Teaching
Alignment to National Standard: This evidence packet, entitled Monitoring of Professional Dispositions, Philosophy of Teaching, provides explanations and evidence to support:
Standard One: The provider ensures that candidates develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum and clinical experiences for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families.
R1.4 Professional Responsibility. The provider ensures candidates are able to apply their knowledge of professional responsibility at the appropriate progression levels. Evidence provided should demonstrate candidates engage in professional learning, act ethically (InTASC Standard 9), take responsibility for student learning, and collaborate with others (InTASC Standard 10) to work effectively with diverse P-12 students and their families.
How Alignment is Assured: The CAEP Coordinator, in consultation with the Department Chair of Curriculum and Instruction, aligns the evaluation measures and assessment tasks with CAEP, InTASC, program standards, and appropriate Technology Standards. The CAEP Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing SharePoint. This database is maintained by the CAEP Coordinator so that alignments can accommodate updates to standards, program competencies, courses, and assessments.
Evidence Overview
Use of Assessment as Part of the Quality Assurance System: The purpose of the Teaching Philosophy assessment is to understand how well candidates can apply educational and developmental theory and apply those theories to their expectations for themselves and their candidates, methods of teaching and interacting with candidates, methods of assessing student learning, their approach to teaching in the disciplines/content areas, and their plans for professional growth. The teaching philosophy is completed by candidates enrolled in CRIN 211 Principles of Education; course instructors use a rubric to assess candidates’ performance on the assignment and data are aggregated and disaggregated to determine areas for improvement in instruction, especially instruction in CRIN 211.
Details of Assessment Administration:
Level I – Candidates admitted to the university and enrolled in the initial teacher preparation course – CRIN 211 Principles of Education – complete the teaching philosophy assignment so that there is preliminary data for each candidate.
How the Evaluation is used to Measure Candidate Progress: Candidates who do not successfully demonstrate competency on these assessments by meeting the target with a score of 3.0 Proficient, conferences with the course instructor to develop strategies for improvement. Candidates may be provided an additional opportunity to re-submit the assessment.
Southern University and A&M College
Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Evidence and Analysis
Directions Delivered to the Candidate:
Instructions
Read Chapter 5 in your textbook to complete this assignment and schedule an individual or group session through the SUBR Writing Center to review your work before the deadline.
Chapter 5-Portfolio Activity Option #2
The University Writing and Communication Center General Information
To schedule with the University Writing and Communication Center –
Submit completed assignment using the link provided in the course Moodle.
Teaching Philosophy Template
Areas to Address in Your Teaching Philosophy
What are your goals for yourself and for your candidates?
As a teacher
(e.g., encourage mastery, transmit information, develop critical thinking skills, encourage life-long learning, serve as a mentor, etc.)
For candidates: See the examples above. Describe and give examples.
Questions for Thought
Your Goals for Candidates
What skills should candidates obtain because of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student's knowledge or behavior. Address the goals you have for specific classes or curricula and that rational behind them (i.e., critical thinking, writing, or problem solving).
List the resources you will use. What methods will I use to reach these goals / objectives?
Your Teaching Methods
(e.g., note your beliefs regarding learning theory illustrated by specific examples such as: case studies, teambased learning, active lecturing, simulations, case studies, etc.)
Describe and give specific examples of strategies or practices that you will use.
What methods will you consider utilizing to reach these goals and objectives? What are your beliefs regarding learning theory and specific strategies you would use, such as case studies, group work, simulations, interactive lectures? You might also want to include any new ideas or strategies you want to try.
Your Interactions with Candidates
What are you attitudes towards advising and mentoring candidates? How would an observer see you interact with candidates? Why do you want to work with candidates?
Your Notes/Responses
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Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Areas to Address in Your Teaching Philosophy
How will I assess student understanding?
(e.g., what are your beliefs about grading? What different types of assessment such as papers, tests, projects, homework, etc. will you use?)
Describe and give examples
How do I see teaching in my discipline (content/subject area)? Discuss two subject areas (e.g. reading/literacy, mathematics, science, social studies, etc.)
Questions for Thought
Assessing Student
Understanding
How will you assess student growth and learning? What are your beliefs about grading? Do you grade candidates on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will you use (i.e. traditional tests, projects, portfolios, presentations, etc.) and why?
List the resources you will use. Textbook pages 374-419
What are the most important things candidates should gain from a major in your discipline (the content area(s) you will teach? What are the primary problems candidates encounter with your disciplinary content? What are your strategies for addressing those problems?
Describe and give specific examples.
How will I improve my teaching?
How will you use student evaluations to improve your teaching? How will you learn new skills? How will you continue to grow as a teacher?
Describe and give examples
List the resources you will use.
Professional growth
How will you continue growing as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes towards teaching and learning changed over time? How will you use student evaluations to improve your teaching? How might you learn new skills? How do you know when you've taught effectively?
List the resources you will use.
Your Notes/Responses
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Evaluation Instrument:
Rubric for Scoring the Teaching Philosophy Assignment
Element 1 Central concepts, tools of inquiry, and structures of content area.
