CAEP Standards
STANDARD 1 – Understanding and
Addressing Each Child’s Developmental
and Learning Needs
Candidates use their understanding of child
growth and development, individual
differences, and diverse families, cultures and
communities to plan and implement inclusive
learning environments that provide each child
with equitable access to high quality learning
experiences that engage and create learning
opportunities for them to meet high standards.
They work collaboratively with families to
gain a holistic perspective on children’s
strengths and needs and how to motivate their
learning.
STANDARD 2 – Understanding and
Applying Content and Curricular
Knowledge for Teaching
Candidates demonstrate and apply
understandings of major concepts, skills, and
practices, as they interpret disciplinary
curricular standards and related expectations
within and across literacy, mathematics,
science, and social studies.
During my student teaching experience, I
worked to prepare lessons that reflected the
specific needs of each learner in the
classroom. I implemented culturally inclusive
strategies that aligned both with the
curriculum standards provided by the state
and with the classroom environment goals of
inclusivity, kindness, and productivity. These
culturally inclusive strategies are best
evidenced in lesson plan four. When creating
and executing lessons, I am mindful of the
both diverse cultures and individual
differences of each student in my classroom.
During the lesson referenced below, I
referenced students’ different backgrounds
and created a space to not only discuss those
differences but also tie them into the current
learning activity we were completing. This is
evidenced in lesson plan number four.
Throughout student teaching, I worked
diligently to ensure that I had a thorough
understanding of the content that I presented
each day. I communicated with both my
cooperating teachers to ensure I connected
material to previous units taught, previous
grade level experience, and SOL objectives. I
ensured that I was aware of different
strategies, learning activities, and/or any
common misconception that typically
occurred that I may have needed to correct.
Using planned differentiation, all learners in
my classroom were challenged according to
their individual readiness level in order to
ensure that content was mastered at the
appropriate time. These are evidenced in
lesson plan number two. When executing
different lesson plans, I have used class
discussion, reciprocal teaching, high level
questioning, and cooperative learning
strategies such as quiz-quiz-trade, find
someone who, and see, think, wonder to help
my students learn how to engage with their

STANDARD 3 – Assessing, Planning, and
Designing Contexts for Learning
Candidates assess students, plan instruction
and design classroom contexts for learning.
Candidates use formative and summative
assessment to monitor students’ learning and
guide instruction. Candidates plan learning
activities to promote a full range of
competencies for each student. They
differentiate instructional materials and
activities to address learners’ diversity.
Candidates foster engagement in learning by
establishing and maintaining social norms for
classrooms. They build interpersonal
relationships with students that generate
motivation, and promote students social and
emotional development.
Standard 4 – Supporting Each Child’s
Learning Using Effective Instruction.
Candidates make informed decisions about
instruction guided by knowledge of children
own learning and become critical thinkers,
creative thinkers, and collaborative thinkers.
This application was especially seen during
my review days for different units. My
reviews focused heavily on student-led,
discussion-based review with minimal teacher
input unless certain concepts need to be
addressed due to questions. This is evidenced
in lesson plan number five.
During student teaching, I used various forms
of assessment to monitor student growth and
plan for remediation. I designed and
implemented a data driven unit of instruction
that utilized whole group instruction, small
group instruction and differentiation to ensure
that the academic needs of all students were
met and each student was able to successfully
learn the concepts. I created both pre-
assessments and post-assessments to plan for
whole group instruction, small group
instruction, differentiation, and remediation.
These are specifically evidenced by the data
project I completed in placement one.
Throughout both placements, I kept detailed
data sheets with grades separated by subject
and unit. During instruction, I utilized both
formative and summative assessments to
monitor individual student’s growth and
learning. This is evidence by lesson plan
number five.
Throughout student teaching, I demonstrated
effective instructional planning using both the
VBOs in placement one and the curriculum
framework provided by the state. I worked
with both my cooperating teachers, the grade
level team, and, at times, a math or reading
specialist to design lessons that met the
requirements and challenged my students.
This is evidenced by lesson plan number four.
Throughout my experience, I used
various instructional strategies to ensure each
student’s learning style is valued and
respected. I incorporated multimedia
and assessment of children’s learning that
result in the use of a variety of effective
instructional practices that employ print, and
digital appropriate resources. Instruction is
delivered using a cohesive sequence of
lessons and employing effective instructional
practices. Candidates use explicit instruction
and effective feedback as appropriate, and use
whole class discussions to support and
enhance children’s learning. Candidates use
flexible grouping arrangements, including
small group and individual instruction to
support effective instruction and improved
learning for every child.
STANDARD 5- Developing as a
Professional
Candidates promote learning and
development of every child through
participation in collaborative learning
environments, reflective self-study and
professional learning, and involvement in
their professional community.
techniques, hands-on activities, kinesthetic
activities, and cooperative learning strategies
in both placements to encourage learners to
develop a deep understanding of the
curriculum while practicing building
connections to different content areas and
important social skills. I also spent time
planning lessons that would help students to
apply concepts in the curriculum to real-world
scenarios. This is best evidenced in lesson
plans two, one, and four specifically.
Following most units of study or every few
lessons, I discussed and reflected with my
cooperating teacher to receive necessary
feedback that would allow me to refine my
overall teaching. Additionally, I reflected on
each lesson after I taught it, making notes on
what went well, what didn’t go well, and how
I would change the lesson in the future. I
looked at data throughout all of the units that I
taught so that I could improve lesson plans
based on what my students needed. My
continual growth in teaching is evidenced by
various evaluations.
Of the course of both placements, I worked
hard to quickly take on the weight and
responsibility of student learning. I planned
units ahead of time so that I would have time
to reflect on them and receive feedback from
my cooperating teachers. By collaborating
with my cooperating teacher and others on the
grade level, I was able to take on the
responsibility of all grading, planning, and
classroom management by weeks four or five.
I created daily presentations for instruction,
and I collaborated with both my cooperating
teacher and the other teachers on the grade
level to make sure that I had the correct
pacing and was addressing the correct
standards. I attended grade level meetings and
collaborations with math and reading
specialists. During this time, I took notes and
asked clarifying questions if necessary.
Working with my cooperating teacher, I
communicated with parents and other
community members to help ensure learner
growth. These are best evidenced in my
evaluations and lesson plan number one.