenance of living organisms in the classroom.
Evaluation. Evidence consists of demonstrating the ability to attend to and enforce rules for safe and ethical
treatment of living organisms in the classroom on a consistent basis. Evidence can be placed in the Log of
Classroom Activities or elsewhere in the Portfolio or Supplemental Portfolio where it can be evaluated.
Assessment. Information provided by Candidates for this Standard will be evaluated using the individual rubrics below.
-38-
Item 32 Standard 4c-1
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4c-1.
Treatment of
living
organisms.
Design learning
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living organisms.
(unit/lesson
plans)
Performance
unsuccessful;
demonstrates
little or no
competence in
the design of
activities
demonstrating.
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
Performance
demonstrates
sporadic
competence in
the design of
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living organisms.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
Standard 4c-1.
Treatment of
living
organisms.
Successfully
engage students
in learning
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living organisms.
(classroom)
Performance
unsuccessful;
demonstrates
little or no
ability to
engage students
in learning
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
Performance
demonstrates
sporadic ability
to engage
students in
learning activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living organisms.
Performance
demonstrates
consistent
ability to engage
students in
learning
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
Performance
demonstrates
creativity,
resourcefulness
and a high
degree of
independence;
exceeds
expectations in
the design of
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms
Performance
demonstrates
creativity,
resourcefulness
and a high
degree of
independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
ethical decisionmaking with
respect to the
treatment of all
living
organisms.
-39-
Item 33 Standard 4c-2
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Standard 4c-2
Compliance
with legal
restrictions.
Design learning
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and use
of living
organisms.
(unit/lesson
plans)
Performance
unsuccessful;
demonstrates
little or no
competence in
the design of
activities
demonstrating.
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Performance
demonstrates
sporadic
competence in
the design of
activities
demonstrating
compliance with
the legal
restrictions on the
collection,
keeping, and use
of living
organisms.
Performance
demonstrates
consistency;
progress is
evident in the
design of
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Performance is
competent and
consistent;
demonstrates
self-direction in
the design of
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Standard 4c-2.
Compliance
with legal
restrictions.
Successfully
engage students
in learning
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and use
of living
organisms.
(classroom)
Performance
unsuccessful;
demonstrates
little or no
ability to
engage students
in learning
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Performance
demonstrates
sporadic ability
to engage
students in
learning activities
demonstrating
compliance with
the legal
restrictions on the
collection,
keeping, and use
of living
organisms.
Performance
demonstrates
consistent
ability to engage
students in
learning
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Performance is
competent and
consistent;
demonstrates
self-direction in
the ability to
engage students
in learning
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Performance
demonstrates
creativity,
resourcefulness
and a high
degree of
independence;
exceeds
expectations in
the design of
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms
Performance
demonstrates
creativity,
resourcefulness
and a high
degree of
independence;
exceeds
expectations in
the ability to
engage students
in learning
activities
demonstrating
compliance with
the legal
restrictions on
the collection,
keeping, and
use of living
organisms.
Standard 5
NSTA Standard 5: Impact on Student Learning. Effective teachers of science provide evidence to show that P-12
students’ understanding of major science concepts, principles, theories, and laws have changed as a result of
instruction by the candidate and that student knowledge is at a level of understanding beyond memorization.
Candidates provide evidence for the diversity of students they teach.
Standard 5a
Standard 5a. Preservice teachers will collect, organize, analyze, and reflect on diagnostic, formative and
summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained
and/or corrected.
Evaluation. The plans that the Candidate has selected for presentation must demonstrate the ability to select
and use of appropriate teaching actions, strategies and methods to promote the development of multiple student
skills and levels of understanding science that are inclusive and motivating for all students. The materials
display the use of a variety of inquiry approaches and reflect the nature and social context of science as well as
appropriate safety considerations. All Candidates must show that their lessons, unit plans and curricular
materials are aligned with these objectives. The Log of Classroom Activities should include information
including the date, nature of the classroom activity and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
-40-
-41-
Item 34 Standard 5a-1
1
Insufficient
Standard 5a-1.
Plans include
collection,
organization,
analysis and
reflection on
diagnostic,
formative and
summative
evidence.
(unit/lesson
plans)
Little or no
indication that
plans include
collection,
organization,
analysis and
reflection on
diagnostic,
formative and
summative
evidence.