InTASC 1, 7
The candidate is in the early stages of displaying the central concepts, tools of inquiry, and structures of the discipline(s). The understanding may be limited or miss crucial elements, and the learning experiences crafted may lack depth or meaningfulness for candidates. The candidate is beginning to grasp the central ideas and inquiry methods of the content area, but there is a need for a more thorough and nuanced understanding. Learning experiences may need further development to enhance their overall meaningfulness.
The candidate displays a foundational understanding of the central concepts, tools of inquiry, and structures of the content area. The candidate can create learning experiences that have some level of meaningfulness for candidates, though there may be occasional gaps or limitations. The candidate's ability to integrate key concepts and inquiry methods into instructional design may be somewhat rudimentary. While the candidate shows an understanding of the content area, there is room for improvement in the depth and breadth of the conveyed central ideas and inquiry tools. Learning experiences may need refinement to enhance overall meaningfulness.
The candidate exhibits the central concepts, tools of inquiry, and structures of the discipline(s). They can create learning experiences that are meaningful to candidates, showcasing a solid understanding of the content area. The candidate effectively integrates key concepts and inquiry methods into instructional design, fostering a meaningful learning environment. While not reaching the level of depth seen in exemplary performance, the candidate demonstrates a robust ability to convey central ideas and inquiry tools, resulting in learning experiences that meet the needs of candidates and contribute to their understanding of the subject matter.
The candidate demonstrates a deep and nuanced grasp of the discipline(s), allowing for the creation of highly meaningful learning experiences for candidates. The candidate seamlessly integrates these central concepts and tools of inquiry into instructional design, ensuring that candidates engage with the subject matter at a sophisticated level.
The learning experiences crafted by the candidate go beyond basic understanding, encouraging candidates to explore the subject matter in depth. The candidate's proficiency in conveying the central ideas and inquiry methods enhances the overall meaningfulness of the learning experiences.
Element 2 How children learn and develop.
InTASC 1, 2
The candidate is beginning to express a belief in the potential of all learners, and demonstrates efforts to help learners reach their potential, showing signs of increasing persistence.
Displays a growing awareness and respect for individual differences among learners. Takes initial steps toward creating a positive learning environment, with occasional
The candidate is demonstrating a developing belief in the potential of all learners and shows consistent efforts to help learners reach their potential, with a growing level of persistence.
Displays an increasing recognition and respect for individual differences among learners. Works towards creating a somewhat positive learning environment, with noticeable efforts to
The candidate generally believes in the potential of all learners and demonstrates persistence in supporting their growth. Shows respect for learners as individuals with varying backgrounds, skills, and perspectives.
The candidate works to create a positive learning environment where candidates feel valued and
The candidate consistently and effectively believes that all learners can achieve at high levels.
The candidate demonstrates unwavering persistence in helping each learner reach their full potential. Respects and appreciates learners as unique individuals with diverse backgrounds, skills, and perspectives. Creates a classroom environment where all learners feel valued, fostering 4 | Page
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Indicator Emerging Basic
Proficient (Target)
Distinguished instances of making candidates feel valued.
Shows a developing interest in integrating diverse languages and dialects, although implementation is in the early stages.
The candidate is in the early stages of realizing that content knowledge is complex and culturally situated. Efforts are made to stay informed, but there may be limited engagement with new ideas and understandings in the field.
The candidate is beginning to appreciate multiple perspectives within the discipline. There are initial efforts to guide learners in critical analysis, but there may be limited depth in fostering a comprehensive understanding of diverse viewpoints.
The candidate is starting to recognize potential bias in their representation of the discipline and makes initial attempts to address problems of bias, although effectiveness and consistency may be limited.
The candidate is in the early stages of developing a commitment to learners' mastery of disciplinary content and skills. Initial strategies are implemented, but there may be room for improvement in consistency and effectiveness.
make candidates feel valued. Begins to integrate diverse languages and dialects into instructional practices, showing progress in engagement strategies.
learn to appreciate each other. Occasionally integrates diverse languages and dialects into instructional practices to enhance engagement.
a sense of community and mutual respect.
Actively integrates diverse languages and dialects into instructional practices to engage candidates in meaningful learning experiences.
The candidate understands that content knowledge is complex and culturally situated. Efforts are made to stay informed about new developments, but there may be notable gaps in staying abreast.
The candidate appreciates multiple perspectives within the discipline to some extent. Learners are guided in critical analysis, but there may be inconsistent efforts to foster a deep understanding of diverse viewpoints. The candidate acknowledges potential bias in their representation of the discipline and makes some attempts to address problems of bias, but there may be limitations in effectiveness and consistency.
The candidate is committed to learners' mastery of disciplinary content and skills to a basic extent, with some effective strategies, but there may be inconsistencies in approach.
The candidate understands that content knowledge is complex and culturally situated. They actively stay informed about new developments in the field, although there may be occasional gaps in staying fully abreast. The candidate appreciates and encourages multiple perspectives within the discipline. Learners are guided in critical analysis, but there may be occasional limitations in consistently fostering a deep understanding of diverse viewpoints.
