STANDARD 1.2.1: (CONTENT)
The preservice teacher understands the central concepts, tools of inquiry; and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.

Performance Indicators:
The preservice teacher
· knows the discipline applicable to the certification area(s)
· presents the subject matter in multiple ways
· uses students' prior knowledge
· engages students in the methods of inquiry used in the discipline
· creates interdisciplinary learning

Mid-Preparation Benchmark:
The preservice teacher demonstrates a basic knowledge of the discipline(s). The preservice teacher has observed, described, and reflected upon the presentation/teaching of this knowledge and basic tools of inquiry within the P-12 setting. Candidate has met the minimum passing score on the CBASE as required by the state.

Rubric for Meets the Benchmark:

The preservice teacher:
· Displays basic knowledge of content and understanding of and ability to apply the relevant tools of inquiry in his/her own work.
· Has observed, described, and reflected upon the teaching of content in multiple ways within the P-12 setting.
· Has passed the C-BASE test.
· Has earned an AA degree, including a state approved teacher education curriculum.

STANDARD 1.2.2: (LEARNERS)

The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.

Performance Indicators:
The preservice teacher
· knows and identifies child/adolescent development
· strengthens prior knowledge with new ideas
· encourages student responsibility
· knows theories of learning

Mid-Preparation Benchmark:

The preservice teacher demonstrates a basic knowledge of theories and principles of human development and learning. Through description of and reflection on the performance of teachers, K-12 students, and themselves, the preservice teacher demonstrates the awareness of the importance of strengthening prior knowledge with new ideas and encouraging student responsibility.

Rubric for Meets the Benchmark:

The preservice teacher:
· Displays accurate understanding of the intellectual, social-emotional, and physical characteristics of learners of all ages and the inter-relatedness of the three areas.
· Displays understanding of the major theoretical perspectives on how people learn, emphasizing the importance of building upon students’ prior knowledge.
· Displays understanding of the major theoretical perspectives on how people learn, emphasizing the importance of building upon students’ prior knowledge.
· Displays understanding of how teachers facilitate higher-order  thinking  and engaged, self-regulated learning of all students.
 
 

STANDARD 1.2.3: (STUDENT DIVERSITY)
The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Performance Indicators:
The preservice teacher
· identifies prior experiences, learning styles, strengths, and needs
· designs and implements individualized instruction based on prior experiences, learning styles, strengths, and needs
· knows when and how to access specialized services to meet students' needs
· connects instruction to students' prior experiences and family, culture, and community

Mid-Preparation Benchmark:
Through observation, description, and reflection on their own and K-12 students' prior experience, learning styles, strengths, and needs, the preservice teacher recognizes that students differ in their approaches to learning.

Rubric for Meets the Benchmark:

The preservice teacher:

· Describes areas of diversity such as primary language, learning style or intelligence (MI), strengths and needs observed in classroom and supports that description with examples from own experience as a learner.
· Identifies appropirate instructional strategies and justifies selection with research or theory.
· Recognices that learning takes place within and is influenced by the cultural contex of the learner.
· Documents awareness of services available to support learning needs.

STANDARD 1.2.4: (CURRICULUM)

The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.

Performance Indicators:
The preservice teacher
· selects and creates learning experiences that are appropriate for curriculum goals relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired)
· creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance evaluation plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning

Mid-Preparation Benchmark:

The preservice teacher can create and implement simulated or actual classroom learning activity. The teacher observes, describes, and reflects upon district, state, and national performance standards, individual diversity, and long- and short-term learning goals.

Rubric for Meets the Benchmark:

The preservice teacher:
· Displays knowledge of the importance of setting high, but achievable, learning goals for self and students.
· Displays emerging understanding of higher order thinking as a curricular goal for all students.
· Displays an awareness of district, state (Show-Me Standards and Missouri Curriculum Frameworks) and national performance standards.
 

STANDARD 1.2.5: (INSTRUCTION)

The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Performance Indicators:
The preservice teacher
· selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs
· engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities

Mid-Preparation Benchmark:

The preservice teacher observes, describes, and reflects upon the uses of a variety of instructional strategies in his or her own learning and in that of K-12 students. The preservice teacher recognizes alternative strategies, materials, and technology based on the needs of diverse learners.

Rubric for Meets the Benchmark:

The preservice teacher:
· Displays knowledge of several instructional  strategies and the appropriate uses of those strategies with diverse learners.
· Acknowledges the role of positive feedback within instruction.

