Center for

Educator
Preparation
ColoradoCANDIDATE
TEACHER State University
QUALITY
STANDARDS

The following standards are adapted from the Colorado State Model Evaluation System for Teachers approved by the Colorado State
Board of Education in May of 2013, and reflect the knowledge, skills, and dispositions required for teachers to ensure students
academic success and social growth. They strive to support growth and development, close achievement gaps and to prepare
diverse student populations for postsecondary and workforce success (Colorado Department of Education, 2016).

These Teacher Candidate Quality Standards have been adapted to reflect the specific context and opportunities available to teacher
candidates throughout the four-phase program in the Center for Educator Preparation at Colorado State University.

The first category involves the work surrounding the act of teaching. Since the primary role of the teacher is to
support students academic and personal success, it is the focus of three of the five standards.

CEPTCQS #1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
CEPTCQS #2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
CEPTCQS #3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.

The second category involves continuing improvement and the effectiveness of the teacher, both personally and
professionally:

CEPTCQS #4: Teachers reflect on their practice.

CEPTCQS #5: Teachers demonstrate leadership.

Preservice teacher candidate performance should be rated on each element within each standard at one of four levels: Emergent
Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. These levels are cumulative across the rows of
the rubric in that a Proficient Candidate must exhibit the characteristics encompassed under each previous level in addition to
those described at the Proficient Candidate level. A candidate must demonstrate professional performance with a C or better and
at the proficient level for dispositions to be recommended for licensure.

Revised 8.3.16
CEPTC Quality Standard #1

Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches

(e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert
in his or her content endorsement area(s).

Teacher Candidates:
1a. Lesson plan and instruction is aligned with the Colorado Academic Standards and the individual needs of their students

Artifact
Observation
Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality
*Effective Communicator
*Improve Performance *Culturally Responsive *Committed to Profession
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher uses lesson and The Teacher ...and The Teacher ... and The Teacher
plans that reflect: uses lesson plans
based on:
-daily review and revision -collaborates with the -collaborates with other
-student needs Cooperating Teacher and school staff to vertically
-instructional objectives department to deliver the align and horizontally
appropriate for students -Colorado Academic approved curriculum. align, articulate, and
Standards deliver the approved
-explicit connections to -understand and can curriculum.
specific learning -stated learning access their district's plan
objectives and approved objectives of instruction.
curriculum.
Dates Observed:

1
1b. Demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher provides and Students meet or
understands and instruction that enhances exceed expectations for:
strives to make students
-demonstrates an complex reading -oral communication
understanding of literacy accessible to students -critical thinking and -written communication
content and skills; by: reasoning -critical thinking and
problem solving
-emphasizes literacy -adjusting content to -information literacy
connections while students' skill levels -literacy skills
teaching content.
- providing relevant
content that
addresses students'
interests.

-integrating
knowledge into
lessons

Dates Observed:

1c. Demonstrate knowledge of mathematics and understand how to promote student development in mathematical concepts connected to
the content area

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher: and The Teacher ...and The Teacher and the Teacher

-includes relevant math -emphasizes to -emphasizes -models mathematical

concepts in discussions students why they interdisciplinary thinking
that do not have math as need to learn math connections to math
the primary focus content and skills

-promotes and -uses instructional

encourages students to strategies that require
make explicit math students to apply and
connections across transfer mathematical
content. knowledge to their
content area
Dates Observed:

2
1d. Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized
character of the disciplines being taught.
Feedback/questions Emergent
The Teacher:
-breaks down concepts
into instructional parts
and teaches each part
using appropriate,
effective strategies and/or
tools;
-uses instructional
materials that are
accurate and appropriate
for the lesson being
taught
-employs a variety of
instructional strategies to
address student needs
Dates Observed:
1e. Develop lessons that reflect the interconnectedness of content areas/disciplines.
Feedback/questions Emergent
The Teacher
-emphasizes key concepts
and connects them to
other essential ideas
within the content area
Dates Observed:
Developing Proficient
...and The Teacher ...and The Teacher
-provides explanations -provides students with a
of content area that variety of explanations and
are accurate; clear; multiple representations of
concise; concepts and ideas.
comprehensive.
Developing Proficient
and The Teacher ...and The Teacher ...and The Teacher
implements instructional
-connects lessons to strategies that
other disciplines
and/or content areas -articulate content and
interdisciplinary
connections
-integrate literacy skills
across content areas
Accomplished
and The Teacher
engages students in
-a variety of explanations
and multiple
representations of concept
and ideas
-a variety of inquiry
methods to explore new
ideas and theories.
Accomplished
-clarifies and elaborates on
interdisciplinary
connections for students
-employs instructional
strategies that include
literacy, numeracy, and
language development
across content areas
3
1f. Make instruction and content relevant to students and take actions to connect students' background and contextual knowledge with
new information being taught.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher and Students

-selects a variety of -links lessons to -delivers lessons and uses -interact with materials
instructional materials students' prior materials to ensure that that are relevant to them
and strategies based on knowledge students backgrounds are
their relevance, central considered -make connections to prior
contexts, and -encourages and learning to understand
foundational evidence provides opportunities -provides opportunities for current content
base for students to make students to self-select
connections to prior tasks that accelerate
learning. learning
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #1:

4
CEPTC Quality Standard #2

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Teacher Candidates:

Artifact
Observation
2a. Foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring
adults and peers.

Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Culturally Responsive

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher ... and The Teacher

-circulates through the
classroom, interacting
with every student
-ensures that screen or
board (focus) is
positioned so that all
students can see and
hear what is projected
Dates Observed:
-ensures that -displays public records of -fosters positive
structures and student work on walls that relationships between and
routines are evident are relevant to ongoing among students that are
instruction respectful and
- has mutually demonstrate mutual
respectful -fosters an environment support
relationships with where students respect
students their classmates and
teacher(s)
-has consistent
empathy for each
student

2b. Demonstrate a commitment to and respect for diversity.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and Students

- shows a concern for
issues of equity and social
justice
Dates Observed:
-uses instructional -engages students in -respect the uniqueness of
approaches and discussions concerning fellow students
provides tasks that are culture, equity, democracy
relevant to students & learning -seek a variety of
from a variety of perspectives to complete
backgrounds and -establishes processes and group assignments
interests an environment that result
in a sense of community
with effective interactions
among students

5
2c. Engage students as individuals with unique interests and strengths.
Feedback/questions Emergent
The Teacher
-implements lessons that
reflect student interests
Dates Observed:
2d. Believe that instruction is for the benefit of all students, including those with special needs across a range of ability levels.
Feedback/questions Emergent
The Teacher:
-adapts the learning
environment to address
individual student needs
Dates Observed:
Developing Proficient Accomplished
and The Teacher ...and The Teacher and Students
-acknowledges all -provides lessons that are - have opportunities to
students for their explicitly differentiated show understandings and
accomplishments skills in a variety of ways
-knows students as
-showcases the belief learners and purposefully - legitimizes multiple areas
that all students can allows space for students' of expertise allows them to
learn strengths be leveraged
Developing Proficient Accomplished
...and The Teacher ...and The Teacher and The Students
-challenges and -engages in ongoing -advocate for themselves
supports individual reflective practice that by articulating their needs
student learning increases their depth of
understanding of student -communicate openly
- uses multiple centered learning about circumstances that
strategies to teach affect their classroom
and assess students -provides lessons that are performance
explicitly differentiated
-works with support
staff and school
faculty to gather input
to better understand
students learning
needs
6
2e. Provide proactive, clear, and constructive feedback to families about student progress and work collaboratively with families and significant adults in
the lives of their students.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and Families and
Significant Adults
-establishes a classroom -maintains respectful -understands students
environment that is relationships with support structures outside -partner with the teacher
inviting to families and students, their of school to support student
significant adults families, and strengths and address next
significant adults -provides multiple steps for learning and
opportunities for growth
communication with
students' support
structures

Dates Observed:

2f. Create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher and the Students

-provides clear -holds students - maximizes instructional -stay on task during class
expectations to guide accountable for school time
student behavior in the and class rules -accept responsibility for
classroom their behavior and use of
-maintains a safe time
environment
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #2:

7
CEPTC Quality Standard #3

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.