2
Beginning
3
Adequate
Marginal
indication that
plans include
collection,
organization,
analysis and
reflection on
diagnostic,
formative and
summative
evidence.
Satisfactory
indication that
plans include
collection,
organization,
analysis and
reflection on
diagnostic,
formative and
summative
evidence.
4
Competent
Ample indication
that plans include
collection,
organization,
analysis and
reflection on
diagnostic,
formative and
summative
evidence.
5
Strong
Extensive
indication that
plans include
collection,
organization,
analysis and
reflection on
diagnostic,
formative and
summative
evidence.
Item 34 Standard 5a-2
Standard 5a-2.
Evidence
demonstrates that
students gain
and/or correct
scientific
knowledge.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence
demonstrates that
students gain
and/or correct
scientific
knowledge.
Marginal
evidence
demonstrates that
students gain
and/or correct
scientific
knowledge.
Satisfactory
evidence
demonstrates that
students gain
and/or correct
scientific
knowledge.
Ample evidence
demonstrates that
students gain
and/or correct
scientific
knowledge.
Extensive
evidence
demonstrates that
students gain
and/or correct
scientific
knowledge.
-42-
Standard 5b
Standard 5b. Preservice teachers will provide data to show that P-12 students are able to distinguish science
from nonscience, understand the evolution and practice of science as a human endeavor, and critically
analyze assertions made in the name of science.
Expectations. All Candidates are expected to demonstrate and provide evidence that they interact with the
students in the classroom in teaching them about the nature of science. Nature of science is considered to
include:
 History, philosophy and practice of science
 Characteristics distinguishing science from nonscience and other ways of knowing
 Characteristics distinguishing between basic science, applied science and technology
 Evolution and practice of science as a human endeavor
 Critically analyze assertions made in the name of science
Expectations. All Candidates are expected to be able to talk to school students about:
 Historical and cultural development of science
 Evolution of knowledge in their discipline
 What science is—its goals, values and assumptions
 How it is different from such philosophies as religion or others
 All science knowledge is tentative
 There is not necessarily one method
 Science acts by disproving rather than proving
Evaluation: Evaluation of Candidates for this Standard will include evidence that the Candidate
 Presents concepts of the Nature of Science to Students
 Presents accurate and timely information
 Integrates the Nature of Science with other science classroom activities
 Helps students recognize the importance and relevancy of the Nature of Science
The plans that the Candidate has selected for presentation must demonstrate the ability to select and use of
appropriate teaching actions, strategies and methods to promote the development of multiple student skills and
levels of understanding science that are inclusive and motivating for all students. The materials display the use
of a variety of inquiry approaches and reflect the nature and social context of science as well as appropriate
safety considerations. All Candidates must show that their lessons, unit plans and curricular materials are
aligned with these objectives. The Log of Classroom Activities should include information including the date,
nature of the classroom activity and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
-43-
Item 36 Standard 5b-1
Standard 5b-1a
Plans for
collection of data
that show students
are able to
distinguish
science from
nonscience.
(unit/lesson
plans)
Standard 5b-1b
Plans for
collection of data
that show students
understand the
evolution and
practice of science
as a human
endeavor.
(unit/lesson
plans)
Standard 5b-1c
Plans for
collection of data
that show students
are able to
critically analyze
assertions made in
the name of
science.
(unit/lesson
plans)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence of plans
for collection of
data that show
students are able
to distinguish
science from
nonscience.
Marginal evidence
of plans for
collection of data
that show students
are able to
distinguish
science from
nonscience.
Satisfactory
evidence of plans
for collection of
data that show
students are able
to distinguish
science from
nonscience.
Ample evidence
of plans for
collection of data
that show students
are able to
distinguish
science from
nonscience.
Extensive
evidence of plans
for collection of
data that show
students are able
to distinguish
science from
nonscience.
Little or no
evidence of plans
for collection of
data that show
students
understand the
evolution and
practice of science
as a human
endeavor.
Marginal evidence
of plans for
collection of data
that show students
understand the
evolution and
practice of science
as a human
endeavor.
Satisfactory
evidence of plans
for collection of
data that show
students
understand the
evolution and
practice of science
as a human
endeavor.
Ample evidence
of plans for
collection of data
that show students
understand the
evolution and
practice of science
as a human
endeavor.