The candidate recognizes the potential for bias in their representation of the discipline and makes efforts to address problems of bias, although improvements in consistency may be needed. The candidate is committed to each learner's mastery of disciplinary content and skills, implementing effective strategies for most learners, but there may be occasional variations in approach.
The candidate demonstrates an exceptional understanding that content knowledge is not static but is a dynamic and culturally situated entity. They continuously engage in professional development to stay informed about new ideas and evolving perspectives within the field.
The candidate not only appreciates but actively fosters multiple perspectives within the discipline. Learners are consistently guided in critical analysis, promoting a deep understanding of diverse viewpoints.
The candidate is highly conscious of potential biases in their representation of the discipline and consistently takes effective measures to address and mitigate problems of bias.
The candidate is deeply committed to each learner's mastery of disciplinary content and skills. They implement varied and effective strategies to ensure every learner reaches a high level of proficiency.
Classroom motivation and management
InTASC 5
of exploring how to use disciplinary knowledge as a lens to address local and global issues.
The candidate is developing an awareness of knowledge outside their own content area and is beginning to see how such knowledge can enhance student learning. The candidate is starting to value flexible learning environments, with initial efforts to encourage learner exploration, discovery, and expression across content areas.
The candidate is in the early stages of taking responsibility for student learning, with initial attempts at using ongoing analysis and reflection to improve planning and practice. They are starting to recognize the importance of understanding their own frames of reference, including aspects such as culture, gender, language, and abilities. The candidate is in the early stages of acknowledging potential biases in these frames and their impact on expectations for and relationships with learners and their families.
Additionally, the candidate is in the early stages of seeing themselves as learners, taking initial steps to draw upon current education policy and research for analysis and reflection to improve their practice. They are
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
how to use disciplinary knowledge as a lens to address local and global issues. The candidate acknowledges knowledge outside their own content area and makes some connections to how such knowledge enhances student learning.
The candidate supports flexible learning environments to some extent, allowing for learner exploration, discovery, and expression across content areas.
The candidate takes some responsibility for student learning, making efforts to use ongoing analysis and reflection to enhance planning and practice. They recognize the importance of understanding their own frames of reference, considering aspects such as culture, gender, language, and abilities. The candidate acknowledges potential biases in these frames and their impact on expectations for and relationships with learners and their families to some extent.
Additionally, the candidate is beginning to see themselves as learners, making initial attempts to draw upon current education policy and research for analysis and reflection to improve their practice. They have a basic understanding of the expectations of the teaching profession, including
how to use disciplinary knowledge as a lens to address local and global issues.
The candidate values both knowledge within their own content area and recognizes the importance of knowledge outside their discipline, understanding how such diverse knowledge enhances student learning. The candidate appreciates and supports flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
The candidate takes responsibility for student learning, employing ongoing analysis and reflection to enhance planning and practice. They are committed to deepening their understanding of their own frames of reference, considering aspects such as culture, gender, language, and abilities. The candidate acknowledges potential biases in these frames and their impact on expectations for and relationships with learners and their families.
Additionally, the candidate perceives themselves as learners, consistently seeking opportunities to draw upon current education policy and research for analysis and reflection to improve their practice. They demonstrate a solid
how to use disciplinary knowledge as a lens to address local and global issues.
The candidate not only values knowledge within their own content area but also appreciates the significance of knowledge outside their discipline, understanding how such diverse knowledge enhances student learning.
The candidate values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
The candidate assumes responsibility for student learning, utilizing continuous analysis and reflection to enhance planning and practice. They demonstrate a deep commitment to understanding their own frames of reference, including aspects such as culture, gender, language, and abilities. The candidate actively seeks to recognize potential biases in these frames and understand their impact on expectations for and relationships with learners and their families.
Furthermore, the candidate views themselves as a perpetual learner, consistently seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve their practice. They possess a thorough understanding of the expectations of the teaching
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Indicator Emerging Basic
Proficient (Target) Distinguished developing a basic understanding of the expectations of the teaching profession, including codes of ethics, professional standards of practice, and relevant laws and policies.
codes of ethics, professional standards of practice, and relevant laws and policies.
understanding of the expectations of the teaching profession, including codes of ethics, professional standards of practice, and relevant laws and policies.
profession, encompassing codes of ethics, professional standards of practice, and relevant laws and policies.
Southern University and A&M College
Standard One Evidence Packet 6 R1.4 Philosophy of Teaching
Assurance of Reliability and Validity: One faculty member and one staff member were responsible for reviewing and revising the existing rubric to ensure alignment to the appropriate InTASC Standards (Oct. 2023) and reaching consensus by scoring a sample of candidates’ submissions (n=4, 27% of the 15 submissions, Dec. 2023).
Presentation of Data: Table 1 provides data on the student level for each InTASC Standard that is relevant to the Teaching Philosophy assignment.