Teacher Candidates:
3a. Demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of

Artifact
Observation
intellectual, social, and emotional development of their students.

Dispositions: *Professional Behaviors *Initiative & Dependability *Tact & Judgement *Ethical Behavior & Integrity *Collegiality
*Effective Communicator
*Improve Performance *Culturally Responsive *Committed to Profession
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher and The Teacher ...and The Teacher ... and Students

-differentiates content to -builds on the -uses appropriate language -use appropriate

assure that students are interrelatedness of for the students in their behavioral management
able to work at their students intellectual, classroom strategies
ability levels social and emotional
development -use appropriate -understand how they
instructional strategies for learn best
the students in their
classroom

-are facilitators of learning,

where students are
engaged as leaders

Dates Observed:

8
3b. Plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students'
level of content knowledge and skills.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher and Students

-designs assessments -creates lesson plans -ensures that students -confer with the teacher to
that accurately measure showing alignment meet learning targets make goals and monitor
the learning target between Colorado while increasing mastery achievement
Academic Standards levels
-uses assessment results and learning target,
to guide instructional assessments, ,and
decisions instruction

-monitors student
progress and adjusts
instruction
appropriately

Dates Observed:

3c. Demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their
students.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher and the Students

-incorporates research- - use strategies (in -provide tasks that allow -are able to apply skills and
based instructional planning and student choice knowledge learned in the
strategies into their instruction) that meet classroom to other areas in
lessons the unique needs of their lives
each student

Dates Observed:

9
3d. Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher ...and The Teacher ...and The Teacher and Students

- uses available -develops student -enhances creative and -produce creative and
technology to enhance knowledge and skills innovative skills using innovative products
student learning (in both content and technology
technology)
-create experiences where
students
engage in virtual and face
to face learning activities,
enhanced by the
appropriate use of
available technology

Dates Observed:

3e. Establish and communicate high expectations for all students and plan instruction that helps students develop critical thinking and
problem solving skills.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher ...and The Teacher ...and Students

-holds students -sets student -consistently -help set their learning

accountable for their expectations at a level communicates high
learning that challenges academic expectations
students
-enhances learning by
providing critical thinking
and problem solving
activities for students at all
levels
objectives
-apply higher-order
thinking and problem-
solving skills to address
challenging issues

Dates Observed:

10
3f. Provide students with opportunities to work in teams and develop leadership qualities.
Feedback/questions Emergent
The Teacher
-includes all students in
individual and group
activities where each
student in the room has a
voice
Dates Observed:
3g. Teachers communicate effectively, making learning objectives clear, providing appropriate models of language
Feedback/questions Emergent
The Teacher
-communicates effectively
with students
Dates Observed:
Developing Proficient
and The Teacher ...and The Teacher
-groups students -adjusts team composition
flexibly based on lesson objectives
and student needs
-provides
opportunities for -varies group size,
students to participate composition, and tasks to
using various modes create opportunities for
of communication students to learn from
each other
Developing Proficient
and The Teacher and The Teacher and Students
-models appropriate -provides opportunities for
and effective students to practice
communication skills, communication skills
including writing,
listening, and -effectively assesses
speaking students' communication
skills
Accomplished
and Students
-assume leadership roles
within their teams
-participate in teams in
ways that build trust and
ownership of ideas among
team members
Accomplished
-apply effective written
and oral communication
skills in their work
-use academic language in
oral and written work
11
3h. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and Students

-involves students in -assesses learning -provides a variety of -self-assess on a variety of

monitoring their learning
outcomes assessments at a variety of skills and concepts
appropriately levels in each lesson
-articulate their personal
-implements -provides constant, strengths and needs based
appropriate strategies individualized, specific, on self-assessment
for assigning grades and timely feedback
-effectively use formal and
-evaluates students -teaches students to use informal feedback to
using multiple feedback to improve their monitor their learning
measures learning

Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #3:

12
CEPTC Quality Standard #4:

Teachers reflect on their practice.

