COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
Connections Between Teaching and Learning Standards and ADEPT Performance Standards
Teaching and Learning Standards
Academic/
Clinical/Field Experience
Theoretical Work
Standard I: Evidence theoretical and practical understanding of the ways
learners develop
Standard II: Demonstrate understanding and application of the critical
attributes and pedagogy of the major content area
Standard III: Evidence a variety of strategies that optimize student learning
APS 1, APS 2, APS 3, APS 9
APS 4, APS 5, APS 6, APS 7, APS 8
APS 1, APS 2, APS 3
APS 4, APS 5, APS 6, APS 7, APS 8
APS 1, APS 2
Standard IV: Participate in informed personal and shared decision making
that has as its focus the enhancement of schooling and the profession
Standard V: Communicate effectively with students, parents, colleagues,
and the community
Standard VI: Demonstrate an understanding of the continuous nature of
assessment and its role in facilitating learning
Standard VII: Show an understanding of the culture and organization of
schools and school systems and their connection to the larger society
APS 1, APS 2, APS 3
APS 3, APS 4, APS 5, APS 6, APS 7, APS 8,
APS 9
APS 10
APS 1
APS 4, APS 5, APS 6, APS 7, APS 8, APS 9
APS 1, APS 2, APS 3
APS 4, APS 7
APS 9
APS 6, APS 8
SCORING GUIDE: ADEPT PERFORMANCE STANDARDS
Score
Description
5
The candidate demonstrates complete understanding of the standard’s element and all requirements of the standard’s element are present. The candidate
completely demonstrates the standard’s element at the level expected of a new teacher.
4
The candidate demonstrates considerable understanding of the standard’s element and all requirements of the standard’s element are present. The candidate is in
the intermediate stages of developing the standard’s element but does not yet demonstrate it at the level expected of a new teacher.
3
The candidate demonstrates partial understanding of the standard’s element and most requirements of the standard’s element are present. The candidate is in the
beginning stages of developing the standard’s element but does not yet demonstrate it at the level expected of a new teacher.
2
The candidate demonstrates little understanding of the standard’s element and many requirements of the standard’s element are missing. The candidate has
minimally demonstrated the standard’s element and you have some concerns about this area of the candidate’s development.
1
The candidate demonstrates no understanding of the standard’s element. The candidate has not demonstrated the standard’s element and you have substantial
concerns about this area of the candidate’s development.
0 or NA
No response/component not attempted. You do not have enough information to be able to rate the candidate.
1
COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
Candidate’s Name: _____________________________________________________ Student ID: ________________________ Observation Date: ______________________
School/Observation Location: _____________________________________________________ Grade level (Circle one): Early Childhood | Elementary | Middle | Secondary
Subject area(s) for observed lesson: _____________________________ C of C Course: ___________________ Term: ___________________
Type of observation (Select one): Midterm | Final | Observation  Enter observation #: _______
Assessor Type (Circle one): Candidate/Self Reflection | College Supervisor | Cooperating Teacher | Peer | Other:_____________________
PERFORMANCE STANDARD #1 – LONG RANGE PLANNING
[Instructions in italics are for Special Education majors]
The key elements of the standard include the ability and disposition of the candidate to:
determine the ability, developmental levels, learning styles, cultural and socio economic
backgrounds and interests of students [use existing IEP’s]
[describe the present level of performance of each IEP student in case load]
formulate appropriate standards-based long range learning and developmental goals for [each]
student(s)
provide accurate content within the plan
prepare a daily and weekly schedule
identify sequence and integrate appropriate instructional skills across the content
order or obtain special instructional materials or resources
develop an appropriate sequence and timeline for completing group [and individual]
instructional units
design a process for maintaining records of student progress and achievement [and IEP’s]
plan rules and procedures for managing non-instructional routines and student behavior
[including individual students]
[plan procedures for communicating with teachers, paraprofessionals and related services staff,
about individual students]
plan procedures for routinely communicating with parents [and caregivers]
periodically evaluate and revise the long range plan as necessary
[designs a plan for assessing individual student progress within the overall instructional plan]
NOT
MET
MET
5
4
3
2
1
Comments
NA
2
COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
NOT
MET
PERFORMANCE STANDARD #2 - SHORT RANGE PLANNING OF INSTRUCTION
MET
The key elements of the standard include the ability and disposition of the candidate to:
develop objectives that facilitate student achievement of appropriate standards and learning
and developmental goals
select content which is appropriate for the ability and developmental levels of students
plan lessons in advance of implementation
plan instructional strategies which are matched to the needs of students
select resources and technologies which present content in a variety of strategies
use instruction to promote active student involvement
plan instructional strategies that will promote both independent and collaborative learning
plan for efficient transitions from activity to activity
plan an appropriate introduction and summary to each lesson and unit
routinely analyze student performance and achievement and use these reflections to guide
subsequent planning
allow students to make choices which influence instruction
5
4
3
MET
5
4
1
NA
Comments
NA
Comments
NOT
MET
PERFORMANCE STANDARD #3 - PLANNING, ASSESSMENTS AND USING DATA
The key elements of the standard include the ability and disposition of the candidate to:
develop/select a variety of appropriate assessments