FALL 2023
by Gender and Program Level (Elementary, Middle, and Secondary)
Table 2. Scores Disaggregated
Southern University and A&M College
Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Table 2. Scores Disaggregated by Gender and Program Level (Elementary, Middle, and Secondary)
SPRING 2024
In Spring 2024, the analysis of data from the Philosophy of Teaching assessment was more focused to allow for comparison between pre-residency candidates and residency candidates, to accommodate newly assigned university supervisors, and to focus the assignment to facilitate pre-residents’ use of the university writing center.
Analysis and Interpretation
Fall 2023
The overall average on the assessment is 1.50/4.00.
Female candidates’ overall score is higher than that of their male counterparts, 1.54/4.00 compared to 1.38/4.00.
Male candidates underperformed their female counterparts on three standards: 4 – Content Knowledge, 6 – Assessment, 9 – Professional Learning and Practice.
Special Education candidates scored higher than candidates in other programs (Elementary, Secondary) on two standards: 5 – Application of Content, 6 – Assessment.
Spring 2024
Resident candidates outperformed pre-residents with an overall score of 2.250 compared to 1.877.
Female candidates outperformed male candidates with an overall score of 2.189 compared to 1.883.
By program, overall scores are highest for Elementary candidates with 2.165. Special Education and Secondary candidates earned 1.800 and 1.880, respectively.
Southern University and A&M College
Standard One Evidence Packet 6 R1.4
Philosophy of Teaching
Continuous Improvement
Focus Area 1: Expanding the Teaching Philosophy Assignment to Other Program Checkpoints: To better assess candidates’ progression in relation to the Professional Dispositions, the Teaching Philosophy assignment will be administered at specific checkpoints, or program gateways. Candidates will document this work in Watermark portfolios.
Timeline
Fall 2023: Level 1 candidates enrolled in CRIN 211 Principles of Education, who had not been admitted to the teacher preparation program, completed the assignment.
Beginning in Spring 2024 and continuing in Fall 2024
o Candidates at Level 3 – Residency I and Level 4 – Graduation will submit a revised version of the assignment.
o Level 1 – CRIN 211 candidates will continue to complete the assessment.
Beginning in Spring 2025
o Level 1 – CRIN 211
o Level 3 – Residency
o Level 2 students in checkpoint courses will begin revising sections of the assignment. For example, candidates in SPED 299 – Survey of Students with Disabilities and CRIR 323 – Multicultural Education will revise sections of the assignment related to the following InTASC standards:
Standards/Progressions #1 & #2: Learner Development and Learning Differences
Standard/Progression #3: Learning Environments
Standard/Progression #9: Professional Learning and Ethical Practice
In making the Teaching Philosophy assignment part of the candidate portfolio in Watermark’s Student Learning and Licensure, candidates will be able to use new learning and feedback from their previous submissions to revise and resubmit the assignment with the final submission being made at Level 4, which signifies program completion, certification application, and graduation. These checkpoints will match those of the Professional Dispositions Survey so that faculty and coordinators have two measures for monitoring candidates’ dispositions.
Level 1 – Candidates admitted to the university and enrolled in the initial teacher preparation course – CRIN 211 Principles of Education – complete the teaching philosophy assignment so that there is preliminary data for each candidate.
Level 2 – Starting in Spring 2024, candidates who have completed the university’s first-year general education course requirements and have a minimum 2.2 cumulative GPA can be officially admitted to the School of Education as a teacher candidate. During the semester following candidates meeting these requirements, candidates revise the original assignment as part of their coursework in SPED 299 – Survey of Candidates with Disabilities and other checkpoint courses so that candidates’ growth from initial enrollment to program admission can be assessed and evaluated and used to improve the initial programs.
Level 3 – Starting in Spring 2024, candidates who have completed all courses required for their degree except five methods courses, passed all parts of Praxis required for certification in their area of study, and have a minimum cumulative GPA of 2.5. As part of the application for admission to Residency I, these candidates revise and resubmit the Teaching Philosophy assignment using new learning and the feedback they received from the previous Level 2 submission.
Southern University and A&M College
Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Level 4- Starting in Spring 2024, candidates enrolled in the second (final) semester of residency (Residency II) complete the Teaching Philosophy assignment to provide professional dispositions at program completion.
Focus Area 2: Revising the Assignment: The current version of the assignment addresses the following InTASC Standards: 1, 2, 4, 5, 6, 7, and 9. For Spring 2024, the assignment was streamlined to incorporate standards 1, 2, 3, 8, and 9. From Fall 2024 to Fall 2025, faculty and coordinators will revise the various sections of the assignment to incorporate all InTASC standards. The revised assignment will be assessed using this expanded rubric (included below). The target date for the full revision with all standards is is July 2025 for candidate use in Fall 2025 at all four program checkpoints.
Element 1
Central concepts, tools of inquiry, and structures of content areas
InTASC 1, 4, 5, 7
2
How children learn and develop
InTASC 1, 2
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
The candidate is in the early stages of displaying the central concepts, tools of inquiry, and structures of the discipline(s). The understanding may be limited or miss crucial elements, and the learning experiences crafted may lack depth or meaningfulness for candidates.
