Simpson College Teacher Education Standards and Criteria

Standard 1. Personal Vision for Education
Develop a personal vision for education that is informed by a critical examination of the historical, philosophical, and sociological foundations of education and serves as a guiding force in professional choices and actions.
Criterion 1.a
Develop a personal vision for education that is informed by a critical examination of the historical, philosophical, and sociological foundations of education and serves as a guiding force in professional choices and actions.
Criterion 1.b
Acts in a manner that is consistent with the personal philosophy.

Standard 2. Student Learning
Demonstrates knowledge of how all students (including talented and gifted, ELL students, students with special needs, at-risk students, immigrants, etc.) learn and develop to inform the teaching and learning process.
Criterion 2.a
Demonstrates knowledge of typical student development and growth related to the teaching and learning process.
Criterion 2.b
Demonstrates knowledge of common variations in student development and growth related to the teaching and learning process.
Criterion 2.c
Demonstrates knowledge of how the context within which students exist (including community, culture, family life, etc.) impacts the teaching and learning process.

Standard 3. Content Knowledge
Understands and applies the central concepts, tools of inquiry, and structures of the subject matter.
Criterion 3.a
Demonstrates knowledge of the content area(s).
Criterion 3.b
Demonstrates knowledge of research-lead and evidence-based, content specific pedagogy and methodology.

Standard 4. Planning
Plans varied, research-lead and evidence-based, developmentally appropriate instruction that supports the development and learning of all students (including talented and gifted students, English Language Learners, students with special needs, at-risk students, etc.)
Criterion 4.a
Creates plans that are based on a solid foundation of student achievement data (formative and summative) and the standards from professional organizations, the state, the local school district, and the school.
Criterion 4.b
Describes learner characteristics that may impact the teaching and learning process.
Criterion 4.c
Plans for the organization and use of all materials, equipment, and other teaching resources necessary for the successful implementation of the lesson plan.
Criterion 4.d
Writes clear and behaviorally stated objectives that guide the lesson design.
Criterion 4.e
Plans content that is meaningful, accurate, and appropriate for the age or grade level.
Criterion 4.f
Plans for a variety of engaging, evidence-based, developmentally appropriate instructional strategies that are clearly aligned with the lesson objective(s).
Criterion 4.g
Plans adaptations, accommodations, and modifications for students with special needs.
Criterion 4.h
Creates plans that are logically sequenced.
Criterion 4.i
Plans for a variety of ongoing formative assessment strategies that are aligned with the lesson objective(s) and are used throughout the lesson.
Criterion 4.j
Creates plans that have a clear focus and internal consistency for all lesson components (e.g. standards, objectives, content, instructional strategies, and assessment).
Criterion 4.k
Creates plans that are well organized and well written (including organization, grammar, spelling, etc.), and include sufficient detail that would enable a substitute teacher to teach the same lesson.
Criterion 4.l
Creates a plan for reflection and evaluation of: a) student learning, b) the unit and/or lesson plan(s), and c) teaching effectiveness.

Standard 5. Teaching
Organizes, facilitates, teaches, and manages research-lead and evidence-based instruction that meets the needs of all students (including talented and gifted students, English Language Learners, students with special needs, at-risk students, etc.).
Criterion 5.a
Organizes materials and equipment prior to the beginning of the lesson.
Criterion 5.b
States objectives that are clear at the beginning of the lesson or become clear as the lesson evolves.
Criterion 5.c
Shares content that is accurate, meaningful, and appropriate for the age or grade level.
Criterion 5.d
Uses a variety of engaging, research-based instructional strategies that are utilized to meet the needs of all students (including talented and gifted students, English Language Learners, students with special needs, at-risk students, etc.).
Criterion 5.e
Modifies instruction and makes accommodations necessary to meeting the needs of all students (e.g. talented and gifted, at-risk, students with special needs, etc.).
Criterion 5.f
Communicates directions, explanations, questions, and assistance in a manner that is clear, engaging, helpful, respectful, supportive, and responsive.
Criterion 5.g
Models Standard English (e.g. grammar, usage, and spelling) and handwriting skills.
Criterion 5.h
Manages time effectively, moves at an appropriate pace, and facilitates smooth transitions from one activity to the next.
Criterion 5.i
Creates a positive, respectful, and organized learning environment.
Criterion 5.j
Continually assesses students’ learning throughout the lesson and makes modifications as indicated.
Criterion 5.k
Reflects on and evaluates: a) student learning, b) the unit and/or lesson plan(s), and c) teaching effectiveness.
Criterion 5.l
Uses assessment and evaluation data to inform future instructional decisions.

