Utah Teacher Candidate Performance Assessment & Evaluation System (PAES)

Rubric
Developed by the Utah Teacher Education Assessment & Accreditation Council {UTEAAC)
(Based on the Utah Effective Teaching Standards and the Utah Teaching Observation Tool V.4.0)

Preservice Effective {3} tnservice Effective

Performance Expectation Not Effective (O} Beginning (1) Developing (2) (USBE Emerging Effective)

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and
developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need
supportive and safe learning environments to thrive.
Standard 1. Learner Development: The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.
Creates developmentally • Provides developmentally • Creates lessons according ...and ...and ...and
appropriate and challenging inappropriate instruction to grade level Utah Core • Adds to or modifies • Implements learning • Identifies appropriate developmental levels of
learning experiences based on • Lacks awareness of Standards lessons to provide varied experiences based on individual learners and consistently and
each learner's strengths, developmental needs learning experiences specific learners' appropriately differentiates instruction
1.1 interests, and needs. developmental levels learning experiences
0 UETS la, 2e
• Incorporates methods of language
development into planning and instruction
lnTASC 1
CAEP 1.1, 3.5

Collaborates with families, • Works in isolation • Communicates about ... and ...and ...and
colleagues, and other • Avoids communication or procedural issues, • Responds to mentor • Interacts with colleagues • Collaborates with family members and a full
professionals to promote communicates schedules, and inquiries/concerns about or families related to range of colleagues to help meet the unique
student growth and ineffectively requirements learner development and learner growth and needs of all learners
1.2 development. • Does not focus on learner progress development
needs • Communicates about
UETS lb
curriculum and instruction
lnTASC 1
CAEP 1.1, 3.5

Standard 2. Learning Differences: The teacher understands individual learner differences and cultural and linguistic diversity.
Allows learners multiple ways • Not aware of learner • Demonstrates awareness ...and ...and ...and
to demonstrate learning differences of learner diversity • Applies general strategies • Applies understanding of le Uses learner differences as an asset to adapt
sensitive to diverse • Not accepting of • Respects individual for diverse learners specific strategies for and deliver instruction for all learners
experiences, while holding high differences differences learner diversity to ie Provides students multiple ways to
2.1 expectations for all. • Does not hold high encourage all learners to demonstrate learning
0 UETS 2a, 2b, 2c, 2d
expectations for learners reach their full potential
lnTASC 2
CAEP 1.1, 3.5
Cross-cutting Diversity

PAESv.1 Last modified August 22, 2017 © UTEMC August 2017

 Standard 3. Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in.learning, and self-motivation.
3.1 Develops learning experiences
that engage and support
0 students as self-directed
learners who internalize
classroom routines,
expectations, and procedures.
UETS 3a
lnTASC 3
CAEP 1.1, 3.5
3.2 Collaborates with students to
establish a positive learning
0 climate of openness, respectful
interactions, support, and
inquiry.
UETS 3b
lnTASC 3
CAEP 1.1, 3.5
3.3 Utilizes positive classroom
management strategies,
0 including the resources of time,
space, and attention,
effectively.
UETS 3c, 3d
lnTASC 3
CAEP 1.1, 3.5
Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon
content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues.
They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner
mastery of the content.
Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
Bases instruction on accurate
content knowledge using
multiple representations of
4.1 concepts and appropriate
academic language.
0 content-specific academic
UETS 4a, 4c, 4d, 4e, 7c
lnTASC 4 and 5
CAEP 1.1, 1.3, 1.4, 3.4, 3.5
PAES v.1
• Does not have a schedule
planned
• Plans a schedule, routines,
• Has unorganized and
lengthy transitions
• Loses Instructional time
• Demonstrates negative
demeanor
• Communicates with
• Reprimands frequently
• Leaves students
unattended
• Uses time, space, and • Plans classroom
attention ineffectively
• Does not have • Plans instruction forthe
management plan
• Provides inaccurate • Demonstrates content
lesson content
and behavioral
... and
• Communicates schedule,
expectations routines, and behavioral
expectations to students
students using
... and
• Communicates explicitly
developmentally the expectations for
appropriate language classroom interactions
• Provides opportunities for
teacher-student
interactions
• Provides opportunities for
student interactions
... and
• Paces instruction
management strategies
appropriate for student
allotted time learning
• Addresses inappropriate
student behavior
Instructional Practice
...and
knowledge • Uses more than one way
to explain concept
• Uses accurate academic
language
Last modified August 22, 2017
...and
• Implements the daily
... and
• Provides explicit direction so that learners
schedule know what to do and when to do it
• Holds students • Supports each learner as he/she establishes
accountable to follow expectations and develops responsibilityfor
routines and behavioral his/her own behavior
expectations
... and
• Maintains positive
...and
• Collaborates with students to establish a
interactions with and positive learning climate of openness,
among students respectful interactions, support, and inquiry
• Organizes student learning teams for the
purpose of developing cooperation,
collaboration, and student leadership
... and
• Implements classroom
... and
• Uses differentiated management strategies
management strategies focusing on individual learner need
• Encourages learners to be • Gains and maintains student attention through
engaged with the content active participation
• Manages time, space, and • Adjusts instructional pacing and transitionsto
attention to increase maintain learner participation and support
participation learning
...and ...and
• Models critical and/or • Uses multiple representations and
creative thinking in the explanations of concepts to deepen each
content area learner's understanding
• Supports learner use of • Models and expects learners to evaluate,
create, and think critically about the content
language • Analyzes learner errors and misconceptions in
order to redirect, focus, and deepen learning
© UTEAAC August 2017
Standard 5. Assessment: The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress,
guide planning and instruction, and determine whether the outcomes described in content standards have been met.
Uses data sources to assess the • Does not collect or use • Collects data ... and ... and ...and
effectiveness of instruction and data • Analyzes data to • Uses data to evaluate the • Targets instructional, intervention, and
to make adjustments in document student outcomes of teaching enrichment strategies based on data
5.1 planning and instruction. learning • Monitors learning and • Uses multiple formative and summative
• Uses formative adjusts instruction during assessments to make ongoing adjustments in
C UETS Sa, Sc, Sd, 8a
assessment during the lesson instruction based on a wide range of individual
lnTASC 6
CAEP 1.1, 1.2, 3.5
instruction learner needs

