Undergraduate STPA

School Of Education
Piedmont College

Student Teacher Performance Assessment (STPA)
Undergraduate Self-Assessment
Based on the Georgia Extended Framework for Teaching

The goal of the teacher education program at Piedmont College is to promote the development of scholarly, reflective, and proactive practitioners. The most significant experience prospective teachers have is the semester-long student teaching with constructive performance critiques by host teachers and college supervisors. This evaluation represents cumulative assessments of this student teacher’s work over the semester-long student teaching experience. The performance criteria are adapted from the Georgia Extended Framework for Teaching which has been adopted by the Georgia Professional Standards Commission and State Board of Education as an integrated set of performance standards for the preparation, induction, assessment, development, and support for teachers along a continuum of career growth. Indicators derived from the literature on best practice for teaching and learning are assessed.

Ratings for each indicator (1.1, 1.2, 1.3, etc.) by the evaluator are to be determined based on the quality of the evidence demonstrated by the student teacher throughout her/his student teaching experience, not on just one or two observations. Evidence should be factual. It may include assessments of student teacher and student interactions; artifacts prepared by the student teacher, students, or others; assessments of teaching and classroom management; observations of professional interactions with colleagues and administrators; etc. The evidence is not clouded with personal opinion or biases. It is selected using professional judgment. The ratings should not be based on expectations for future performance but on actual evidence of current performance. The following guidelines should be used for the ratings:

Indicator Minimally Demonstrated:............	The least admissible
Indicator Adequately Demonstrated:.........	Sufficient, satisfactory performance
Indicator Effectively Demonstrated:...........	Produces a desired result; productive performance
Indicator Exceptionally Demonstrated:.....	Beyond the customary; superior performance

Undergraduate student teachers are evaluated at the basic and advanced levels of the Georgia Extended Framework for Teaching according to their performance. The evaluator will determine the level (Basic or Advanced) and rating for each indicator. We expect most undergraduate student teachers to perform at the BASIC LEVEL during their student teaching experience. Within that level a candidate should be rated using the following scale

Indicator Minimally Demonstrated:............	1
Indicator Adequately Demonstrated:.........	2
Indicator Effectively Demonstrated:...........	3
Indicator Exceptionally Demonstrated:.....	4

Some student teachers may perform at the ADVANCED LEVEL on some indicators. These individuals will most likely have had additional experiences, often prior to student teaching, such as being a paraprofessional, working in after school programs, tutoring, volunteer work, etc. which have added depth and breadth to their study in the field. When a candidate performs at the Advanced Level she or he should be rated using the following scale:

Indicator Minimally Demonstrated:............	5
Indicator Adequately Demonstrated:.........	6
Indicator Effectively Demonstrated:...........	7
Indicator Exceptionally Demonstrated:.....	8

Keep in mind that “no level is negative, ‘bad practice,’ or deficit; rather, each level illustrates variations in [student] teachers’ practice” (www.teacherbridge.org). The levels are not intended to describe a fixed development sequence over time. Basic reflects initial practice. Advanced reflects solid teaching.

A candidate could demonstrate minimal work on one indicator, adequate on another, effective on another, and exceptional on another. The following is a sample of how an undergraduate student teacher could be evaluated for
DOMAIN I: CONTENT AND CURRICULUM

Indicator:	Score:	Corresponding Rating:
1.1 Knowledge Base	2	Basic, Adequately Demonstrated
1.2 Knowledge of Content Learning	2	Basic, Adequately Demonstrated
1.3 Content Currency	3	Basic, Effectively Demonstrated
1.4 Content Relevancy	6	Advanced, Adequately Demonstrated
1.5 Use of Resources	4	Basic, Exceptionally Demonstrated
1.6 Curriculum Requirements	2	Basic, Adequately Demonstrated

Please reference the full descriptors with accompanying Sample Evidence listings on the full Georgia Extended Framework document located on the Piedmont School of Education website under "Assessments & Surveys". Also available at www.gapsc.com.

