Colorado State University Center for Educator

Preparation
TEACHER CANDIDATE QUALITY STANDARDS

The following standards are adapted from the Colorado State Model Evaluation System for Teachers approved by the Colorado State
Board of Education in May of 2013, and reflect the knowledge, skills, and dispositions required for teachers to ensure students academic
success and social growth. They strive to support growth and development, close achievement gaps and to prepare diverse student
populations for postsecondary and workforce success (Colorado Department of Education, 2016).

These Teacher Candidate Quality Standards have been adapted to reflect the specific context and opportunities available to teacher
candidates throughout the four-phase program in the Center for Educator Preparation at Colorado State University.

The first category involves the work surrounding the act of teaching. Since the primary role of the teacher is to support students academic
and personal success, it is the focus of three of the five standards.

CEPTCQS #1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
CEPTCQS #2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
CEPTCQS #3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

The second category involves continuing improvement and the effectiveness of the teacher, both personally and professionally:

CEPTCQS #4: Teachers reflect on their practice.

CEPTCQS #5: Teachers demonstrate leadership.

Preservice teacher candidate performance should be rated on each element within each standard at one of four levels: Emergent
Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. These levels are cumulative across the rows of the
rubric in that a Proficient Candidate must exhibit the characteristics encompassed under each previous level in addition to those
described at the Proficient Candidate level. A candidate must demonstrate professional performance with a C or better and at the
proficient level for dispositions to be recommended for licensure.

Revised 8.3.16
CEPTC Quality Standard #1

Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches

(e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his
or her content endorsement area(s).

Teacher Candidates:
1a. Lesson plan and instruction is aligned with the Colorado Academic Standards and the individual needs of their students

Observation

Artifact
Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality *Effective Communicator
*Improve Performance *Culturally Responsive *Committed to Profession
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher uses lesson and The Teacher uses ...and The Teacher ... and The Teacher
plans that reflect: lesson plans based on:

-daily review and revision
-instructional objectives
appropriate for students
-explicit connections to
specific learning objectives
and approved curriculum.
-student needs -collaborates with the
Cooperating Teacher and
-Colorado Academic department to deliver the
Standards approved curriculum.
-stated learning -understand and can
objectives access their district's plan of
instruction.
-collaborates with other
school staff to vertically
align and horizontally align,
articulate, and deliver the
approved curriculum.

Dates Observed:

