Source: Aggregated outcome assessment results from Q4 2009 - Q3 2010 capstone courses.
0% Non-Performance: Lacks deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
1% Basic: Demonstrates a limited understanding of subject matter, its place within the discipline, and its connection to other disciplines.
19% Proficient: Demonstrates a deep understanding of subject matter through application, its place within the discipline, and its connection to other disciplines.
80% Distinguished: Demonstrates a deep understanding of subject matter by evaluating through discussion of application, its place within the discipline, and its connection to other disciplines, including controversies and problems or applications to everyday life and 21st century professions.
0% Non-Performance: Does not utilize multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners.
2% Basic: Demonstrates limited use of multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners.
9% Proficient: Demonstrates use of multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners in higher level learning.
89% Distinguished: Demonstrates exemplary use of multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners in higher level learning by creating a broad and deep array of resources to support their active exploration of subject content and process.
0% Non-Performance: Does not apply knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential.
0% Basic: Demonstrates limited application of knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential.
19% Proficient: Applies knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential; incorporates latest research findings and theories on instructional practices effective for closing the achievement gap.
81% Distinguished: Demonstrates exemplary application of knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential; collaborates with other teachers, administrators; incorporates latest research findings and theories on instructional practices effective for closing the achievement gap.
0% Non-Performance: Lacks understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
2% Basic: Demonstrates limited understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
14% Proficient: Demonstrates understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate with well-aligned measures of assessment before planning instructional activities.
84% Distinguished: Demonstrates exemplary understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate with well-aligned measures of assessment before planning instructional activities; utilizes authentic assessments that provide demonstration of learned content, skills and processes.
0% Non-Performance: Lacks ability to work as practitioner-scholar by applying current research and theory on content, pedagogy, child development and other education-related topics for the improvement of instructional and leadership practices.
1% Basic: Demonstrates limited ability to work as a practitioner-scholar by applying current research and theory on content, pedagogy, child development and other education-related topics for the improvement of instructional and leadership practices.
41% Proficient: Demonstrates ability to work as a practitioner-scholar work by applying current research and theory on content, pedagogy, child development and other education-related topics for the improvement of instructional and leadership practices.
58% Distinguished: Demonstrates exemplary work as practitioner-scholar by applying current research and theory on content, pedagogy, child development and other education-related topics for the improvement of instructional and leadership practices; uses a planning—analyzing—reflecting cycle of improvement.
0% Non-Performance: Lacks ability to conduct classroom and/or school-based research to improve practice, programs and student outcomes.
2% Basic: Demonstrates limited ability to conduct classroom and/or school-based research to improve practice, programs and student outcomes.
39% Proficient: Demonstrates ability to conduct classroom and/or school-based research to improve practice, programs and student outcomes.
59% Distinguished: Demonstrates exemplary ability to conduct classroom and/or school-based research to improve practice, programs and student outcomes contributing to the professional culture of the school.
0% Non-Performance: Lacks ability to demonstrate informed thinking, planning, and teaching with appropriate data and data-driven strategies.
1% Basic: Demonstrates limited ability to inform thinking, planning, and teaching with appropriate data and data-driven strategies.
10% Proficient: Demonstrates informed thinking, planning, and teaching with appropriate data and data-driven strategies supporting classroom inquiry.
89% Distinguished: Demonstrates exemplary ability to inform thinking, planning, and teaching with appropriate data and data-driven strategies supporting classroom inquiry as a contributor to the school improvement cycle.
0% Non-Performance: Does not apply standards of ethical leadership and management, including knowledge, dispositions, and performances, in classrooms, schools, districts, and communities.
5% Basic: Provides limited application of standards of ethical leadership and management, including knowledge, dispositions, and performances, in classrooms, schools, districts, and communities.
2% Proficient: Applies standards of ethical leadership and management, including knowledge, dispositions, and performances, in classrooms, schools, districts, and communities.
93% Distinguished: Demonstrates exemplary application of standards of ethical leadership and management, including knowledge, dispositions, and performances, in classrooms, schools, districts, and communities including the history of ethical leadership concerns in schools and their implications for everyday life in teaching and school administration and connections with other disciplines.
0% Non-Performance: Does not understand the attributes and skills necessary to lead and manage schools as complex, adaptive systems.
2% Basic: Demonstrates limited ability to understand the attributes and skills necessary to lead and manage schools as complex, adaptive systems.
11% Proficient: Demonstrates understanding of the attributes and skills necessary to lead and manage schools as complex, adaptive systems through identification and articulation of the skills needed for systems thinking to influence organizational change and improvement.
86% Distinguished: Demonstrates exemplary understanding of the attributes and skills necessary to lead and manage schools as complex, adaptive systems through identification and articulation of the skills needed for systems thinking to influence organizational change and improvement and practicing systems thinking and related disciplines.
0% Non-Performance: Lacks engagement in reflective practice for continuous professional growth and improvement of instructional and leadership practices.
2% Basic: Demonstrates limited engagement in reflective practice for continuous professional growth and improvement of instructional and leadership practices.
8% Proficient: Engages in reflective practice for continuous professional growth and improvement of instructional and leadership practices through conversations and feedback with others.
90% Distinguished: Demonstrates exemplary engagement in reflective practice for continuous professional growth and improvement of instructional and leadership practices through conversations and feedback with others; distinguishes between critical thinking and reflection.
0% Non-Performance: Does not write clearly and communicate effectively with educational constituents in a variety of ways appropriate to purpose and context.
1% Basic: Demonstrates limited ability to write clearly and communicate effectively with educational constituents in a variety of ways appropriate to purpose and context.
5% Proficient: Writes clearly and communicates effectively with educational constituents in a variety of ways appropriate to purpose and context.
94% Distinguished: Demonstrates exemplary written and oral communication with educational constituents in a variety of ways appropriate to purpose and context, fostering 2-way communication with others.
0% Non-Performance: Lacks engagement in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
1% Basic: Limited engagement in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
13% Proficient: Engages in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
86% Distinguished: Demonstrates exemplary engagement in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness recognizing dispositions one should possess to be a critical thinker.
0% Non-Performance: Does not use technology effectively to improve instruction, student learning, productivity, and professional practice.
1% Basic: Demonstrates limited use technology effectively to improve instruction, student learning, productivity, and professional practice.
10% Proficient: Demonstrates use of technology effectively to improve instruction, student learning, productivity, and professional practice.
89% Distinguished: Demonstrates exemplary use technology effectively to improve instruction, student learning, productivity, and professional practice exploring diverse and emerging applications of technology and incorporation in to professional practice.
0% Non-Performance: Does not initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth.
6% Basic: Demonstrates limited initiation and participation in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth.
5% Proficient: Initiates and participates in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth.
90% Distinguished: Demonstrates exemplary ability to initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth contributing to school and district improvement team efforts.