School of Education Benchmarks
The following information applies only to current Interns in the School of Education. New benchmarks are available for other SOE students.
TED Benchmarks
Strand One | Strand
Two | Strand Three
| Strand Four
Benchmarks:
1 | 2
| 3 | 4
| 5 | 6
| 7 | 8
| 9 |10
| 11 | 12
| 13 | 14
| 15 | 16
| 17 | 18
Strand One:
Creating a positive learning environment benchmarks
Benchmark 1: Establishes
expectations (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate and/or classroom teacher establishes clear expectations and students follow all of the expectations. |
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Students do not follow expectations. |
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Students follow a few of the expectations |
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Students follow all of the expectations. |
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Candidate establishes positive and reasonable expectations. |
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None are positive. |
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Some are positive. |
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All are positive. |
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Candidate teaches expectations and students follow all of the expectations. |
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Students do not follow expectations. |
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Students follow a few of the expectations |
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Students follow all of the expectations. |
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Benchmark 2: Arranges space
for safety and effective learning. (Back to
top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
has visual contact with all of the students that is appropriate to the
learning environment. |
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Only
a few students have visual contact with the candidate. |
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Most
of the students have visual contact with the candidate. |
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All
of the students have visual contact with the candidate. |
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Candidate
has auditory contact with all of the students that is appropriate to
the learning environment. |
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No
students can hear the candidate. |
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Most
of the students can hear the candidate. |
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All
of the students can hear the candidate. |
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Candidate
positions self to monitor student engagement and all students are
engaged. |
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Students
are not engaged |
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Most
of the students are engaged. |
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All
of the students are engaged. |
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Candidate
organizes classroom or a small group space to promote safety and
effective learning. |
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No
aspects of room or small group space are organized. |
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Most
aspects of room or small group space are organized. |
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All
aspects of room or small group space are organized. |
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Candidate
has total room view. |
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No
view of entire classroom |
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View
of some of the classroom |
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View
of all of the classroom |
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Benchmark 3: Establishes
small and large group procedures, routines, and manages transitions. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
establishes efficient routines and procedures inside the classroom and
all of the students follow them. |
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Few
students follow routines and procedures. |
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Majority
students follow routines and procedures. |
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All
students follow routines and procedures. |
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Candidate
establishes efficient routines and procedures outside the classroom and
all of the students follow them. |
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Few
students follow routines and procedures. |
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Majority
students follow routines and procedures. |
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All
students follow routines and procedures. |
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Candidate
ensures that school-wide routines and procedures are followed and all
of the students follow them. |
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Few
students follow routines and procedures. |
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Majority
students follow routines and procedures. |
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All
students follow routines and procedures. |
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Benchmark 4: Prepares and
manages materials and technology for effective learning. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
has materials ready for instruction. |
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No
materials are ready. |
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Most
of the materials are ready. |
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All
of the materials are ready. |
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Candidate
efficiently manages materials for whole classroom, small group, and/or
independent use and all of the students are engaged. |
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Students
are not engaged |
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Most
of the students are engaged. |
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All
of the students are engaged. |
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Candidate
efficiently manages technology and related equipment for whole group,
small group, and independent use and all of the students are engaged. |
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Students
are not engaged. |
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Most
of the students are engaged. |
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All
of the students are engaged. |
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Benchmark 5: Keeps progress
records in order to match and adapt curriculum to student. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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ProficientNot
Applicable |
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Candidate
uses records that show student progress on standards. |
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Records
do not show student progress. |
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Uses
records show qualitative or quantitative progress of some of the
students |
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Uses
records show qualitative and quantitative progress of all of the
students |
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Candidate
maintains records and informs students of their progress on standards. |
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No
students are informed of progress. |
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Some
students are informed of progress. |
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All
students are informed of progress. |
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Candidate
designs records that show student qualitative and quantitative progress
on standards. |
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Does
not design records that show student progress. |
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Designs
records that show qualitative or quantitative progress of some of the
students. |
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Designs
records that show qualitative and quantitative progress of all of the
students. |
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Benchmark 6: Uses
reinforcement and correction to increase learning and show respect. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
responds to desired academic or social behavior of students and
students' behaviors increase. |
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Students'
behaviors do not increase. |
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Some
of the students' behaviors increase. |
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All
of the students' behaviors increase. |
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Candidate
responds to undesired academic or social behavior of students and
students' behaviors decrease. |
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Students'
behaviors do not decrease. |
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Some
of the students' behaviors decrease. |
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All
of the students' behaviors decrease. |
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Candidate
responds to desired academic or social behavior in ways appropriate to
the context with all of the students. |
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Does
not respond in ways appropriate to the context. |
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Responds
in ways appropriate to the context with most of the students. |
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Responds
in ways appropriate to the context with all of the students. |
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Candidate
responds to undesired academic or social behavior in ways appropriate
to the context with all of the students. |
