Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning: 

Standards and Objectives /Targets 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.3 InTASC 2017.7.a

Plans align to appropriate P-12 state learning standards 

AND 

Goals are measurable 

AND 

Standards, objectives/targets, and learning tasks are consistently aligned with each other 

AND 

Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area

Plans align to appropriate P-12 state learning standards 

AND 

Goals are measurable 

AND 

Standards, objectives/ targets, and learning tasks  are consistently aligned with each other 

AND 

Articulates objectives/targets that are appropriate for learners

Plans align to appropriate P 12 state learning standards 

AND/OR 

Some goals are measurable 

AND/OR 

Standards, objectives/targets, and learning tasks,  are loosely or are not consistently aligned with each other 

AND/OR 

Articulates some objectives/targets that are appropriate for learners

Plans do not align to the appropriate P-12 state learning standards 

AND/OR 

Goals are absent or not measurable

AND/OR

Standards, objectives/targets, and learning tasks are not aligned with each other

AND/OR 

Does not articulate objectives/targets that are appropriate for learners

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

B. Materials and Resources
(1.000, 4.8%)
CAEP-Initial2022.R1.3 InTASC2017.7.b

Uses a variety of materials and resources that 

1.      Align with all objectives/targets

2.      Make content relevant to learners

3.      Encourage individualization of learning

Uses a variety of materials and resources that 

1.      Align with all objectives/targets

2.      Make content relevant to learners

Uses materials and resources that align with some of the objectives/targets

Materials and resources do not align with objectives/targets

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

C. Assessment of P-12 Learning 

(1.000, 4.8%) 

CAEP-Initial 2022.R1.3 InTASC 2017.6.b

Plans a variety of assessments that

1. Provide opportunities for learners of varying abilities to illustrate competence (whole class)

2. Align with the appropriate P-12 state learning standards

3. Are culturally relevant and draw from learners’ funds of knowledge

4. Promote learner growth

Plans a variety of assessments that

1. Provide opportunities for learners to illustrate competence (whole class)

2. Align with the appropriate P 12 state learning standards

3. Are culturally relevant and draw from learners’ funds of knowledge

Planned assessments

1. Provide opportunities for some learners to illustrate competence (whole class)

2. Align with the appropriate P-12 state learning standards

Planned assessments

1. Are not included

OR

2. Do not align with the appropriate P-12 state learning standards

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

D. Differentiated Methods
(1.000, 4.8%)
CAEP-Initial2022.R1.1 InTASC2017.2.c

Lessons make meaningful and culturally relevant connections to

1.Learners’ prior knowledge

2. Previous lessons

3. Future learning

4. Other disciplines and real-world experiences

AND

Differentiation of instruction supports learner development

AND

Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners

Lessons make clear and coherent connections to

1. Learners’ prior knowledge

2. Previous lessons

3. Future learning

AND

Differentiation of instruction supports learner
development

AND

Organizes instruction to ensure content is comprehensible and relevant for learners

Lessons make an attempt to build on, but are not completely successful at connecting to

1. Learners’ prior knowledge,

2. Previous lessons,

OR

future learning

AND

Differentiation of instruction is minimal

AND

Organizes instruction to ensure content is comprehensible for learners

Lessons do not build on or connect to learners’ prior knowledge

AND/OR

Explanations given are illogical or inaccurate as to how the content connects to previous and future
learning

AND/OR

Differentiation of instruction is absent

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

E. Learning Target and Directions 

(1.000, 4.8%) 

CAEP-Initial 2022.R1.3 InTASC 2017.7.c

Articulates accurate and coherent learning targets 

AND 

Articulates accurate directions/explanations throughout the lesson 

AND 

Sequences learning experiences appropriately

Articulates an accurate learning target

AND

Articulates accurate directions/ explanations

AND

Sequences learning experiences appropriately

Articulates an inaccurate learning target

AND/OR

Articulates inaccurate directions/explanations

Does not articulate the learning target

OR

Does not articulate directions/ explanations

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

F. Critical Thinking 

(1.000, 4.8%) 

CAEP-Initial 2022.R1.2 InTASC 2017.5.d

Engages learners in critical thinking in local and/or global contexts that

1. Fosters problem solving

2. Encourages conceptual connections

3. Challenges assumptions

Engages learners in critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Introduces AND/OR  models critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Does not introduce AND/OR model critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