Documents student progress
and provides descriptive
feedback to student,
parent/guardian, and other
stakeholders in a variety of
5.2 ways.
C UETS Sb, Se
lnTASC 6
CAEP 1.1, 3.5
Designs or selects pre-
assessments, formative, and
summative assessments in a
variety of formats that align to
5.3 learning objectives and engage
the learner in demonstrating
C knowledge and skills.
UETS Sa
lnTASC 6
CAEP 1.1, 1.2, 1.3, 3.5
• Does not document
learner progress
• Does not provide
feedback
• Does not assess student
learning
• Assessment is
inappropriate
• Documents learner
progress
• Provides general feedback
• Lesson plan includes an
assessment
... and
• Provides specific and
timely feedback
...and
• Designs, selects, or adapts
assessments that align
with learning objectives
....and ...and
• Provides feedback to • Uses a variety of effective formats to
individuals and groups document and provide feedback on learner
based on identified progress
elements of quality work • Initiates ongoing, open communication
(e.g. rubrics, checklists, between home and school about learner
exemplars) progress
• Shares assessment • Provides timely, descriptive, and specific
feedback with feedback to individuals and groups
parents/guardians under
the direction of the
mentor teacher
...and ... and
• Uses a variety of • Designs assessments in a variety of formats
assessment formats to that match learning objectives and Utah
evaluate student learning Common Core standards
• Selected assessment(s) differentiate levels of
student learning allowing the teacher to
reteach missed concepts
• Selected assessment(s) accounts for individual
learning styles and multicultural differences of
learners minimizing bias

Standard 6. Instructional Planning: The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon
knowledge of content areas, Utah Core Standards, practices, and the community context.
Demonstrates knowledge of
the Utah Core Standards and
references them in short- and
6.1 long-term planning.
C UETS 4b, 6a
lnTASC 7
CAEP 1.1, 1.3, 1.4, 3.4, 3.5
Integrates cross-disciplinary
skills into instruction to
purposefully engage learners in
6.2 applying content knowledge.
C UETS 6b, 6e
lnTASC 7
CAEP 1.1, 1.4, 3.4, 3.5
• Unfamiliar with Utah Core • Includes Utah Core ...and ...and ...and
Standards Standards in lesson plans • Includes appropriate • Aligns daily instruction • Plans and implements short- and long-term
• Instructional materials do learning objectives based with Utah Core Standards learning experiences that reference Utah Core
not align with standards on Utah Core Standards • Selects instructional Standards learning objectives and content
• No evidence of learning materials that support • Organizes and adapts learning experiences and
objectives standards materials to align with the Utah Core
• No evidence of planning Standards
• Does not acknowledge • Acknowledges the ... and ... and ... and
the importance of importance of integrating • Plans lessons in which • Plans lessons that engage • Plans lessons that demonstrate how
integrating cross- cross-disciplinary skills cross-disciplinary skills are students in using cross- knowledge and skills transfer to other content
disciplinary skills (e.g., modeled disciplinary skills areas
critical thinking, problem • Designs learning experiences that promotethe
solving, creativity, application of knowledge in multiple content
communication) areas

