A note about reflections. The reflective piece should tell why you think the artifact selected by you meets the quality indicator(s) noted.  In addition, the reflection should show your ability to evaluate your performance across all indicators in terms of its impact on student learning. Your reflections are an analysis rather than description statements and affective beliefs.
 
 

Performance Indicators for Pre-service Teacher Competencies

The performance indicators can be used to select evidence that demonstrates each pre-service teacher competency.

Artifacts (performance indicator)  for standard 1.1.1  could be  pre-service teacher undergraduate and graduate transcripts to which the pre-service teacher can point illustrating the requirements. Additional evidence that could be provided are GRE entrance exam scores and the exit exam score (Praxis II or NTE) from the MAE.

Performance indicators for standard 1.2.1: The pre-service teacher  1.2.1.1 knows the subject(s) applicable to the area(s) of certification or endorsement (defined by Subject Specific Competencies for Beginning Teachers in Missouri) Examples of these for each certification area can be found by selecting the appropriate link below:           Science           Mathematics           Elementary           Music           Art           Social Studies           English           Foreign Language           Special Education           Exercise Science   1.2.1.2 presents the subject(s) in multiple ways 1.2.1.3 uses students’ prior knowledge 1.2.1.4 engages students in the methods of inquiry used in the subject(s) 1.2.1.5 creates interdisciplinary learning The best evidence illustrating competency in standard 1.2.1  will be unit plans developed and taught during the internship which show most of the performance indicators given above.

Performance indicators for standard 1.2.2: The pre-service teacher  knows and identifies child/adolescent development. strengthens prior knowledge with new ideas.  encourages student responsibility.  knows theories of learning.

Perfomance indicators for standard 1.2.3:  The pre-service teacher  identifies prior experience, learning styles, strengths, and needs  designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs.  knows when and how to access specialized services to meet students'   needs.  connects instruction to students' prior experiences and family, culture, and community.

Performance indicators for standard 1.2.4: The pre-service teacher  selects and creates learning experiences that are appropriate for curriculum goals.  creates lessons and activities based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired).  evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.

Performance indicators for standard 1.2.5:  The pre-service teacher  selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs.  engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.

Performance indicators for standard 1.2.6:  The pre-service teacher  knows motivation theories and behavior management strategies and techniques.  manages time, space, transitions, and activities effectively.  engages students in decision making.

Performance indicators for standard 1.2.7:  The pre-service teacher  models effective verbal/non-verbal communication skills.  demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences.  supports and expands learner expression in speaking, writing, listening, and other media.  uses a variety of media communication tools.

Performance indicators for standard 1.2.8:  The pre-service teacher  employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies.  uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning.  evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.  maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents, and other colleagues.

Performance indicators for standard 1.2.9:  The pre-service teacher:  applies a variety of self-assessment and problem solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them.  uses resources available for professional development  practices professional ethical standards.

Performance indicators for standard 1.2.10  The pre-service teacher:  participates in collegial activities designed to make the entire school a productive learning environment. talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students' problems. seeks opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well being.  identifies and uses appropriate school personnel and community resources to help students reach their full potentials.

Performance indicators for standard 1.2.11   The pre-service teacher: demonstrates an understanding of instructional technology concepts and operations; plans and designs effective learning environments and experiences supported by informational and instructional technology; implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning; uses technological applications to facilitate a variety of effective assessment and evaluation strategies; uses technology to enhance personal productivity and professional practice; demonstrates an understanding of the social, ethical, legal, and human issues surrounding the use of technology in pre-kindergarten through grade twelve (PK-12) schools and applies that understanding in practice.