G. Checking for Understanding and Adjusting Instruction through Formative Assessment

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.3 InTASC 2017.8.b

Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment

AND

Differentiates through planned and responsive adjustments (whole class/group and individual learners)

Checks for understanding (whole class/group) during lessons using formative assessment

AND 

Differentiates through adjustments to  Instruction (whole class/group)

Inconsistently checks for understanding during lessons using formative assessment

AND

Adjusts instruction accordingly, but adjustments may cause additional confusion

Does not check for understanding during lessons using formative assessment

OR

Does not make any adjustments based on learners’ responses

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

H. Digital Tools and Resources
(1.000, 4.8%)
CAEP-Initial2022.R1.3 InTASC2017.5.l

Discusses AND uses a variety of developmentally appropriate technologies (digital tools and resources) that

1. Are relevant to learning objectives/ targets of the lesson

2. Engage learners in the demonstration of knowledge or skills

3. Extend learners’ understanding of concepts

Discusses AND uses developmentally appropriate technologies (digital tools and resources) that

1. Are relevant to learning objectives/ targets of the lesson

2. Engage learners in the demonstration of knowledge or skills

Discusses developmentally appropriate technologies (digital tools and resources) relevant to learning objectives/ targets of the lesson

AND

Technology is not available

One of the following:

A. Does not use technologies (digital tools and resources) to engage learners AND Technology is available in the setting

OR 

B. Use of technologies is not relevant to the learning objectives/ targets of the lesson

OR 

C. Does not discuss technologies AND Technology is not available in the setting

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

I. Safe and Respectful Learning Environment

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.1 InTASC 2017.3.d

Actively involves learners to create and manage a safe and respectful learning environment through the use of routines and transitions

AND

Establishes and promotes constructive relationships to equitably engage learners

AND

Uses research-based strategies to maintain learners’ attention (individual and whole group)

Manages a safe and respectful learning environment through the use of routines and transitions

AND

Establishes and promotes constructive relationships to equitably engage learners

AND

Uses research-based strategies to maintain learners’ attention (individual and whole group)

Attempts to manage a safe learning environment through the use of routines and transitions

AND/OR

Attempts to establish constructive relationships to engage learners

AND/OR

Attempts to use constructive strategies to maintain learners’ attention (individual and whole group)

Does not manage a safe learning environment

OR

Does not establish constructive relationships to engage learners

OR

Does not use constructive strategies to maintain learners’ attention (individual and whole group)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

J. Data- Guided Instruction

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.3 InTASC 2017.6.l

Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment

AND

Uses contemporary tools for learner data record-keeping and analysis

Uses data-informed decisions to design instruction and assessment 

AND

Uses contemporary tools for learner data record-keeping

Uses minimal data to design instruction and assessment

Does not use data to design instruction and assessment

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

K. Feedback to Learners

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.3 InTASC 2017.6.d

Provides feedback that

1. Enables learners to recognize strengths AND areas for improvement

2. Is comprehensible

3. Is descriptive

4. Is individualized AND Provides timely feedback, guiding learners on how to use feedback to monitor their own progress

Provides feedback that

1. Enables learners to recognize strengths OR areas for improvement

2. Is comprehensible

3. Is descriptive AND Provides timely feedback

Provides minimal feedback that

1. Enables learners to recognize strengths OR areas for improvement

OR

Feedback is provided in a somewhat timely fashion

Does not provide feedback

OR

Feedback does not enable learners to recognize strengths OR areas for improvement

OR

Feedback is not provided in a timely fashion

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

L. Assessment Techniques

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.3 InTASC 2017.7.d

Evaluates and supports learning through assessment techniques that are

1. Developmentally appropriate

2. Formative AND summative

3. Diagnostic

4. Varied

Evaluates and supports learning through assessment techniques that are

1. Developmentally appropriate

2. Formative AND summative

Assessment techniques are

1. Developmentally appropriate

2. Formative OR summative

Assessment techniques are

1. Developmentally inappropriate

OR

Not used

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

M. Connections to Research and Theory 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.9.c

Discusses, provides evidence of, and justifies connections to educational research and/or theory 

AND

Uses research and/or theory to explain their P-12 learners’ progress

Discusses and provides evidence of connections to educational research and/or theory