PAESv.1 Last modified August 22, 2017 © UTEAAC August 2017

Standard 7. Instructional Strategies: The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of
content areas and their connections and build skills to apply and extend knowledge in meaningful ways.
Practices a range of
developmentally, culturally,
and linguistically appropriate
instructional strategies to meet
7.1 the needs of individuals and
groups of learners.
0 developmental, cultural,
UETS 2b, 2e, 6c, 7a, 7b
lnTASC8
CAEP 1.1, 1.2, 1.4, 3.5
Cross-cutting diversity
Provides multiple opportunities
for students to develop higher-
7.2 order and meta-cognitive skills.
UETS 3f, 6d, 7e
0 lnTASC8
CAEP 1.1, 1.2, 1.4, 3.4, 3.5
Supports and expands each
learner's communication skills
through reading, writing,
7.3 listening, and speaking.
0 UETS 3f, 7d
lnTASC8
CAEP 1.1, 1.4, 3.4, 3.5
Uses a variety of available and
appropriate technology and/or
resources to support learning.
7.4
UETS 3e, 7f, 7g
0 lnTASC8
CAEP 1.1, 1.3, 1.5, 3.4, 3.5
Cross-cutting technology
Develops learners' abilities to
find and use information to
solve real-world problems.
7.5
UETS 7f, 7g
0 lnTASC8
CAEP 1.1, 1.3, 1.4, 3.4, 3.5
PAESv.l
• Inappropriate strategies
• No variety of strategies
• Insensitivity to individual
differences
• No adjustments to
instruction
• Is not familiar with
higher-order and
metacognitive skills
• Communication skills are
not taught or developed
specifically
• No opportunities for
learner communication
• Does not use available
technology
• Sources not appropriate
for instruction
• Uses instructional
strategies focused on
lesson objectives
• Uses instructional
strategies focused on
lower-order thinking skills
(e.g., uses memorization,
recall, and rote
knowledge for most
assessments/tasks)
• Engages learners in
listening and/or reading
during instruction
• Uses teacher-centered
technologies
• Provides multiple
appropriate sources of
information
Last modified August 22, 2017
... and ... and
• Incorporates various • Identifies each learner's
instructional strategies diverse learning strengths
and needs
• Attempts to adjust
instruction based on the
or linguistic needs of the
students in individual or
small group settings
... and ... and
• Uses instructional • Uses instructional
strategies in which
higher-order thinking
strategies that engage
learners in higher-order
skills are modeled thinking
... and ... and
• Allows learners to • Provides opportunities for • Teaches content-specific reading, reading,
contribute through learners to practice
speaking or writing as communication skills,
part of instruction including reading, writing, • Provides opportunities for learners to expand
listening, and speaking
...and ... and
• Uses technology to • Uses student-centered
engage students technologies in ways that
promote learning
... and ... and
• Uses multiple, • Engages learners in using
appropriate sources of multiple, appropriate
information during sources of information
instruction
... and
• Monitors and adjusts instruction in responseto
developmental, cultural, and linguistic needsof
individuals and groups of learners
• Enhances instruction by using a varietyof
appropriate strategies
...and
• Provides learners with explicit instruction to
analyze, synthesize, and make decisions
• Provides opportunities for learners to reflect
on their own learning
• Provides opportunities for students to
generate and evaluate new ideas
...and
writing, listening, and speaking skills for
effective communication
communication skills to articulate thoughts
and ideas
...and
• Evaluates and uses various appropriate
technologies to support content and skill
development
• Incorporates appropriate technology and/or
resources to extend learner content
knowledge and skill development
... and
• Develops each learner's ability to find,
understand, and analyze diverse sources of
Information
• Provides opportunities for learners to use
multiple sources of information for quality and
accuracy
© UTEAAC August 2017
 -- - · -- -- · --
Professional Responsibility
- . - -