Standard 6. Technology
Demonstrates skill in using technology in the teaching and learning process.
Criterion 6.a
Utilizes technology as a tool for organization and information management.
Criterion 6.b
Utilizes technology as a tool for professional research.
Criterion 6.c
Utilizes technology as a tool for communication.
Criterion 6.d
Integrates technology (including docucameras, video cameras, SmartBoards, computers, audio-visuals, etc.) as an instructional strategy.

Standard 7. Classroom Environment and Management
Creates an emotionally safe, positive, and respectful classroom environment that is organized and managed to enhance the learning of all students (including talented and gifted students, English Language Learners, students with special needs, at-risk students, etc.).
Criterion 7.a
Plans for a safe and welcoming physical environment.
Criterion 7.b
Plans for an emotionally safe environment where students experience trust and are willing to take risks.
Criterion 7.c
Provides a well organized and managed classroom that allows all students (including talented and gifted students, English Language Learners, students with special needs, at-risk students, etc.) to concentrate, reflect, think critically, create, and achieve.

Standard 8. Assessment
Uses formative and summative assessment strategies to continuously evaluate, inform, and improve the teaching and learning process.
Criterion 8.a
Demonstrates knowledge and skill in the use of a variety of formative assessment strategies and tools.
Criterion 8.b
Demonstrates knowledge and skill in the use of a variety of summative assessment strategies and tools.
Criterion 8.c
Demonstrates the ability to analyze student learning data to inform and improve the teaching and learning process.

Standard 9 Communication Skills
Models effective written, verbal, and nonverbal communication skills.
Criterion 9.a
Demonstrates and models effective writing skills (e.g. reasoning, logic, structure, organization, grammar, spelling, etc.) and models the editing and proofing process that serves to improve written communication.
Criterion 9.b
Demonstrates and models effective verbal communications that are clear, well organized, logically sequenced and structured, grammatically correct, appropriate for the audience, well paced, varied in inflection and tone, appropriate in volume, appropriate for the audience, and responsive to the audience.
Criterion 9.c
Demonstrates and models effective nonverbal communication skills such as gestures, posture, facial expressions, proximity to student(s), making eye contact, meeting students at their eye level, etc.

Standard 10. Dispositions and Professionalism
Models dispositions, professionalism, and ethics that are characteristic of effective educators.
Criterion 10.a
Caring Dispositions: Demonstrates empathy, compassion, rapport, respect, passion, cultural competence, and humane behavior.
Criterion 10.b
Communication Dispositions: Demonstrates presence (keen with-it-ness), responsiveness, attentiveness, authenticity, voice, and the desire and skill to be collaborative.
Criterion 10.c
Creative Dispositions: Demonstrates flexibility, inventiveness, resourcefulness, and resilience.
Criterion 10.d
Critical Thinking Dispositions: Critically reflects, takes the initiative, demonstrates open mindedness, is efficacious, is humble, views education as a form of service, advocates for students and education, is accurately self-aware, and acts in a purposeful manner.
Criterion 10.e
Professionalism and Ethics: Demonstrates professionalism, personal and professional ethics, work ethic/responsibility, scholarly ethics, confidentiality, and seeks opportunities for professional development.