The candidate is beginning to grasp the central ideas and inquiry methods of the content area, but there is a need for a more thorough and nuanced understanding. Learning experiences may need further development to enhance their overall meaningfulness.
The candidate is beginning to express a belief in the potential of all learners, and demonstrates efforts to help learners reach their potential, showing signs of increasing persistence.
Displays a growing awareness and respect for individual differences among learners. Takes initial steps toward creating a positive learning environment, with occasional instances of making candidates feel valued.
The candidate displays a foundational understanding of the central concepts, tools of inquiry, and structures of the content area. The candidate can create learning experiences that have some level of meaningfulness for candidates, though there may be occasional gaps or limitations. The candidate's ability to integrate key concepts and inquiry methods into instructional design may be somewhat rudimentary.
While the candidate shows an understanding of the content area, there is room for improvement in the depth and breadth of the conveyed central ideas and inquiry tools. Learning experiences may need refinement to enhance overall meaningfulness.
The candidate is demonstrating a developing belief in the potential of all learners and shows consistent efforts to help learners reach their potential, with a growing level of persistence.
Displays an increasing recognition and respect for individual differences among learners. Works towards creating a somewhat positive learning environment, with noticeable efforts to make candidates feel valued.
The candidate exhibits the central concepts, tools of inquiry, and structures of the discipline(s). They can create learning experiences that are meaningful to candidates, showcasing a solid understanding of the content area. The candidate effectively integrates key concepts and inquiry methods into instructional design, fostering a meaningful learning environment.
While not reaching the level of depth seen in exemplary performance, the candidate demonstrates a robust ability to convey central ideas and inquiry tools, resulting in learning experiences that meet the needs of candidates and contribute to their understanding of the subject matter.
The candidate generally believes in the potential of all learners and demonstrates persistence in supporting their growth. Shows respect for learners as individuals with varying backgrounds, skills, and perspectives.
The candidate works to create a positive learning environment where candidates feel valued and learn to appreciate each other.
Occasionally integrates diverse languages and dialects into
The candidate demonstrates a deep and nuanced grasp of the discipline(s), allowing for the creation of highly meaningful learning experiences for candidates. The candidate seamlessly integrates these central concepts and tools of inquiry into instructional design, ensuring that candidates engage with the subject matter at a sophisticated level.
The learning experiences crafted by the candidate go beyond basic understanding, encouraging candidates to explore the subject matter in depth. The candidate's proficiency in conveying the central ideas and inquiry methods enhances the overall meaningfulness of the learning experiences.
The candidate consistently and effectively believes that all learners can achieve at high levels.
The candidate demonstrates unwavering persistence in helping each learner reach their full potential.
Respects and appreciates learners as unique individuals with diverse backgrounds, skills, and perspectives.
Creates a classroom environment
12 | Page
Element
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Shows a developing interest in integrating diverse languages and dialects, although implementation is in the early stages.
Begins to integrate diverse languages and dialects into instructional practices, showing progress in engagement strategies.
instructional practices to enhance engagement.
where all learners feel valued, fostering a sense of community and mutual respect.
Actively integrates diverse languages and dialects into instructional practices to engage candidates in meaningful learning experiences. Element 3
Adapting instruction for individual needs
The candidate is in the process of demonstrating commitment to working with stakeholders for positive learning environments. While collaboration efforts are emerging, there is a growing awareness of the importance of creating supportive atmospheres.
The candidate is developing an understanding of the value of learners in promoting each other's learning. There is progress in recognizing peer relationships, and efforts are being made to contribute to a positive learning climate.
The candidate is making strides in supporting learners in decisionmaking, exploration, invention, collaborative and independent work, and purposeful learning. There is evidence of increasing student engagement and participation.
The candidate is making efforts to foster respectful communication.
The candidate is actively working to demonstrate commitment to fostering positive learning environments in collaboration with stakeholders. Emerging efforts are apparent, showing an increasing commitment to creating supportive atmospheres.
The candidate is recognizing and valuing the role of learners in promoting each other's learning. There is progress in understanding the importance of peer relationships, with developing initiatives contributing to a positive learning climate.
The candidate is making notable progress in supporting learners in decision-making, exploration, invention, collaborative and independent work.
The candidate is actively seeking to foster respectful communication. While improvements are ongoing, there is a positive commitment to establishing an open and
The candidate demonstrates a commitment to working with stakeholders to establish positive learning environments. The candidate collaborates effectively with learners, colleagues, families, and communities, contributing to supportive learning environments.
The candidate values the role of learners in promoting each other's learning. They recognize the importance of peer relationships and work towards establishing a climate of learning through various initiatives.
The candidate encourages student participation and engagement, fostering a sense of responsibility.
The candidate seeks to foster respectful communication among all members of the learning community. They generally create an environment that encourages open and positive communication.
The candidate demonstrates
The candidate consistently demonstrates an unwavering commitment to working with learners, colleagues, families, and communities. The candidate actively contributes to establishing highly positive and supportive learning environments, fostering collaboration and inclusivity.