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teac;:her's primary
responsibility. To do this well, teachers must engage in meaningful, intensive professional learning by regularly examining practice through
ongoing study, self-reflection, and collaboration. They must be aware of legal and ethical requirements and engage in the highest levels of
professional and ethical conduct.
Standard 8. Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt
practice to meet the needs of each learner.
Adapts and improves practice • Does not reflect on • Attends to feedback from ... and ... and ...and
based on reflection and new instruction mentor teacher and • Develops a plan to • Applies feedback from • Applies current professional learning to
learning. • Does not accept feedback supervisor improve practice in mentor teachers, classroom practice, consistent with its intent
8.1 UETS 8b, 8c, 8d, 8e
response to feedback supervisors, and self- • Acknowledges the impact of bias on own
C • Self-reflects on lesson reflection to improve teaching
lnTASC 9
effectiveness teaching and learning in • Collaborates with supervisor to develop a
CAEP 1.1, 1.2, 3.3, 3.4, 3.5
the classroom professional learning plan based on data and
the Utah Effective Teaching Standards

Standard 9. Leadership and Collaboration: The teacher is a leader who engages collaboratively with learners, families, colleagues, and
community members to build a shared vision and supportive professional culture focused on student growth and success.
Participates actively in • Fails to fulfill required • Participates in required ... and ... and ... and
decision-making processes, duties (e.g., contracted school activities • Attends and participates • Acknowledges own • Participates with colleagues and collaborates
while building a shared culture school day, etc.) • Communicates with in team meetings and actions that lead to in decision making
9.1 that affects the school and • Displays lack of respect colleagues/classmates other collaborative success of all learners • Accepts responsibility for the success of all
larger educational community. for colleagues/classmates when required opportunities, when • Maintains cordial learners
C • Blames others, including invited professional relationships
U ETS 9a, 9b, 9d, 9e
students, for lack of with colleagues/
lnTASC 10
CAEP 1.1, 3.3, 3.5 success classmates
Advocates for the learners, the • Lacks respect for learners • Respects learners, ... and ... and ...and
school, the community, and the and families families, and the • Positively represents the • Contributes to learner • Advocates for all students to be prepared for
profession. • Communicates negatively profession profession, school, and success by responding to high school graduation and future schoolwork
9.2 UETS 9c
about learners, families, • Communicates positively university learner and/or success
or the profession about learners, families, family/community • Seeks opportunities to make a positive impact
lnTASC 9
C CAEP 1.1, 3.3, 3.5 • Interacts inappropriately and the profession concerns on teaching quality, school improvement, and
with learners, families, or • Interacts appropriately student achievement
colleagues/classmates with learners, classmates,
colleagues, and families

PAES v.1 Last modified August 22, 2017 © UTEAAC August 2017
Standard 10. Professional and Ethical Behavior: The teacher demonstrates the highest standard of legal, moral, and ethical conduct, as specified
in Utah State Board Rule R277-515.
Performance Expectation
Is responsible for compliance
with university policies, federal
and state laws, State Board of
Education administrative rules,
10.1 state assessment policies, local
board policies, and supervisory
C directives.
UETS 10a, Sf
lnTASC9
CAEP 1.1, 1.4, 3.3, 3.5, 3.6
Is responsible for compliance
with all requirements of State
Board of Education Rule R277-
515 at a II levels of teacher
development.
10.2 UETS 10b
lnTASC9
C CAEP 1.1, 1.4, 3.3, 3.5, 3.6
PAES v.1
No
• Does not understand nor adheres to university policies, federal and state
laws, State Board of Education rules, state and local policies, supervisory
directives, professional, moral, and ethical conduct and does not hold
others accountable to do the same
• Does not avoid actions that may adversely affect ability to perform assigned
duties and carry out the responsibilities of the profession, including role-
model responsibilities
• Does not know or understand professional requirements
• Does not complete all requirements for clinical experiences
• Does not maintain instructional and non-instructional records
• Does not maintain integrity and confidentiality in matters concerning
student records and collegial consultation
• Develops inappropriate student-teacher relationships as defined in rules,
law, and policy
• Does not maintain professional demeanor and appearance as defined by
university and the local education agency (LEA)
Last modified August 22, 2017
Yes
• Understands, adheres to, and upholds university policies, federal and state laws, State
Board of Education rules, state and local policies, supervisory directives, professional,
moral, and ethical conduct and holds others accountable to do the same
• Avoids actions that may adversely affect ability to perform assigned duties and carry out
the responsibilities of the profession, including role-model responsibilities
• Takes responsibility to understand and complete all requirements for clinical experience
• Takes responsibility to understand professional requirements, to maintain a current Utah
Educator License, and to complete-license upgrades, renewals, and additional requirements
in a timely way
• Maintains accurate instructional and non-instructional records
• Maintains integrity and confidentiality in matters concerning student records and collegial
consultation
• Develops appropriate student-teacher relationships as defined in rules, law, and policy
• Maintains professional demeanor and appearance as defined by university and the local
education agency (LEA)
© UTEMC August 2017