Teacher Candidates:

Artifact
Observation
4a. Demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

Dispositions: *Professional Behaviors *Ethical Behavior & Integrity *Collegiality *Improve Performance *Culturally
Responsive
Feedback/questions Emergent Developing Proficient Accomplished
The Teacher and The Teacher ...and The Teacher ... and The Teacher

-collects and analyzes
student data to inform
instructional practice
-collects multiple - develops student learning -monitors and evaluates
examples of student plans based on multiple personal behavioral
data to support data sources changes to determine what
student learning over works for students
time -adapts teaching skills to
meet student needs from
student data

-analyzes instruction and

outcomes at Blooms
analyze and apply
levels

Dates Observed:

13
4b. Teachers link professional growth to their professional goals.
Feedback/questions Emergent
The Teacher
-implements feedback
from evaluations to
improve practice
Dates Observed:
4c. Are able to respond to a complex, dynamic environment.
Feedback/questions Emergent
The Teacher ...and The Teacher
-collaborates with
colleagues to implement
new ideas to improve
teaching and learning
Dates Observed:
Feedback/Questions/
Next Steps for overall
TCQS #4:
Developing Proficient Accomplished
and The Teacher ...and The Teacher and The Teacher
-identifies strengths -applies differentiation to -evaluates, acquires, and
and weaknesses in meet needs of students implements new strategies
their own professional to improve instructional
growth -evaluates strengths and practices
weaknesses in their own
professional growth
-engages in professional
development that is
targeted toward improving
student outcomes
Developing Proficient Accomplished
...and The Teacher and The Teacher
-meets the needs of - begins to individually -supports struggling and/or
grade level students support advanced students
struggling/advanced
-maintains positive, students -initiates and collaborates
productive and in activities with
respectful colleagues
relationships with
peers
14
CEPTC Quality Standard #5:

Teachers demonstrate leadership.

Teacher Candidates:
5a. Demonstrate Leadership.

Artifact
Observation
Dispositions: *Tact & Judgement *Ethical Behavior & Integrity *Effective Communicator *Committed to the Profession

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-supports school goals -participates in -collaborates effectively -recognizes opportunities

and initiatives school activities with school-based teams and handles challenges
expected of all with a growth mindset
teachers -contributes to school
committees and teams -shares lessons
-works learned with colleagues to
collaboratively improve teaching and
for the benefit of learning
students
Dates Observed:

5b. Contribute knowledge and skills to educational practices.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-supports the work of -shares expertise -collaborates with -participates in district-

colleagues with colleagues colleagues to support wide decision-making
Supports the work of student processes that impact the
colleagues growth and development school
community
-provides input into
procedures that affect
classroom climate and
student learning

Dates Observed:

15
5c. Advocate for students and schools, partnering with students, families, and communities and appropriate.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-is an advocate for the -advocates for -contributes to -advocates for

profession of teaching students with families school and/or district the students, the
and other committees program(s), and the school
significant adults to advocate for students
using a variety of and their
communication tools families
and
strategies

Dates Observed:

5d. Demonstrate high ethical standards.

Feedback/questions Emergent Developing Proficient Accomplished

The Teacher and The Teacher and The Teacher and The Teacher

-adheres to standards of -maintains -maintains confidentiality -helps students understand

professional practice confidentiality of of student, family and the importance of
student records as fellow teacher ethical behavior as an
required by law interactions as well as individual and
student data member of society

-models ethical behavior,

including honesty,
integrity, fair treatment,
and respect for others
Dates Observed:

Feedback/Questions/
Next Steps for overall
TCQS #5:

16