STANDARD 1,2,6: (CLASSROOM & BEHAVIOR MANAGEMENT)

The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Performance Indicators:

The preservice teacher
· knows motivation theories and behavior management strategies and techniques
· manages time, space, transitions, and activities effectively
· engages students in decision making

Mid-Preparation Benchmark:

The preservice teacher demonstrates a basic knowledge of principles of classroom and behavior management, and reflects upon classroom practice in the context of that knowledge.

Rubric for Meets the Benchmark:

The preservice teacher:
· Recognizes antecedent factors, including physical and psychological environmental contexts, that can impact students’ behavior.
· Distinguishes between intrinsic and extrinsic motivation.
· Demonstrates knowledge of some proactive and reactive behavior management strategies.
·  Recognizes elements of well-organized classrooms (such as pacing, overlapping, effective transitions, etc.).
· Sees connection between effective teacher practices and effective classroom and behavior management.
 

STANDARD 1.2.7: (COMMUNICATION)

The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Performance Indicators:

The preservice teacher
· models effective verbal/non-verbal communication skills
· demonstrates sensitivity to cultural, gender, intellectual, and physical differences in the classroom communication and in responses to students' communications
· supports and expands learner expression in speaking, writing, listening, and other media
· uses a variety of media communication tools
 

Mid-Preparation Benchmark:

The preservice teacher demonstrates effective oral and written communication skills and presentation techniques, including a variety of media communication tools used to foster active inquiry, collaboration, and supportive interaction in classrooms.  The teacher demonstrates awareness of and sensitivity to student differences.

Rubric for Meets the Benchmark:

The preservice teacher:
· Displays consistently clear, correct and effective writing and speaking skills.
· Demonstrates use of medial communication tools in his/her own learning and (at least) speculates on their use in K-12 settings.
· Acknowledge the role of verbal and non-verbal communication in teacher-student and professional interactions.
· Identifies use of non-discriminatory and pejorative  language in both student and professional communication.
 

STANDARD 1.2.8: (ASSESSMENT)

The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Performance Indicators:

The preservice teacher
· employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies
· uses assessment strategies to involve learners in self-assessment activities to help them become aware of their learning behaviors, strengths, needs and progress and to encourage them to set personal goals for learning
· evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work
· maintains useful records of student work and performances and can communicate student progress knowledgeable and responsibly, based on appropriate indicators, to student, parents, and other colleagues

Mid-Preparation Benchmark:

The preservice teacher demonstrates a basic knowledge of formal and informal assessment strategies.  The teacher observes, describes, and reflects upon the use of both formal and informal assessments from his/her own learning experiences and course work.

Rubric for Meets the Benchmark

The preservice teacher
· Recognizes the differentiating characteristics of formal and informal assessment.
· Is able to describe and reflect upon the various purposes of assessment techniques.
· Understands the connection between assessment and teaching.
· Practices self-assessment.
 

STANDARD 1.2.9: (REFLECTION)

The preservice teacher is a reflective practitioner who continually assesses the effect the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.

Performance Indicators:

The preservice teacher
· applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning and the complex interactions between them
· uses resources available for professional development

Mid-Preparation Benchmark:

The preservice teacher understands the concept of reflective practice and the importance of continual professional growth. This teacher can articulate professional ethical standards to situations posed to him or her.  He or she uses reflection to refine his or her learning and practice. The teacher can begin to articulate and reflect upon a personal philosophy of education.

Rubric for Meets the Benchmark

The preservice teacher:
· Has observed, described and reflected upon professional development activities.
· Has reflected upon his/her own learning.
· Has used reflection as the basis for description of how hi/her future learning and future teaching practice could be refined.
· Has articulated and applied relevant professional ethical standards to school situations.
· Has written a personal philosophy of education.

STANDARD 1.2.10: (PROFESSIONALISM)

The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well being.

Performance Indicators:

The preservice teacher
· participates in collegial activities designed to make the entire school a productive learning environment
· talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students' problems
· seeks opportunities to develop relationships with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student leaning and well-being
· identifies and uses the appropriate school personnel and community resources to help students reach their full potential

Mid-Preparation Benchmark:

The preservice teacher fosters appropriate relationships with other preservice teachers and school personnel to support his or her own learning.   He or she demonstrates knowledge of basic services available in the school and community to support children and their learning.  The teacher observes, describes and reflects upon professional relationships in school settings.

Rubric for Meets the Benchmark:

The preservice teacher:
· Displays evidence of ability to collaborate with student colleagues and ability to assess the relative effectiveness of group processes after they have occurred.
· Demonstrates awareness of resources available to support student learning on the college campus, in P-12 schools, and in the community.
· Has described and reflected upon observed professional behaviors.

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