Professional Documents
Culture Documents
Coloradoqualityteacher Standards
Coloradoqualityteacher Standards
Coloradoqualityteacher Standards
QUALITY STANDARD I
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).
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their districts organized plan
of instruction; and the individual needs of their students.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject taught.
QUALITY STANDARD I
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).
Engages students in
instruction that is:
Purposeful.
Explicit.
Systematic.
QUALITY STANDARD I
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).
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject taught.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
This section describes professional practices that should be demonstrated by Teachers responsible for teaching math.
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THE TEACHER THE TEACHER THE TEACHER STUDENTS: STUDENTS:
focuses math presents concepts: establishes an Solve problems in a Recognize when they
instruction beyond: In sequence. effective mathematics variety of ways. make procedural er-
Recall of facts. In a manner appropri- environment by: rors and take steps to
Development of com- ate to students age Challenging students Demonstrate math- correct them.
putational skills. and grade. to think deeply about ematical thinking by
Math as a series of the problems. explaining their think- Expand their learn-
rote procedures. Helps students under- Requiring students ing to each other and ing by using math-
stand mathematics as to explain their solu- to their teacher. ematical concepts in
Models: a discipline. tions. subjects other than
Appropriate math- Posing questions that math.
ematical communica- Provides a balance of stimulate students
tion. teaching for concep- curiosity and encour-
A variety of math- tual understanding age them to investi-
ematical practices. and teaching for gate further.
procedural fluency. Actively engaging stu-
dents in doing math.
Using real-world ex-
amples for problems
whenever possible.
QUALITY STANDARD I
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).
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
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THE TEACHER: THE TEACHER THE TEACHER: STUDENTS STUDENTS:
Emphasizes key con- implements instructional Clarifies and elabo- make connections be- Accelerate their learn-
cepts and connects strategies to ensure that rates on interdisciplin- tween: ing by elaborating on
them to other power- instruction: ary connections for Prior learning and the current lesson with
ful ideas within the Articulates content students. current lesson. connections to prior
content area. and interdisciplinary Other disciplines and/ lessons within the
connections. Employs instructional or content areas and content area and/or
Connects lessons to Integrates literacy strategies that include the current lesson. with other disciplines.
other disciplines and/ skills across content literacy, numeracy,
or content areas. areas. and language de- Apply literacy (read-
velopment across ing, writing, speaking,
content areas. and listening) and
math skills across aca-
demic content areas.
QUALITY STANDARD I
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).
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students background
and contextual knowledge with new information being taught.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive,
nurturing relationship with caring adults and peers.
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THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
Creates a classroom creates a classroom Creates a classroom Respect their class- Engage in respectful
environment condu- environment that environment which mates and teacher(s). and open dialogue
cive to learning. features: values diverse per- with each other and
Mutual respect. spectives. their teacher.
Positive relationships
between and among Establishes a nur-
students. turing and caring
Empathy for each relationship with each
student. student.
ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a
community and as a country.
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THE TEACHER THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
creates a classroom Uses instructional establishes processes Actively seek a variety
Respect the unique-
environment in which approaches and mate- that result in: of perspectives to
ness of fellow
diversity is: rials that reflect stu- A sense of community complete group as-
students.
Respected. dents backgrounds. among students. signments.
Used to further stu- Effective interactions
dent learning. Acknowledges the val- among students.
ue of each students Respect for individual
contributions to the differences.
quality of lessons. Positive social rela-
tionships.
Is welcoming to Common goals for all
diverse family struc- students.
tures.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
Implements lessons Uses results of stu- Asks appropriately Actively engage in Encourage fellow
that reflect student dent interest invento- challenging questions classroom activities. students to par-
interests. ries to design lessons of all students. ticipate and challenge
and materials. Discuss content and themselves.
Scaffolds questions. make connections be-
Encourages students tween current lesson Actively engage in
to expand and en- Gives wait time equi- and their interests. collaborative learning
hance their learning. tably. and group processes.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of
ability levels.
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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
Adapts lesson plans Designs instruction Solicits input from col- Advocate for them- Apply coping skills to
to address individual to address learning leagues to understand selves. classroom situations.
student needs. needs of all students. students learning
needs. Articulate their Share coping strate-
Implements recom- Monitors the quality learning needs to gies with fellow
mendations of spe- of student participa- Uses multiple strate- their teacher and/or students.
cialists and colleagues tion and performance. gies to teach and parent.
to address student assess students. Help fellow class-
needs. mates by offering
Challenges and sup- support.
ports students to learn
to their greatest ability.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work
collaboratively with the families and significant adults in the lives of their students.