Student LAST Name :
Student FIRST Name:

Teaching Field:

Evaluator Position: Teacher Candidate

Two concentrations (if middle grades):

BASIC:		ADVANCED:
Indicator Partially Demonstrated	1	Indicator Partially Demonstrated	5
Indicator Adequately Demonstrated	2	Indicator Adequately Demonstrated	6
Indicator Effectively Demonstrated	3	Indicator Effectively Demonstrated	7
Indicator Exceptionally Demonstrated	4	Indicator Exceptionally Demonstrated	8

DOMAIN 1: CONTENT AND CURRICULUM The teacher candidate demonstrates a strong knowledge of content area(s) appropriate for certification levels.
	1.1 Knowledgebase BASIC: Demonstrates knowledge of major concepts in assigned content areas. ADVANCED: Demonstrates knowledge of major concepts and assumptions essential to the content area(s) assigned to teach.
	1.2 Knowledge of Content Learning BASIC: Adapts content and teaching to meet observed learner needs. ADVANCED: Understands and uses subject specific content and pedagogical content knowledge (how to teach their subjects, Lee Shulman, 1987).
	1.3 Content Currency BASIC: Builds teaching on a strong and current foundation in the content area(s) he/she teaches. ADVANDED: Stays current in subject area(s) and participates in professional growth activities as engaged learners and/or performers in the field.
	1.4 Content Relevancy BASIC: Relates content to everyday lives of students. ADVANCED: Relates content to students’ lives and to one or more other areas of the curriculum.
	1.5 Use of Resources BASIC: Uses available resources, including technology, to learn more about content area(s). ADVANCED: Constantly updates and expands resources he/she uses including technology, to continue to learn about content area(s).
	1.6 Curriculum Requirements BASIC: Follows state and local curriculum requirements. ADVANCED: Understands and uses state and local curriculum requirements.
	Comments

DOMAIN 2: KNOWLEDGE OF STUDENT AND LEARNING The teacher candidate supports the intellectual, social, physical, and personal development of all students.
	2.1 Expectations BASIC: Demonstrates a belief that all students can learn. ADVANCED: Holds high expectations and supports the learning of all students.
	2.2 Learning Theory BASIC: Understands and uses basic theories of learning to create productive classroom instruction. ADVANCED: Demonstrates ongoing and increasing knowledge of how students learn as individuals and groups.
	2.3 Respectfulness BASIC: Communicates respect for and develops rapport with all students. ADVANCED: Identifies, creates, and uses strategies for identifying students’ varied needs: physical, social, emotional, moral, and intellectual.
	2.4 Use of Data BASIC: Analyzes student data both independently and with colleagues. ADVANCED: Uses student data from both inside and outside the school to support student learning.
	2.5 Differentiation BASIC: Identifies students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality and, with help, begins to develop and use a repertoire of strategies to accommodate individual needs. ADVANCED: Differentiates instruction to meet the individual needs of all students.
	2.6 Relationships/partnerships BASIC: Communicates with families regarding student progress through required school and district procedures. ADVANCED: Interacts with students and their families in a positive and professional manner including suggestions to improve performance.
	Comments

DOMAIN 3: LEARNING ENVIRONMENTS The teacher candidate creates learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
	3.1 Learning Environments BASIC: Creates a learning environment in which students can learn both independently and collaboratively. ADVANCED: Creates a learning environment in which students accept responsibility for their own learning and respect the learning needs of others.
	3.2 Classroom Organization BASIC: Organizes and manages time, space, activities, technology, software, and other resources necessary for providing learning activities for students. ADVANCED: Organizes, allocates, and manages time, space, activities, technology, software, and other resources to increase active engagement of students in learning activities.
	3.3 Classroom Management BASIC: Understands the importance of, explores options for, and builds a functional plan for classroom management. ADVANCED: Practices effective classroom management strategies.
	3.4 Motivation BASIC: Seeks, uses, and refines strategies for motivating learners. ADVANCED: Implements strategies for organizing and supporting student learning that are based on human motivation and behavior.
	3.5 Cultural Responsiveness BASIC: Takes steps toward creating a culturally responsive classroom. ADVANCED: Practices sensitivity to students’ cultures, experiences, and communities in all aspects of teaching.
	3.6 Local Resources BASIC: Learns about and uses resources specific to the school, district, and community. ADVANCED: Accesses and becomes involved with school, district, and community resources as an integral part of teaching.
	3.7 Communication Techniques BASIC: Develops appropriate verbal, nonverbal, and media communication techniques to foster supportive learning-based interactions in the classroom. ADVANCED: Expands on his/her repertoire of verbal, nonverbal, and media communication techniques to foster collaboration and supportive interaction in the classroom.
	Comments