The candidate excels in valuing the role of learners in promoting each other's learning. The candidate recognizes and prioritizes peer relationships, creating a dynamic and supportive climate of learning through various strategies and initiatives.
The candidate is exceptionally committed to supporting learners in decision-making, exploration, invention, collaborative and independent work, and purposeful learning. They empower candidates to take an active role in their education with innovative and engaging approaches. 13 | Page
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Emerging Basic Proficient (Target) Distinguished
Although improvements are needed, there is a noticeable commitment to creating an open and respectful communication culture.
The candidate is beginning to show responsiveness in thoughtful listening and observation. While improvements are needed for consistency, there are instances of effective listening and observation.
respectful communication culture.
The candidate is advancing in thoughtful and responsive listening and observation. While consistency is improving, there are instances of effective listening and observation, showcasing growing responsiveness.
thoughtful and responsive listening and observation skills. They engage in attentive listening and observation to understand learner needs and make informed instructional decisions.
The candidate consistently seeks to foster respectful communication among all members of the learning community, establishing an open and inclusive environment where effective communication is a cornerstone of positive relationships.
The candidate is an exemplary thoughtful and responsive listener and observer, consistently demonstrate an acute ability to understand individual learner needs through attentive listening and observation, making informed instructional decisions.
Element 4
Multiple instructional strategies related to content
4, 5, 7, 8
The candidate is in the early stages of realizing that content knowledge is complex and culturally situated. Efforts are made to stay informed, but there may be limited engagement with new ideas and understandings in the field.
The candidate is beginning to appreciate multiple perspectives within the discipline. There are initial efforts to guide learners in critical analysis, but there may be limited depth in fostering a comprehensive understanding of diverse viewpoints.
The candidate is starting to recognize potential bias in their
The candidate understands that content knowledge is complex and culturally situated. Efforts are made to stay informed about new developments, but there may be notable gaps in staying abreast.
The candidate appreciates multiple perspectives within the discipline to some extent. Learners are guided in critical analysis, but there may be inconsistent efforts to foster a deep understanding of diverse viewpoints.
The candidate acknowledges potential bias in their representation of the discipline and makes some attempts to address problems of bias, but
The candidate understands that content knowledge is complex and culturally situated. They actively stay informed about new developments in the field, although there may be occasional gaps in staying fully abreast.
The candidate appreciates and encourages multiple perspectives within the discipline. Learners are guided in critical analysis, but there may be occasional limitations in consistently fostering a deep understanding of diverse viewpoints.
The candidate recognizes the potential for bias in their representation of the discipline
The candidate demonstrates an exceptional understanding that content knowledge is not static but is a dynamic and culturally situated entity. They continuously engage in professional development to stay informed about new ideas and evolving perspectives within the field.
The candidate not only appreciates but actively fosters multiple perspectives within the discipline. Learners are consistently guided in critical analysis, promoting a deep understanding of diverse viewpoints.
The candidate is highly conscious of potential biases in their
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Emerging Basic Proficient (Target) Distinguished representation of the discipline and makes initial attempts to address problems of bias, although effectiveness and consistency may be limited.
The candidate is in the early stages of developing a commitment to learners' mastery of disciplinary content and skills. Initial strategies are implemented, but there may be room for improvement in consistency and effectiveness.
The candidate is in the early stages of exploring how to use disciplinary knowledge as a lens to address local and global issues.
The candidate is developing an awareness of knowledge outside their own content area and is beginning to see how such knowledge can enhance student learning.
The candidate is starting to value flexible learning environments, with initial efforts to encourage learner exploration, discovery, and expression across content areas.
there may be limitations in effectiveness and consistency.
The candidate is committed to learners' mastery of disciplinary content and skills to a basic extent, with some effective strategies, but there may be inconsistencies in approach.
and makes efforts to address problems of bias, although improvements in consistency may be needed.
The candidate is committed to each learner's mastery of disciplinary content and skills, implementing effective strategies for most learners, but there may be occasional variations in approach.
The candidate makes efforts to explore how to use disciplinary knowledge as a lens to address local and global issues.
The candidate acknowledges knowledge outside their own content area and makes some connections to how such knowledge enhances student learning.
The candidate supports flexible learning environments to some extent, allowing for learner exploration, discovery, and expression across content areas.
The candidate actively explores how to use disciplinary knowledge as a lens to address local and global issues.
The candidate values both knowledge within their own content area and recognizes the importance of knowledge outside their discipline, understanding how such diverse knowledge enhances student learning.
The candidate appreciates and supports flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
representation of the discipline and consistently takes effective measures to address and mitigate problems of bias.
The candidate is deeply committed to each learner's mastery of disciplinary content and skills. They implement varied and effective strategies to ensure every learner reaches a high level of proficiency.
The candidate is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
The candidate not only values knowledge within their own content area but also appreciates the significance of knowledge outside their discipline, understanding how such diverse knowledge enhances student learning.