1
1b. Demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
Feedback/questions Emergent
The Teacher
-demonstrates an
understanding of literacy
content and skills;
-emphasizes literacy
connections while
teaching content.
Dates Observed:
1c. Demonstrate knowledge of mathematics and understand how to promote student development in mathematical concepts connected to
the content area
Feedback/questions Emergent
The Teacher:
-includes relevant math
concepts in discussions
that do not have math as
the primary focus
-promotes and
encourages students to
make explicit math
connections across
content.
Dates Observed:
Developing Proficient Accomplished
and The Teacher ...and The Teacher provides and Students meet or
understands and strives instruction that enhances exceed expectations for:
to make complex students
reading accessible to -oral communication
students by: -critical thinking and -written communication
reasoning -critical thinking and
-adjusting content to problem solving
students' skill levels -information literacy
-literacy skills
- providing relevant
content that addresses
students' interests.
-integrating knowledge
into lessons
Developing Proficient Accomplished
and The Teacher ...and The Teacher and the Teacher
-emphasizes to students -emphasizes interdisciplinary -models mathematical
why they need to learn connections to math thinking
math content and skills
-uses instructional
strategies that require
students to apply and
transfer mathematical
knowledge to their
content area
2
1d. Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character
of the disciplines being taught.
Feedback/questions Emergent
The Teacher:
-breaks down concepts
into instructional parts and
teaches each part using
appropriate, effective
strategies and/or tools;
-uses instructional materials
that are accurate and
appropriate for the lesson
being taught
-employs a variety of
instructional strategies to
address student needs
Dates Observed:
1e. Develop lessons that reflect the interconnectedness of content areas/disciplines.
Feedback/questions Emergent
The Teacher
-emphasizes key concepts
and connects them to
other essential ideas within
the content area
Dates Observed:
Developing Proficient
...and The Teacher ...and The Teacher
-provides explanations -provides students with a
of content area that variety of explanations and
are accurate; clear; multiple representations of
concise; concepts and ideas.
comprehensive.
Developing Proficient
and The Teacher ...and The Teacher
implements instructional
-connects lessons to strategies that
other disciplines and/or
content areas -articulate content and
interdisciplinary connections
-integrate literacy skills
across content areas
Accomplished
and The Teacher engages
students in
-a variety of explanations
and multiple representations
of concept and ideas
-a variety of inquiry methods
to explore new ideas and
theories.
Accomplished
...and The Teacher
-clarifies and elaborates on
interdisciplinary connections
for students
-employs instructional
strategies that include
literacy, numeracy, and
language development
across content areas
3
1f. Make instruction and content relevant to students and take actions to connect students' background and contextual knowledge with new
information being taught.
Feedback/questions Emergent
The Teacher
-selects a variety of
instructional materials and
strategies based on their
relevance, central
contexts, and foundational
evidence base
Dates Observed:
Feedback/Questions/
Next Steps for overall
TCQS #1:
Developing
and The Teacher ...and The Teacher
-links lessons to students'
prior knowledge
-encourages and
provides opportunities
for students to make
connections to prior
learning.
Proficient
and Students
-delivers lessons and uses
materials to ensure that
students backgrounds are
considered
-provides opportunities for
students to self-select tasks
that accelerate learning
Accomplished
-interact with materials that
are relevant to them
-make connections to prior
learning to understand
current content
4
CEPTC Quality Standard #2
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Teacher Candidates:
2a. Foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and
peers.
Dispositions: *Tact & Judgement *Ethical Behavior & Integrity
Feedback/questions Emergent
The Teacher
-circulates through the
classroom, interacting with
every student
-ensures that screen or
board (focus) is positioned
so that all students can see
and hear what is projected
Dates Observed:
2b. Demonstrate a commitment to and respect for diversity.
Feedback/questions Emergent
The Teacher
- shows a concern for
issues of equity and social
justice
Dates Observed:
Observation
Artifact
*Effective Communicator *Culturally Responsive
Developing Proficient Accomplished
and The Teacher ...and The Teacher ... and The Teacher
-ensures that structures -displays public records of -fosters positive relationships
and routines are student work on walls that between and among
evident are relevant to ongoing students that are respectful
instruction and demonstrate mutual
- has mutually support
respectful relationships -fosters an environment
with students where students respect their
classmates and teacher(s)
-has consistent
empathy for each
student
Developing Proficient Accomplished
and The Teacher and The Teacher and Students
-uses instructional -engages students in -respect the uniqueness of
approaches and discussions concerning fellow students
provides tasks that are culture, equity, democracy
relevant to students & learning -seek a variety of
from a variety of perspectives to complete
backgrounds and -establishes processes and group assignments
interests an environment that result in
a sense of community with
effective interactions
among students
5
2c. Engage students as individuals with unique interests and strengths.
Feedback/questions Emergent
The Teacher
-implements lessons that
reflect student interests
Dates Observed:
2d. Believe that instruction is for the benefit of all students, including those with special needs across a range of ability levels.
Feedback/questions Emergent
The Teacher:
-adapts the learning
environment to address
individual student needs
Dates Observed:
Developing Proficient Accomplished
and The Teacher ...and The Teacher and Students
-acknowledges all -provides lessons that are - have opportunities to show
students for their explicitly differentiated understandings and skills in
accomplishments a variety of ways
-knows students as learners
-showcases the belief and purposefully allows - legitimizes multiple areas of
that all students can space for students' strengths expertise allows them to be
learn leveraged
Developing Proficient Accomplished
...and The Teacher ...and The Teacher and The Students
-challenges and -engages in ongoing -advocate for themselves
supports individual reflective practice that by articulating their needs
student learning increases their depth of
understanding of student -communicate openly
- uses multiple centered learning about circumstances that
strategies to teach and affect their classroom
assess students -provides lessons that are performance
explicitly differentiated
-works with support staff
and school faculty to
gather input to better
understand students
learning needs
6
2e. Provide proactive, clear, and constructive feedback to families about student progress and work collaboratively with families and significant adults in the
lives of their students.
Feedback/questions Emergent
The Teacher
-establishes a classroom
environment that is inviting
to families and significant
adults
Dates Observed:
2f. Create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.
Feedback/questions Emergent
The Teacher
-provides clear
expectations to guide
student behavior in the
classroom
Dates Observed:
Feedback/Questions/
Next Steps for overall
TCQS #2:
Developing Proficient Accomplished
and The Teacher and The Teacher and Families and
Significant Adults
-maintains respectful -understands students
relationships with support structures outside of -partner with the teacher to
students, their families, school support student strengths
and significant adults and address next steps for
-provides multiple learning and growth
opportunities for
communication with
students' support structures
Developing Proficient Accomplished
and The Teacher ...and The Teacher and the Students
-holds students - maximizes instructional -stay on task during class
accountable for school time
and class rules -accept responsibility for
their behavior and use of
-maintains a safe time
environment
7
CEPTC Quality Standard #3