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Does
not respond in ways appropriate to the context. |
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Responds
in ways appropriate to the context with most of the students. |
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Responds
in ways appropriate to the context with all of the students. |
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Candidate
varies response based upon individual academic and social behaviors. |
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Responds
to all students in the same way. |
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Varies
majority of responses based on individual responses. |
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Varies
all responses based on individual responses. |
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Candidate
monitors interactions with all of the students in all of the settings. |
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Limited
monitoring of interactions. |
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Monitors
interactions with the majority of the students in all areas (setting,
academic and social interactions). |
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Monitors
interactions with all of the students in all areas (setting, academic
and social interactions). |
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Benchmark 7: Paces lessons
and activities to engage students. (Back to
top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
allocates time and sequences classroom activities based on students'
characteristics (e.g., task completion, achievement, and developmental
levels). |
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Based
on time or content coverage only regardless of student characteristics. |
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Based
on a majority of the characteristics of students. |
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Based
on all of the characteristics of students. |
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Candidate's
pacing within the lesson is based on students' characteristics and the
students are engaged. |
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Students
are not engaged. |
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Most
of the students are engaged. |
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All
of the students are engaged. |
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Back to top
Strand Two:
Assessment benchmarks
Benchmark 8: Assessment
method matches knowledge (curriculum) and student characteristics. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
selects curriculum-based, alternative, criterion, and/or
norm-referenced methods to assess student(s) that matches the knowledge
and student characteristics. |
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Selection
does not match knowledge or the student characteristics |
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Selection
does match knowledge and characteristics of some of the students. |
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Selection
does match knowledge and characteristics of all of the students. |
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Candidate
designs/organizes curriculum-based, alternative, and/or
criterion-referenced methods to assess student(s) that matches the
knowledge and student characteristics. |
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Design
does not match knowledge or the student characteristics. |
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Design
does match knowledge and characteristics of some of the students. |
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Design
does match knowledge and characteristics of all of the students. |
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Type
and form of assessment varies based on student(s) characteristics. |
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Assessment
is not related to student(s) |
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Assessment
varies for some of the students. |
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Assessment
varies for all of the students. |
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Benchmark 9: Formative
assessment provides information regarding student(s)' achievement
level. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
uses multiple assessment methods that provide formative information
about the student(s). |
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Methods
do not discriminate with any students. |
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Methods
discriminate with the majority of the students. |
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Methods
discriminate with all of the students. |
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Candidate
involves student in self-assessment. |
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Student
is not involved in any self-assessment. |
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Student
is involved in self-assessment during pre and post tests only. |
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Student
is involved in self-assessment continuously |
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Assessment
information is used in the referral process for special programs. |
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Assessment
is not used. |
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Assessment
provides some information about students' strengths and weaknesses that
is used in the referral process. |
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Assessment
provides specific information about students' strengths and weaknesses
that is used in the referral process. |
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Assessment
is continuous throughout the instructional process. |
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No
assessment is used for planning instruction. |
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Occurs
at the beginning and/or end of instruction only. |
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Is
continuous. |
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Benchmark 10: Assessment
information is communicated to students, parents, and other
professionals. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
communicates information in professional contexts (e.g., ARD, parent
conferences, team meetings, disciplinary purposes). |
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No
communication with professional. |
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Communicates
general information about student's strengths and weaknesses. |
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Communicates
specific information about student's strengths and weaknesses. |
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Candidate
communicates progress to student. |
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No
communication with student. |
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Communicates
information about student's strengths and weaknesses at the beginning
and end of the semester. |
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Communicates
specific information about student's strengths and weaknesses
throughout the semester. |
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Candidate
communicates progress to parents. |
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No
communication with parent. |
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Communicates
information about student's strengths and weaknesses at the beginning
and end of the semester. |
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Communicates
specific information about student's strengths and weaknesses
throughout the semester. |
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Back to top
Strand Three:
Curriculum planning benchmarks
Benchmark 11: Focuses
students' attention on the information. (Back
to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
gets student(s)' attention and all students attend. |
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Students
do not attend. |
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Most
of the students attend. |
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All
of the students attend. |
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Candidate
describes what the students will be learning and the students describe
the knowledge to be learned (declarative, procedural, and
strategic/conditional). |
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Student
does not describe. |
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Most
of the students describe two types of knowledge to be learned. |
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All
of the students describe all types of knowledge to be learned |
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Candidate
relates students' prior knowledge to lessons. |
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No
connection. |
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Connects
to the majority of the students. |
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Connects
to all of the students. |
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Benchmark 12: Organizes
the knowledge when planning instruction. (Back
to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
organizes knowledge (e.g., declarative, procedural, strategic). |
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No
organization is present. |
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Organized
according to content field the majority of the time. |
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Organized
according to content field(s) consistently. |
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Candidate
matches type of knowledge to state and/or national standards. |
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No
match. |
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Standards
match the majority of the time. |
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Standards