The candidate values flexible learning environments that encourage learner exploration, discovery, and expression across content areas. Element 6
InTASC 9
The candidate is in the early stages of articulating and communicating intended instructional outcomes and criteria for success. Descriptive feedback is emerging, but there may be limited clarity or detail.
The candidate makes efforts to articulate and communicate intended instructional outcomes and criteria for success. Descriptive feedback is provided, but there may be occasional limitations in
The candidate clearly articulates and communicates intended instructional outcomes and criteria for success. The candidate consistently provide ongoing descriptive feedback that is clear
The candidate demonstrates clear articulation and communication of intended instructional outcomes and criteria for success. They provide ongoing, detailed descriptive feedback that is
Element 7 Planning for Instruction
InTASC 7, 8
Element 8
Engaging learners in assessment (self-efficacy)
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Emerging Basic Proficient (Target)
clarity or detail.
The candidate is starting to engage learners in assessment processes. Initial efforts are made to develop each learner's capacity to review and communicate about their progress and learning.
The candidate is in the early stages of respecting learners' diverse strengths and needs when planning instruction. Efforts are made, but there may be limited effectiveness in incorporating this information.
The candidate is developing an awareness of planning as a collegial activity. Initial attempts are made to consider input from learners, colleagues, families, and the larger community, but there may be room for improvement.
The candidate is in the early stages of taking professional responsibility for using short- and long-term planning to assure student learning. There is an emerging recognition of the need for plan adjustments based on learner needs and changing circumstances.
The candidate is in the early stages of serving as an advocate for learning by attempting to select instructional roles that consider
The candidate is somewhat committed to engaging learners in assessment processes. Efforts are made to develop each learner's capacity to review and communicate about their progress, but there may be inconsistencies. and constructive.
The candidate is committed to engaging learners actively in assessment processes. They consistently work towards developing each learner's capacity to review and communicate about their own progress and learning.
Distinguished
informative and constructive.
The candidate is deeply committed to engaging learners actively in assessment processes. They actively foster each learner's capacity to review and communicate about their own progress and learning.
The candidate makes efforts to respect learners' diverse strengths and needs when planning instruction. Some consideration is given to planning as a collegial activity, but there may be occasional limitations in incorporating input from learners, colleagues, families, and the larger community.
The candidate takes some professional responsibility for using short- and long-term planning to assure student learning. There is an understanding of the need for plan adjustments but may be occasional challenges in implementation.
The candidate respects learners' diverse strengths and needs, actively using this information to plan effective instruction. The candidate values planning as a collegial activity and considers the input of learners, colleagues, families, and the larger community.
The candidate takes professional responsibility for using both shortand long-term planning to assure student learning. The candidate acknowledges the importance of adjusting and revising plans based on learner needs and changing circumstances.
The candidate respects learners' diverse strengths and needs and is highly committed to using this information to plan effective instruction. The candidate consistently incorporates input from learners, colleagues, families, and the larger community in planning, valuing planning as a collegial activity.
The candidate takes professional responsibility for using both shortand long-term planning as a means of assuring student learning. The candidate believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances, demonstrating flexibility and adaptability.
The candidate endeavors to be an advocate for learning by consciously selecting instructional roles that address the needs of
The candidate serves as an advocate for learning by purposefully choosing instructional roles tailored to the unique needs
The candidate serves as an advocate for learning by consciously selecting instructional roles to best meet the particular
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InTASC 6, 7
Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
the needs of individuals and groups. They are starting to involve learners in basic aspects of designing higher-order learning experiences, although alignment with objectives and variety in products and performances may be limited.
In scaffolding, the candidate is in the early stages of supporting learners in recognizing their strengths and needs. They are beginning to encourage learners to take initial steps in setting individual learning goals, implementing basic strategies, and seeking initial resources. The candidate introduces learners to the concept of accommodations for learning modes, language proficiency, and special needs at a foundational level.
individuals and groups. They make efforts to involve learners in designing higher-order learning experiences, attempting alignment with objectives and generating varied products and performances influenced by learners' interests and community resources.
In scaffolding, the candidate tries to support learners in recognizing their strengths and needs. They make attempts to encourage learners to take responsibility for setting individual learning goals, implementing strategies, and seeking resources. The candidate introduces learners to the concept of accommodations for learning modes, language proficiency, and special needs.
of individuals and groups. They effectively engage learners in the creation and execution of higherorder learning experiences aligned with objectives, resulting in diverse products and performances inspired by learners' interests and community resources.
In scaffolding, the candidate supports learners in identifying their strengths and needs. They encourage responsibility in learners for setting individual learning goals, implementing strategies, and seeking resources. Furthermore, the candidate involves learners in understanding how accommodations for learning modes, language proficiency, and special needs contribute to their success.
needs of learners as individuals and groups. They consistently engage learners in the design and implementation of higher-order learning experiences, aligning them with learning objectives, resulting in a variety of products and performances that build on learners' interests and family and community resources.