Extensive
evidence of plans
for collection of
data that show
students
understand the
evolution and
practice of science
as a human
endeavor.
Little or no
evidence of plans
for collection of
data that show
students are able
to critically
analyze assertions
made in the name
of science.
Marginal evidence
of plans for
collection of data
that show students
are able to
critically analyze
assertions made in
the name of
science.
Satisfactory
evidence of plans
for collection of
data that show
students are able
to critically
analyze assertions
made in the name
of science.
Ample evidence
of plans for
collection of data
that show students
are able to
critically analyze
assertions made in
the name of
science.
Extensive
evidence of plans
for collection of
data that show
students are able
to critically
analyze assertions
made in the name
of sciencez.
-44-
Item 37 Standard 5b-2
Standard 5b-2a
Collected data
show that students
are able to
distinguish
science from
nonscience.
(classroom)
Standard 5b-2b
Collected data
show students
understand the
evolution and
practice of science
as a human
endeavor.
(classroom)
Standard 5b-2c
Collected data
show students are
able to critically
analyze assertions
made in the name
of science.
(classroom)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence that
collected data
show that students
are able to
distinguish
science from
nonscience.
Little or no
evidence that
collected data
show students
understand the
evolution and
practice of science
as a human
endeavor.
Little or no
evidence that
collected data
show students are
able to critically
analyze assertions
made in the name
of science.
Marginal evidence
that collected data
show that students
are able to
distinguish
science from
nonscience.
Satisfactory
evidence that
collected data
show that students
are able to
distinguish
science from
nonscience.
Satisfactory
evidence that
collected data
show students
understand the
evolution and
practice of science
as a human
endeavor.
Satisfactory
evidence of plans
that collected data
show students are
able to critically
analyze assertions
made in the name
of science.
Ample evidence
that collected data
show that students
are able to
distinguish
science from
nonscience.
Extensive
evidence that
collected data
show that students
are able to
distinguish
science from
nonscience.
Extensive
evidence of plans
that collected data
show students
understand the
evolution and
practice of science
as a human
endeavor.
Extensive
evidence of plans
that collected data
show students are
able to critically
analyze assertions
made in the name
of sciencez.
Marginal evidence
that collected data
show students
understand the
evolution and
practice of science
as a human
endeavor.
Marginal evidence
that collected data
show students are
able to critically
analyze assertions
made in the name
of science.
Ample evidence
of plans that
collected data
show students
understand the
evolution and
practice of science
as a human
endeavor.
Ample evidence
of plans for that
collected data
show students are
able to critically
analyze assertions
made in the name
of science.
Standard 5c
Standard 5c. Preservice teachers will engage students in developmentally appropriate inquiries that require
them to develop concepts and relationships from their observations, data, and inferences in a scientific
manner.
Evaluation. The plans that the Candidate has selected for presentation must demonstrate the ability of students
to develop concepts and relationships from their observations, data, and inferences in a scientific manner. All
Candidates must show that their lessons, unit plans and curricular materials are aligned with these objectives.
The Log of Classroom Activities should include information including the date, nature of the classroom activity
and the teaching method used for the activity.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 38 Standard 5c-1
Standard 5c-1.
Develops plans
that include
inquiries that
require students
to develop
concepts and
relationships
from their
observations,
data and
inferences.
(unit/lesson
plans)
1
Insufficient
2
Beginning
3
Adequate
4
Competent
Little or no
evidence that
indicates
development of
plans that include
inquiries that
require students
to develop
concepts and
relationships
from their
observations,
data and
inferences.
Marginal
evidence that
indicates
development of
plans that include
inquiries that
require students
to develop
concepts and
relationships
from their
observations,
data and
inferences.
Satisfactory
evidence that
indicates
development of
plans that include
inquiries that
require students
to develop
concepts and
relationships
from their
observations,
data and
inferences.
Ample evidence
that indicates
development of
plans that include
inquiries that
require students
to develop
concepts and
relationships
from their
observations,
data and
inferences.
5
Strong
Extensive
evidence that
indicates plans
that include
inquiries that
require students
to develop
concepts and
relationships
from their
observations,
data and
inferences.
Item 39 Standard 5c-2
1
Insufficient
Standard 5c-2.