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Teacher Candidates:
3a. Demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of

Observation
intellectual, social, and emotional development of their students.

Artifact
Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality *Effective Communicator
*Improve Performance *Culturally Responsive *Committed to Profession
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher and The Teacher ...and The Teacher ... and Students

-differentiates content to
assure that students are
able to work at their ability
levels
-builds on the -uses appropriate language -use appropriate behavioral
interrelatedness of for the students in their management strategies
students intellectual, classroom
social and emotional -understand how they learn
development -use appropriate best
instructional strategies for
the students in their
classroom

-are facilitators of learning,

where students are
engaged as leaders

Dates Observed:

8
3b. Plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students' level of
content knowledge and skills.
Feedback/questions Emergent
The Teacher
-designs assessments that
accurately measure the
learning target
-uses assessment results to
guide instructional
decisions
Dates Observed:
3c. Demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.
Feedback/questions Emergent
The Teacher
-incorporates research-
based instructional
strategies into their lessons
Dates Observed:
Developing Proficient Accomplished
and The Teacher ...and The Teacher and Students
-creates lesson plans -ensures that students meet -confer with the teacher to
showing alignment learning targets while make goals and monitor
between Colorado increasing mastery levels achievement
Academic Standards
and learning target,
assessments, ,and
instruction
-monitors student
progress and adjusts
instruction
appropriately
Developing Proficient Accomplished
and The Teacher ...and The Teacher and the Students
- use strategies (in -provide tasks that allow -are able to apply skills and
planning and student choice knowledge learned in the
instruction) that meet classroom to other areas in
the unique needs of their lives
each student
9
3d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher ...and The Teacher ...and The Teacher and Students

- uses available
technology to enhance
student learning
-develops student -enhances creative and -produce creative and
knowledge and skills (in innovative skills using innovative products
both content and technology
technology)
-create experiences where
students
engage in virtual and face
to face learning activities,
enhanced by the
appropriate use of
available technology

Dates Observed:

3e. Establish and communicate high expectations for all students and plan instruction that helps students develop critical thinking and problem
solving skills.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher ...and Students

-holds students -sets student -consistently communicates -help set their learning
accountable for their expectations at a level high academic objectives
learning that challenges expectations
students -apply higher-order thinking
-enhances learning by and problem-solving skills to
providing critical thinking address challenging issues
and problem solving
activities for students at all
levels

Dates Observed:

10
3f. Provide students with opportunities to work in teams and develop leadership qualities.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher and Students

-includes all students in
individual and group
activities where each
student in the room has a
voice
-groups students flexibly -adjusts team composition
based on lesson objectives
-provides opportunities and student needs
for students to
participate using -varies group size,
various modes of composition, and tasks to
communication create opportunities for
students to learn from each
other
-assume leadership roles
within their teams
-participate in teams in
ways that build trust and
ownership of ideas among
team members

Dates Observed:

3g. Teachers communicate effectively, making learning objectives clear, providing appropriate models of language

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and Students

-communicates effectively -models appropriate -provides opportunities for -apply effective written and
with students and effective students to practice oral communication skills in
communication skills, communication skills their work
including writing,
listening, and speaking -effectively assesses -use academic language in
students' communication oral and written work
skills
Dates Observed:

11
3h. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and Students

-involves students in -assesses learning -provides a variety of -self-assess on a variety of

monitoring their learning
outcomes assessments at a variety of
appropriately levels in each lesson
-implements -provides constant,
appropriate strategies individualized, specific, and
for assigning grades timely feedback
-evaluates students -teaches students to use
using multiple measures feedback to improve their
learning
skills and concepts
-articulate their personal
strengths and needs based
on self-assessment
-effectively use formal and
informal feedback to
monitor their learning

Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #3:

12
CEPTC Quality Standard #4:

Teachers reflect on their practice.

Teacher Candidates:

4a. Demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

Observation

Artifact
Dispositions: *Professional Behaviors *Ethical Behavior & Integrity *Collegiality *Improve Performance *Culturally Responsive

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher ... and The Teacher

-collects and analyzes
student data to inform
instructional practice
-collects multiple - develops student learning -monitors and evaluates
examples of student plans based on multiple personal behavioral
data to support student data sources changes to determine what
learning over time works for students
-adapts teaching skills to
meet student needs from
student data

-analyzes instruction and

outcomes at Blooms
analyze and apply
levels

Dates Observed:

13
4b. Teachers link professional growth to their professional goals.
Feedback/questions Emergent
The Teacher
-implements feedback
from evaluations to
improve practice
Dates Observed:
4c. Are able to respond to a complex, dynamic environment.
Feedback/questions Emergent
The Teacher
-collaborates with
colleagues to implement
new ideas to improve
teaching and learning
Dates Observed:
Feedback/Questions/
Next Steps for overall
TCQS #4:
Developing Proficient Accomplished
and The Teacher ...and The Teacher and The Teacher
-identifies strengths and -applies differentiation to -evaluates, acquires, and
weaknesses in their own meet needs of students implements new strategies
professional growth to improve instructional
-evaluates strengths and practices
weaknesses in their own
professional growth
-engages in professional
development that is
targeted toward improving
student outcomes
Developing Proficient Accomplished
...and The Teacher ...and The Teacher and The Teacher
-meets the needs of - begins to individually -supports struggling and/or
grade level students support advanced students
struggling/advanced
-maintains positive, students -initiates and collaborates in
productive and activities with colleagues
respectful relationships
with peers
14
CEPTC Quality Standard #5:

Teachers demonstrate leadership.

Teacher Candidates:
5a. Demonstrate Leadership.

Observation

Artifact
Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Committed to the Profession

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-supports school goals and -participates in -collaborates effectively -recognizes opportunities

initiatives school activities with school-based teams and handles challenges
expected of all with a growth mindset
teachers -contributes to school
committees and teams -shares lessons
-works learned with colleagues to
collaboratively improve teaching and
for the benefit of learning
students
Dates Observed:

5b. Contribute knowledge and skills to educational practices.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-supports the work of -shares expertise -collaborates with -participates in district-wide

colleagues with colleagues colleagues to support decision-making
Supports the work of student processes that impact the
colleagues growth and development school
community
-provides input into
procedures that affect
classroom climate and
student learning

Dates Observed:

15
5c. Advocate for students and schools, partnering with students, families, and communities and appropriate.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-is an advocate for the -advocates for -contributes to -advocates for

profession of teaching students with families school and/or district the students, the
and other committees program(s), and the school
significant adults using to advocate for students
a variety of and their
communication tools families
and
strategies

Dates Observed:

5d. Demonstrate high ethical standards.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-adheres to standards of -maintains -maintains confidentiality of -helps students understand

professional practice confidentiality of student, family and fellow the importance of
student records as teacher ethical behavior as an
required by law interactions as well as individual and
student data member of society

-models ethical behavior,

including honesty, integrity,
fair treatment, and respect
for others
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #5:

16