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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: FAMILIES AND
Establishes a class- Maintains respectful Provides clear and Communicate SIGNIFICANT ADULTS
room environment relationships with accurate feedback to freely and openly with Partner with the
that is inviting to students, their fami- parents and signifi- teachers. teacher to support
families and signifi- lies, and/or significant cant adults regarding student strengths and
cant adults. adults. student needs and FAMILIES AND address next steps for
progress. SIGNIFICANT ADULTS: learning.
Uses a variety of Discuss student
methods to initiate Coordinates flow of performance with the
communication with information between teacher.
families and signifi- families and col-
cant adults. leagues who provide Participate in school-
student services. based activities.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and
appropriate intervention strategies.
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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
Provides clear ex- Puts procedures in Makes maximum use Stay on task during Accept responsibility
pectations to guide place to maximize of instructional time. class periods. for their behavior and
student classroom instructional time. use of time.
behavior. Maintains a safe and Work without inter-
orderly environment. ruption. Help other students
Holds students ac- stay on task.
countable for adher- Abide by school and
ence to school and/or class rules.
class rules.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and
the appropriate levels of intellectual, social, and emotional development of their students.
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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS
Differentiates instruc- Studies recent/cur- Applies knowledge of Seek materials and seek to understand:
tion. rent research to current developmen- resources appropriate How they learn best.
expand personal tal science to address for their personal ap- Where their time and
Modifies content to knowledge of how student needs. proach to learning. efforts are best used.
assure that students students learn.
are able to work at Collaborates with
their ability levels. Builds on the interre- colleagues with expe-
latedness of students rience in developmen-
intellectual, social, tal science to improve
and emotional devel- the quality of lessons.
opment.
ELEMENT B: Teachers 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.
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Assesses required
skills.
ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the
developmental and academic needs of their students.
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ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize
student learning.
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ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students
develop critical-thinking and problem solving skills.
ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of
language.
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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
Communicates effec- Models effective com- Teaches students to Apply effective writ- Use academic lan-
tively with students. munication skills. be effective commu- ten and oral commu- guage in spoken and
nicators. nication skills in their written work.
Encourages students work.
to communicate ef- Provides opportuni-
fectively. ties for students to
practice communica-
tion skills.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal
assessments, and use results to plan further instruction.
QUALITY STANDARD IV
Teachers reflect on their practice.
ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to
improve their practice.
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THE TEACHER: THE TEACHER: THE TEACHER THE TEACHER THE TEACHER:
Collects and ana- Collects multiple applies knowledge develops student Monitors and
lyzes student data to examples of student of student learning, learning plans based evaluates personal
inform instruction. work to determine development, on: behavioral changes
student progress over and growth to the Multiple examples of to determine what
Uses data to: time. development of: student work. works for students.
Support student Lesson plans. Other data points.
learning. Instructional strategies. Information gathered
Inform practice. from students, fami-
lies, and colleagues.
ELEMENT B: Teachers link professional growth to their professional goals.
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THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER: THE TEACHER:
Implements perfor- engages in professional Advocates for profes- Implements new and Develops and follows
mance feedback from development activities sional development a long-term profes-
different instructional
supervisor and/or based on: that is evidence based sional development
strategies based on
colleagues to improve Likelihood of having and targeted toward plan.
current research and
practice. a positive impact on improving student district initiatives.
student learning. outcomes.
Actively engages
Alignment with Adapts teaching skills
in professional Colorado Academic Applies knowledge to meet student
development focused Standards and school and skills learned needs
on: and district initiatives. through professional
Addressing student Current research. development to pro-
needs. Student needs. fessional practice.
School and district
initiatives.
Meeting professional
goals.
QUALITY STANDARD V
Teachers demonstrate leadership.
Support struggling
students.
ELEMENT B: Teachers contribute knowledge and skills to educational practices and the teaching profession.
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THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER: THE TEACHER:
Shares expertise with collaborates with Leads professional Participates in dis- Advocates for the
colleagues. colleagues to: growth and develop- trict-wide decision- inclusion of teachers
Support student ment activities when- making processes and families in educa-
Supports the work of growth and develop- ever possible. that impact the tion and government
colleagues. ment. school community, decision-making
Provide input into including families. processes.
Actively participates policies and pro-
in activities designed cedures that affect
to improve policies school climate and
and procedures that student learning.
affect school climate, Partner with families.
family partnering, and
student learning.
ELEMENT C: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
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THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
Partners with every Discusses potential Contributes to school Advocates for stu- Collaborates with pro-
family to support revisions to policies and/or district com- dents and the school fessional, governmen-
student success. and procedures with mittees to advocate to external agencies tal, and/or community
administrators to bet- for students and their and groups. agencies to advocate
ter address student, families. for curricular, school,
family, and school and instructional
needs. improvements.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
62 | COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS
QUALITY STANDARD V
Teachers demonstrate leadership.