Engages students
in experiences
that include
inquiries where
they develop
concepts and
relationships
from their
observations,
data and
inferences.
(classroom)
Is unable to
effectively
engage students
in experiences
that include
inquiries where
they develop
concepts and
relationships
from their
observations,
data and
inferences.
2
Beginning
3
Adequate
4
Competent
5
Strong
Occasionally
engages students
in experiences
that include
inquiries where
they develop
concepts and
relationships
from their
observations,
data and
inferences.
Demonstrates the
ability to engage
students in
experiences that
include inquiries
where they
develop concepts
and relationships
from their
observations,
data and
inferences.
Demonstrates the
ability to engage
students in
experiences that
include inquiries
where they
develop concepts
and relationships
from their
observations,
data and
inferences at a
normal level for
most practicing
teachers.
Demonstrates a
highly creative
ability to engage
students in
experiences that
include inquiries
where they
develop concepts
and relationships
from their
observations,
data and
inferences.
-45-
Standard 6
NSTA Standard 6: Professional Knowledge and Skill. Effective teachers of science strive continuously to improve
their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy,
including approaches for addressing inequities and inclusion for all students in science. They identify with and
conduct themselves as part of the science education community.
Standard 6a
Standard 6a. Preservice teachers will engage in professional development opportunities in their content field
such as talks, symposiums, research opportunities, or projects within their community.
Evaluation. The Candidate needs to show evidence that they engage actively and continuously in opportunities
for professional learning and leadership in their content field that reach beyond minimum job requirements.
Professional learning and leadership refers to:
 Knowledge of and participation in the activities of the professional science education community
 Ethical behavior consistent with the best interests of students and the community
 Reflection on professional practices and continuous efforts to ensure the highest quality of science
instruction
 Willingness to work with students and new colleagues as they enter the profession
These activities need to be recorded appropriately in materials submitted by the Candidate.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 40 Standard 6a
Standard 6a.
Engage actively
and
continuously in
opportunities
for professional
learning and
leadership in
their subject
area that reach
beyond
minimum job
requirements.
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence of
active and
continuous
participation in
professional
learning and
leadership
opportunities in
their subject area
that reach beyond
minimum job
requirements.
Participates
sporadically in
professional
learning and
leadership
opportunities in
their subject area
that reach beyond
minimum job
requirements.
Regularly
participates in
professional
learning and
leadership
opportunities in
their subject
area that reach
beyond
minimum job
requirements.
Regularly
participates in
professional
learning and
leadership
opportunities in
their subject
area that reach
beyond
minimum job
requirements
and discusses
these activities
with students.
Regularly
participates in
professional
learning and
leadership
opportunities in
their subject
area that reach
beyond
minimum job
requirements
and incorporates
knowledge
gained from
these activities
into the
curriculum.
-46-
-47-
Standard 6b
Standard 6b. Preservice teachers will engage in professional development opportunities such as conferences,
research opportunities, or projects within their community.
Evaluation. All Candidates are expected to provide evidence that they know and participate in professional
organizations and activities of the science education community beyond the classroom. Evidence may include,
but is not limited to:
 Membership in organizations such as NSTA, AIBS, ACS, AMS and the like
 Attendance at local, state or national meetings like the New Jersey Science Teachers Association
Convention
 Certificates showing evidence of Professional Development
 Subscriptions to science education journals or magazines
 Presentation of a paper or workshop at a local, state or national meeting of a science or science education
organization
These activities need to be recorded appropriately in materials submitted by the Candidate.
Assessment. The following rubrics will be used in the assessment of this Standard.
Item 41 Standard 6b
Standard 6b.
Engage actively
and
continuously in
opportunities
for professional
learning and
leadership in
science
education that
reach beyond
minimum job
requirements.
1
Insufficient
2
Beginning
3
Adequate
4
Competent
5
Strong
Little or no
evidence of
active and
continuous
participation in
professional
learning and
leadership
opportunities in
science education
that reach beyond
minimum job
requirements.
Participates
sporadically in
professional
learning and
leadership
opportunities in
science education
that reach beyond
minimum job
requirements.
Regularly
participates in
professional
learning and
leadership
opportunities in
science
education that
reach beyond
minimum job
requirements.
Regularly
participates in
professional
learning and
leadership
opportunities in
science
education that
reach beyond
minimum job
requirements
and discusses
these activities
with students.