match consistently. |
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Candidate
matches type of knowledge to students' characteristics. |
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No
match. |
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Match
is made to students the majority of the time. |
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Match
is made to students consistently. |
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Candidate
sequences activities in a logical order. |
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No
logical order. |
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Sequenced
according to content field the majority of the time. |
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Sequenced
according to content field(s) consistently. |
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Benchmark 13: Presents
information for instruction that is related to assessment. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
presents information related to assessment (i.e., formative and
summative) and all of the students learn new information. |
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Students
do not learn new information. |
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The
majority of the students learns new information. |
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All
of the students learn new information. |
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Candidate
adapts presentations to ongoing assessment and adaptations are
effective with all of the students. |
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No
adaptation is made. |
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Adaptations
are made and effective with a majority of students. |
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Adaptations
are made and are effective with all of students. |
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Benchmark 14: Guides
students' application of knowledge. (Back
to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
provides varied learning opportunities. |
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No
variation. |
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Majority
of learning opportunities are varied. |
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Learning
opportunities are consistently varied. |
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Candidate
relates knowledge to student characteristics and students learn new
knowledge. |
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Students
do not learn the knowledge. |
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A
majority of the students learn new knowledge. |
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All
of the students learn new knowledge. |
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Candidate
uses methods of the discipline(s)(e.g., acts as a professional in that
discipline). |
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Methods
of the discipline(s) are not used. |
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Methods
of the discipline(s) are used a majority of the time. |
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Methods
of the discipline(s) are used consistently. |
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Benchmark 15: Provides
opportunities for student to use information independently. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
designs activities for the students to apply skills and concepts
independently. |
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Students
do not apply skills and concepts independently. |
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Some
of the students apply skills and concepts independently. |
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All
of the students apply skills and concepts independently. |
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Candidate
facilitates independent research. |
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No
students do any independent research. |
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Independent
research is an option for some of the students. |
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Independent
research is an option for the majority of the students. |
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Back to top
Strand Four:
Professional development and communication benchmarks
Benchmark 16:
Participates in professional development. (Back
to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
reflects accurately about professional practice, accepts
assistance/feedback, and uses feedback in improving instructional
practices. |
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Reflections
do not match others' observation. |
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Reflections
match others' observation. |
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Reflections
match others' observations and are used in improving practices. |
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Candidate
seeks Professional Development (e.g., workshops, conferences, meetings
of a professional group) that is related to a professional plan. |
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Never
attends Professional Development. |
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Attends
Professional Development. |
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Attends
Professional Development that is related to strengths and weaknesses
(e.g., a professional plan). |
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Candidate
collaborates with other professionals in planning instruction for
students. |
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Never
collaborates. |
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Collaborates
some of the time. |
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Collaborates
continuously. |
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Candidate's
professional development contributes to the improvement of student
performance. |
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Professional
development is not linked to students' instructional activities. |
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Professional
development is linked to students' instructional activities. |
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Professional
development is linked to students' progress in the classroom. |
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Benchmark 17: Is
proficient in communication with students, parents, and other
professionals. (Back to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
communicates effectively with students by matching the style of
communication to the audience, using communication that reflects
professionalism, using appropriate grammar/syntax, and maintaining
confidentiality. |
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Does
not demonstrate any of the characteris-tics. |
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Demonstrates
some of the characteristics. |
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Demonstrates
all of the characteristics. |
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Candidate
communicates effectively with parents by matching the style of
communication to the audience, using communication that reflects
professionalism, using appropriate grammar/syntax, and maintaining
confidentiality. |
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Does
not demonstrate any of the characteristics. |
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Demonstrates
some of the characteristics. |
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Demonstrates
all of the characteristics. |
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Candidate
communicates effectively with professionals by matching the style of
communication to the audience, using communication that reflects
professionalism, using appropriate grammar/syntax, and maintaining
confidentiality. |
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Does
not demonstrate any of the characteristics. |
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Demonstrates
some of the characteristics. |
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Demonstrates
all of the characteristics. |
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Benchmark 18:
Collaborates with parents and other caregivers. (Back
to top) |
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Characteristic |
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Developing |
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Competent |
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Proficient |
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Candidate
communicates with parents regarding child's progress. |
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Seldom
communicates. |
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Communicates
at reporting periods only. |
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Collaborates
frequently between reporting periods. |
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Candidate
collaborates with parents in a timely manner regarding the student's
performance and parents have an opportunity to respond. |
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Parents
have no opportunity to respond. |
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Parents
have some opportunities to respond. |
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Parents
always have opportunities to respond. |
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Candidate
demonstrates understanding and a positive regard for family's needs,
culture and religion. |
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Never
demonstrates positive regard. |
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Frequently
demonstrates positive regard. |
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Always
demonstrates positive regard. |
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Back to top
Benchmarks
Revised (9/10/04)
Benchmark 10 excluded and benchmarks renumbered 4/19/05
Strands reinserted 4/25/05