DOMAIN 4: ASSESSMENT The teacher candidate understands and uses a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.
	4.1 Assessment BASIC: Has a basic understanding of assessment and measurement theory. ADVANCED: Uses measurement theory to make instructional decisions and connections among different types of assessments.
	4.2 Pre-assessment BASIC: Collects and uses pre-assessment data to select student learning goals. ADVANCED: Collects and uses pre-assessment data to select or design appropriate student learning goals.
	4.3 Formative & Summative Assessment BASIC: Uses formative and summative assessments at appropriate points in the learning process. ADVANCED: Demonstrates a growing awareness of the connections between classroom-based assessment methods and instructional decisions.
	4.4 Student Self-assessment BASIC: Identifies students’ learning needs and provides students with goals for learning. ADVANCED: Involves learners in self-assessment and personal goal setting.
	4.5 Equitable Grading BASIC: Develops and implements consistent, fair, and accurate grading procedures. ADVANCED: Develops grading procedures that are aligned with actual student learning.
	4.6 Communicating Student Progress BASIC: Reports student progress to students, families, and administrators using required procedures. ADVANCED: Examines assessment data for evidence of student progress and communicates findings to students, families, colleagues, and administrators.
	4.7 Record Keeping BASIC: Uses required resources to keep accurate and up-to-date records and reports of student work and behavior. ADVANCED: Uses required resources, including available technology/software, to keep accurate and up-to-date records of student work, behavior, and accomplishments (at proficient level).
	Comments

DOMAIN 5: PLANNING AND INSTRUCTION The teacher candidate designs and creates instructional experiences based on his/her knowledge of content and curriculum, students, learning environments, and assessment.
	5.1 Rationales for Teaching Choices BASIC: Locates, comprehends, and builds rationales from curriculum guides, other applicable documents, and experienced colleagues. ADVANCED: Develops rationales for his/her instructional choices and uses them appropriately.
	5.2 Standards-based Planning & Instruction BASIC: Plans and implements instruction based on state and local performance standards. ADVANCED: Builds a complex understanding of planning that grows out of standards and includes increasingly integrated knowledge of content and curriculum, students, learning environments, and assessment.
	5.3 Instructional Strategies BASIC: Selects and varies instructional strategies, assessing their impact on student engagement and learning. ADVANCED: Selects and varies instructional strategies based on knowledge of the specific learners in a classroom in order to engage all students.
	5.4 Monitor & Adjust Teaching BASIC: Observes students closely and begins to discover how adjustments in teaching can impact learning. ADVANCED: Attends to students as learners and adjusts strategies as needed.
	5.5 Teaching Roles BASIC: Explores teaching roles to discover appropriate approaches for assigned students. ADVANCED: Varies teaching roles to maintain teacher and student interest.
	5.6 Variety of Resources BASIC: Assesses individual learners’ needs and seeks resources to improve instruction and learning. ADVANCED: Develops a repertoire of resources, materials, and technology/software to enhance instruction and learning for all students.
	5.7 Collaborative Planning BASIC: Learns to work and plans productively as part of a team, grade level, and/or department group. ADVANCED: Plans with others to create coherent experiences to enhance student learning.
	Comments

DOMAIN 6: PROFESSIONALISM The teacher candidate recognizes, participates in, and contributes to teaching as a profession.
	6.1 Professional Knowledge BASIC: Learns basic information about the history, ethics, organization, and practices of education. ADVANCED: Observes, inquires, learns more about, and makes connections among the history, ethics, politics, organization, and practices of education.
	6.2 Legal Awareness BASIC: Learns about, locates resources for, and follows laws related to rights and responsibilities of students, educators, and families. ADVANCED: Abides by laws related to rights and responsibilities of students, educators, and families.
	6.3 Ethics BASIC: Adheres to state and local Codes of Ethics, including school and district policies, in both professional and personal settings, and models ethical behavior for students. ADVANCED: Understands, follows, and supports state and local Codes of Ethics, including school and district policies, and involves students in studying ethical behavior.
	6.4 Reflect on Teaching BASIC: Reflects on teaching practice and begins to examine the connections to student learning. ADVANCED: Reflects on teaching practice in order to improve student learning.
	6.5 Self-development BASIC: Self-assesses teaching strengths and areas for improvement, seeking and using guidance from mentors and instructional leaders in order to improve in key areas. ADVANCED: Continues learning in a variety of ways and actively seeks opportunities for professional improvement.
	6.6 Educational Advocate BASIC: Works through appropriate channels to seek answers to questions, voice concerns, explore ideas, and speak out about issues that matter to him/her and his/her students. ADVANCED: Explores and establishes appropriate and meaningful ways to advocate for improved curriculum, instruction, learning environments and opportunities that support the diverse needs of learners.
	Comments

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