Regularly
participates in
professional
learning and
leadership
opportunities in
science
education that
reach beyond
minimum job
requirements
and incorporates
knowledge
gained from
these activities
into the
curriculum.
-48Record of Evaluation for 2012 NSTA Standards
Candidate: _______________________________________ Semester, Year: ___________________________
Supervisor: _______________________________________ School: __________________________________
Cooperating Teacher: _______________________________
Item
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Standard
Description
1
1a
CONTENT KNOWLEDGE
Understand/convey major concepts of major field of science
1b-1
1b-2
1c
2
2a-1
2a-2
2a-3
2b-1
2b-2
2b-3
2c-1
2c-2
Understand/convey central concepts of supporting disciplines
Understand/convey supporting science-specific terminology
Understand/utilize state/national curriculum standards in teaching
CONTENT PEDAGOGY
Plan multiple lessons using a variety of inquiry approaches
Lessons demonstrate knowledge of how students learn science
Engage students successfully in inquiry-based science lessons
Plan/utilize inquiry-based lessons involving collection of data
Students utilize data to construct knowledge
Understand/utilize science-specific technology
Lessons confront and address naïve concepts/preconceptions
Assessment strategies address naïve concepts/preconceptions
3
3a-1
3a-2
3a-3
3b-1
3b-2
3b-3
3c-1
3c-2
3c-3
3d-1
3d-2
4
LEARNING ENVIRONMENTS
Use a variety of teaching actions and methods
Successfully organize and engage students (various settings)
Successfully use instruments and technology
Prepare active-inquiry lesson plans and activities
Successfully engage students in construction of knowledge
Successfully promote equitable learning of science
Plan fair and equitable assessment strategies
Evaluate if learning goals are met
Evaluate student preconceptions. ideas and understandings
Create and maintain a supportive environment
Learning experiences demonstrate standards related to safety
SAFETY
Design learning activities demonstrating proper techniques for the following
activities associated with science materials.
4a
24
25
26
27
28
4a-1
4a-2
4a-3
4a-4
4a-5
29
30
31
4b
4b-1
4b-2
4b-3
4c
32
33
4c-1
4c-2
Preparation
Storage
Dispensing
Supervision of use
Disposal
Design and demonstrate activities that demonstrate the following in the science
classroom/laboratory
Emergency procedures
Maintenance of safety equipment
Comply with state/national guidelines
Design and demonstrate activities in a P-12 classroom that demonstrate ethical
decision-making with respect to the treatment of all living organisms in and out of
the classroom**
Procedures for treating living organisms in field or classroom in a safe, humane
and ethical manner
Legal restrictions on collecting, keeping and use of living organisms.
Score*
Date
-49Candidate: __________________________________________
Item
34
35
36
37
38
39
40
41
Semester, Year: ___________________________
Standard
Description
5
5a
5a-1
5a-2
5b-1
5b-2
IMPACT ON STUDENT LEARNING
Demonstrate evidence that science knowledge is gained/corrected
Collect, organize, analyze, reflect on assessment data
Demonstrate that students gain and correct scientific knowledge
Engage students in the study of the nature of science
Demonstrate that students understand the nature of science
5c-1
5c-2
6
6a
6b
Engage students in developmentally appropriate inquiry activities
Demonstrate that students can construct knowledge from data
PROFESSIONAL KNOWLDEGE AND SKILLS
Engage in professional development activities in content field
Engage in professional development activities in community
Score*
Date
s
*Candidate must achieve a 3 or higher in each evaluated area of the rubric in order to qualify for certification.
**Note for Chemistry and Earth Science Candidates. While Chemistry and Earth Science teachers do not work routinely with living
organisms, it is important to meet these standards. There is always a chance in the future that you may become a Science Supervisor
or Principal with Biology teachers working under you. Chemistry and Earth Science teachers should qualify for Standard 4c by
conducting meetings with Biology teachers, science supervisors, or conduct other activities that demonstrate competence in this area.
2012 NSTA Preservice Science Standards
http://www.nsta.org/pd/ncate/docs/2012NSTAPreserviceScienceStandards.pdf
NSTA Standard 1: Content Knowledge
Effective teachers of science understand and articulate the knowledge and practices of contemporary
science. They interrelate and interpret important concepts, ideas, and applications in their fields of
licensure.