The candidate excels in scaffolding learners' ability to identify their own strengths and needs as learners. They empower learners to take responsibility for setting individual learning goals, identifying and using strategies to achieve those goals, and seeking resources to support ongoing growth. The candidate actively engages individual learners in recognizing how accommodations for learning modes, language proficiency, and special needs contribute to their success, fostering a sense of self-efficacy. Element 9
The candidate is in the early stages of taking responsibility for student learning, with initial attempts at using ongoing analysis and reflection to improve planning and practice. They are starting to recognize the importance of understanding their own frames of reference, including aspects such as culture, gender, language, and abilities. The candidate is in the early stages of acknowledging
The candidate takes some responsibility for student learning, making efforts to use ongoing analysis and reflection to enhance planning and practice. They recognize the importance of understanding their own frames of reference, considering aspects such as culture, gender, language, and abilities. The candidate acknowledges potential biases in these frames and their impact on
The candidate takes responsibility for student learning, employing ongoing analysis and reflection to enhance planning and practice. They are committed to deepening their understanding of their own frames of reference, considering aspects such as culture, gender, language, and abilities. The candidate acknowledges potential biases in these frames and their impact on expectations for and
The candidate assumes responsibility for student learning, utilizing continuous analysis and reflection to enhance planning and practice. They demonstrate a deep commitment to understanding their own frames of reference, including aspects such as culture, gender, language, and abilities. The candidate actively seeks to recognize potential biases in these frames and understands their
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Southern University and A&M College Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Emerging Basic Proficient (Target) Distinguished potential biases in these frames and their impact on expectations for and relationships with learners and their families.
Additionally, the candidate is in the early stages of seeing themselves as learners, taking initial steps to draw upon current education policy and research for analysis and reflection to improve their practice. They are developing a basic understanding of the expectations of the teaching profession, including codes of ethics, professional standards of practice, and relevant laws and policies.
The candidate is in the early stages of actively sharing responsibility for shaping and supporting the mission of their school, recognizing the importance of advocacy for learners and accountability for their success. They are starting to understand the significance of respecting families' beliefs, norms, and expectations, making initial attempts at collaboration with learners and families to set and achieve goals.
Additionally, the candidate is in the early stages of professional growth and development through interactions with colleagues, taking initial steps to enhance practice and support student learning. They
expectations for and relationships with learners and their families to some extent.
Additionally, the candidate is beginning to see themselves as learners, making initial attempts to draw upon current education policy and research for analysis and reflection to improve their practice. They have a basic understanding of the expectations of the teaching profession, including codes of ethics, professional standards of practice, and relevant laws and policies.
The candidate makes efforts to share responsibility for shaping and supporting the mission of their school, focusing on advocacy for learners and accountability for their success. They make attempts to demonstrate respect for families' beliefs, norms, and expectations, seeking collaboration with learners and families to set and achieve goals.
Additionally, the candidate makes some efforts in professional growth and development through interactions with colleagues to enhance practice and support student learning. They show a basic commitment to contributing to and advancing the teaching
relationships with learners and their families.
Additionally, the candidate perceives themselves as learners, consistently seeking opportunities to draw upon current education policy and research for analysis and reflection to improve their practice. They demonstrate a solid understanding of the expectations of the teaching profession, including codes of ethics, professional standards of practice, and relevant laws and policies.
The candidate actively shares responsibility for shaping and supporting the mission of their school, emphasizing advocacy for learners and accountability for their success. They consistently demonstrate respect for families' beliefs, norms, and expectations, seeking collaborative partnerships with learners and families to set and achieve challenging goals.
Additionally, the candidate takes initiative in their professional growth and development through interactions with colleagues that enhance practice and support student learning. They demonstrate a commitment to contributing to and advancing the
impact on expectations for and relationships with learners and their families.
Furthermore, the candidate views themselves as a perpetual learner, consistently seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve their practice. They possess a thorough understanding of the expectations of the teaching profession, encompassing codes of ethics, professional standards of practice, and relevant laws and policies.
The candidate actively shares responsibility for shaping and supporting the mission of their school, emphasizing advocacy for learners and accountability for their success. They consistently demonstrate respect for families' beliefs, norms, and expectations, actively seeking collaborative partnerships with learners and families to set and achieve challenging goals.
Furthermore, the candidate takes initiative in their professional growth and development through meaningful interactions with colleagues that enhance practice and support student learning. They assume responsibility for 18 | Page
Southern University and A&M College
Standard One Evidence Packet 6
R1.4 Philosophy of Teaching
Emerging Basic Proficient (Target) Distinguished are beginning to acknowledge the responsibility of contributing to and advancing the teaching profession. The candidate is in the early stages of recognizing the challenge of continuous improvement and change. profession. The candidate acknowledges the challenge of continuous improvement and change, with initial steps towards embracing it. teaching profession. Furthermore, the candidate is receptive to the challenge of continuous improvement and change, showing a willingness to adapt and evolve. contributing to and advancing the teaching profession. Additionally, the candidate embraces the challenge of continuous improvement and change, demonstrating a proactive stance toward ongoing development.