use observations, questions, and other appropriate techniques to monitor progress
assess student performance at appropriate intervals
establish appropriate criteria and assessment weightings for determining student progress and
achievement
develop assessments that are appropriate for the ability and developmental level of students
plan for assessments that actually measure objectives and material presented
construct tests which are reasonable in length and difficulty
provide opportunities for student self-evaluations
maintain accurate records of assessment results
systematically analyze and use assessment data
analyze behavior based on knowledge of child development and learning
2
3
2
1
3
COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
PERFORMANCE STANDARD #4 - ESTABLISHING AND MAINTAINING HIGH EXPECTATIONS FOR
LEARNERS
The key elements of the standard include the ability and disposition of the candidate to:
continually establish high expectations for students
make objectives relevant to previous and further learning goals
provide clear instructions and expectations to students
establish expectations that are appropriate to the instructional activities of the lesson
establish appropriate expectations for instructional assignments to be completed outside the
classroom
use strategies to assist students in taking responsibility for their own performance
maintain high expectations for student performance throughout the instructional period
assist students in developing strategies to compensate for their weaknesses
provide opportunities for students to engage in self assessment
PERFORMANCE STANDARD #5 – USING INSTRUCTIONAL STRATEGIES TO FACILITATE
LEARNING
The key elements of the standard include the ability and disposition of the candidate to:
use varied instructional strategies that address the individual needs of the student
use varied instructional strategies that actively engage students
use instructional strategies in a logical sequence
demonstrate ability to adjust to a variety of circumstances
develop opportunities for all students to experience success
establish clear learning goals for the lesson/unit
use varied instructional strategies that are appropriate for the content and skills
pace lessons appropriately/adjust the pace of lessons when needed
NOT
MET
MET
5
4
3
4
1
NA
Comments
NA
Comments
NOT
MET
MET
5
2
3
2
1
4
COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
NOT
MET
PERFORMANCE STANDARD #6 - PROVIDING CONTENT FOR LEARNERS
MET
The key elements of the standard include the ability and disposition of the candidate to:
provide content that is appropriate for the objectives of the instructional unit
provide content that is current and accurate
place appropriate emphasis on the key elements of subject matter
present content with confidence
encourage students to study beyond minimum requirements
5
4
3
MET
5
4
1
NA
Comments
NA
Comments
NOT
MET
PERFORMANCE STANDARD #7 – MONITORING, ASSESSING AND ENHANCING LEARNING
The key elements of the standard include the ability and disposition of the candidate to:
observe student progress
use appropriate questioning techniques
use a variety of formal assessment strategies
use a variety of informal assessment strategies
use vocabulary and sentence structure which is at an appropriate instructional level
provide feedback to students to correct misunderstandings or errors
provide feedback to encourage students’ skills and knowledge
adjust instruction when appropriate
encourage written and oral communication which is free of grammatical and mechanical errors
encourage speech quality which does not detract from instruction
encourage written communication that is legible
2
3
2
1
5
COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
PERFORMANCE STANDARD #8 - MAINTAINING AN ENVIRONMENT THAT PROMOTES
LEARNING
The key elements of the standard include the ability and disposition of the candidate to:
maintain a neat and orderly classroom
promote cooperation, teamwork, and respect among students
respect the feelings, ideas, and contributions of students
maximize positive and productive interactions with students
demonstrate qualities of warmth, empathy and humor
demonstrate confidence in teaching content to diverse groups of students
create in students a sense of responsibility for teaching themselves and their peers
display student work appropriately
NOT
MET
MET
5
4
3
MET
5
4
1
NA
Comments
NA
Comments
NOT
MET
PERFORMANCE STANDARD #9 – MANAGING THE CLASSROOM
The key elements of the standard include the ability and disposition of the candidate to:
clearly communicate behavioral expectations
be firm, fair and consistent in enforcing rules
continuously monitor behavior and discourage inattentive behavior
maximize the amount of time on task
make efficient transitions between activities
encourage students to assume responsibility for their behavior
model courtesy and respect
manage non-instructional routines in an efficient manner
encourage self control in pupils
2
3
2
1
6
COLLEGE OF CHARLESTON - SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
ADEPT PERFORMANCE STANDARDS
PERFORMANCE STANDARD #10 - FULFILLING PROFESSIONAL RESPONSIBILITIES
The key elements of the standard include the ability and disposition of the Clinical Practice
Intern to:
NOT
MET
MET
5
4
3
2
1
NA
Comments
dress in an appropriate and well groomed manner
be punctual and regular in attendance
meet all responsibilities in a timely and positive manner
work cooperatively with parents
collaborate with other teachers in planning for students
establish cooperative, respectful and productive relationships with other professionals
maintain an interest in continued professional development
speak and write in language that is clear, correct and appropriate both inside and outside the
classroom
Signatures:
Observer 1: ______________________________________________ Print Name: ________________________________________
Role (Select one) : Supervisor | Cooperating Teacher | Other: ___________________
Observer 2: ______________________________________________ Print Name: ________________________________________
Role (Select one) : Supervisor | Cooperating Teacher | Other: ___________________
Candidate: _______________________________________________ Print Name: ________________________________________
Student ID: _________________________________
7