Below are the elements of the standard.
Preservice teachers will:
1a) Understand the major concepts, principles, theories, laws, and interrelationships of their fields of
licensure and supporting fields as recommended by the National Science Teachers Association.
1b) Understand the central concepts of the supporting disciplines and the supporting role of sciencespecific technology.
1c) Show an understanding of state and national curriculum standards and their impact on the content
knowledge necessary for teaching P-12 students.
Assessment: This Standard is usually met using Assessments 1- state licensure exam and Assessment 2 comprehensive content exams or science courses’ GPA and content analysis form.
-50-
NSTA Standard 2: Content Pedagogy
Effective teachers of science understand how students learn and develop scientific knowledge. Preservice
teachers use scientific inquiry to develop this knowledge for all students.
Below are the elements of the standard.
Preservice teachers will:
2a) Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and
understanding of how all students learn science.
2b) Include active inquiry lessons where students collect and interpret data in order to develop and
communicate concepts and understand scientific processes, relationships and natural patterns from
empirical experiences. Applications of science-specific technology are included in the lessons when
appropriate.
2c) Design instruction and assessment strategies that confront and address naïve concepts/preconceptions.
Assessment: This Standard is usually met using Assessment 3 - Unit Plan.
NSTA Standard 3: Learning Environments
Effective teachers of science are able to plan for engaging all students in science learning by setting
appropriate goals that are consistent with knowledge of how students learn science and are aligned with
state and national standards. The plans reflect the nature and social context of science, inquiry, and
appropriate safety considerations. Candidates design and select learning activities, instructional settings,
and resources--including science-specific technology, to achieve those goals; and they plan fair and
equitable assessment strategies to evaluate if the learning goals are met.
Below are the elements of the standard.
Preservice teachers will:
3a) Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to
select the appropriate teaching and learning activities – including laboratory or field settings and
applicable instruments and/or technology- to allow access so that all students learn. These strategies are
inclusive and motivating for all students.
3b) Develop lesson plans that include active inquiry lessons where students collect and interpret data
using applicable science-specific technology in order to develop concepts, understand scientific processes,
relationships and natural patterns from empirical experiences. These plans provide for equitable
achievement of science literacy for all students.
3c) Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning
goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that
students hold and the understandings that students have formulated.
3d) Plan a learning environment and learning experiences for all students that demonstrate chemical
safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
Assessment: This Standard is usually met using Assessment 3 - Unit Plan.
NSTA Standard 4: Safety
Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety,
safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom
appropriate to their area of licensure.
Below are the elements of the standard.
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Preservice teachers will:
4a) Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the
preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area
science instruction.
4b) Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement
emergency procedures and the maintenance of safety equipment, policies and procedures that comply
with established state and/or national guidelines. Candidates ensure safe science activities appropriate for
the abilities of all students.
4c) Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with
respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane,
and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use
of living organisms.
Assessment: This Standard is usually met using Assessments 3 - Unit Plan and Assessment 4- Student
Teaching Observation Form.
NSTA Standard 5: Impact on Student Learning
Effective teachers of science provide evidence to show that P-12 students’ understanding of major science
concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that
student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for
the diversity of students they teach.
Below are the elements of the standard.
Preservice teachers will:
5a) Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change
in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
5b) Provide data to show that P-12 students are able to distinguish science from nonscience, understand
the evolution and practice of science as a human endeavor, and critically analyze assertions made in the
name of science.
5c) Engage students in developmentally appropriate inquiries that require them to develop concepts and
relationships from their observations, data, and inferences in a scientific manner.
Assessment: This Standard is usually met using Assessment 5 – Evidence of P-12 student learning.
Standard 6: Professional Knowledge and Skills
Effective teachers of science strive continuously to improve their knowledge and understanding of the
ever changing knowledge base of both content, and science pedagogy, including approaches for
addressing inequities and inclusion for all students in science. They identify with and conduct
themselves as part of the science education community.
Below are the elements of the standard.
Preservice teachers will:
6a) Engage in professional development opportunities in their content field such as talks, symposiums,
research opportunities, or projects within their community.
6b) Engage in professional development opportunities such as conferences, research opportunities, or
projects within their community.
Assessment: This Standard is usually met using Assessment 6 – Evidence of Professional Knowledge
and Skills.