Mentions connections to educational research and/or theory

No connections OR inaccurate connections to educational research and/or theory

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

N. Participates in Professional Development (PD) 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.9.b

Participates in at least one professional development opportunity (e.g. workshops, seminars, attending a professional conference, joining a professional organization)

AND

Provides evidence of an increased understanding of the teaching profession as a result of the PD

AND

Reflects on own professional practice with evidence of application of the knowledge acquired from PD during student teaching

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

AND

Provides evidence of an increased understanding of the teaching profession as a result of the PD

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Does not participate in any professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

O. Demonstrates Effective Communication with Parents or Legal Guardians 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.10.d

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online) 

AND

Provides information about P-12 learning to parents or legal guardians to promote  understanding and academic progress 

AND

Interacts with parents or legal guardians in ways that improve understanding and encourage progress (e.g. exchange of email, face-to-face discussion, etc.)

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online)

AND

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online)

Does not provide evidence of communication with parents or legal guardians

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

P. Demonstrates Punctuality 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.9.o

Reports on time or early for daily student teaching

AND

Additional teacher engagements (e.g., IEPs, teacher committees)

Reports on time for daily student teaching

AND

Additional teacher engagements (e.g., IEPs, teacher committees)

Inconsistently reports on time for daily student teaching

AND/OR

Additional teacher engagements (e.g., IEPs, teacher committees)

Does not report on time for student teaching

AND/OR

Additional teacher engagements (e.g., IEPs, teacher committees)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

Q. Meets Deadlines and Obligations 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.9.o

Meets deadlines and obligations established by the cooperating teacher and/or supervisor

AND

Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides clear and complete directions and lessons for substitutes/cooperating teacher without reminders

Meets deadlines and obligations established by the cooperating teacher and/or supervisor

AND

Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides clear and complete directions and lessons for substitutes/cooperating teacher

Most of the time meets deadlines and obligations established by the cooperating teacher and/or supervisor

AND

Informs some stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides incomplete directions and lessons for substitutes/ cooperating teacher

Frequently misses deadlines or obligations established by the cooperating teacher and/or supervisor

AND/OR

Does not inform stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND/OR

Does not provide directions and lessons for substitutes/cooperating teacher

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

R. Preparation

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.3.d

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND

Materials are easily accessible AND organized

AND

Prepared for the unexpected and flexible

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND

Materials are easily accessible AND organized

Not consistently prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND/OR

Materials are easily accessible OR organized

Not prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND/OR

Materials are not organized NOR easily accessible

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

S. Collaboration

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.10.b

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

AND

Works with and learns from colleagues in planning and implementing instruction to meet diverse needs of learners

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

AND

Attempts to work with and learn from colleagues in planning and implementing instruction

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

Does not demonstrate collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

T. Advocacy to Meet the Needs of Learners or for the Teaching Profession

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.10.j

Recognizes and articulates specific areas in need of advocacy, including the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research based practices) AND Takes action(s) based upon identified needs, while following district protocols

Recognizes and articulates specific areas in need of advocacy, including the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Recognizes areas in need of advocacy, but cannot articulate the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Does not recognize areas in need of advocacy, including the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR 

2. Needs of the teaching profession (e.g. technology integration, research-based practices)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

U. Responds Positively to Feedback and Constructive Criticism 

(1.000, 4.8%) 

CAEP-Initial 

2022.R1.4 InTASC 2017.9.n

Is receptive to feedback, constructive criticism, supervision, and responds professionally

AND

Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

AND

Proactively seeks opportunities for feedback from other professionals

Is receptive to feedback, constructive criticism, supervision, and responds professionally

AND

Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

Is receptive to feedback, constructive criticism, and supervision

AND/OR

Incorporates feedback inconsistently

Is not receptive to feedback, constructive criticism, and supervision

AND/OR

Does not incorporate feedback

City (3.000 pts) 

Suburban (2.000 pts) 

Town (1.000 pt) 

Rural (0.000 pt)

School Setting (1.000, 100.0%)

Virtual Only (3.000 pts) 

Hybrid (2.000 pts) 

In Person Only (1.000 pt)

Method of Instructional Delivery (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) (1.000, 100.0%)

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

A. Social Responsibility

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4 CAEP Revised 

Advanced 

2022.RA1.1f 

InTASC-2017.9.m NASDTEC-MCEE 2015.3

The candidate demonstrates a sense of fairness, justice, and equity for all students 

AND 

demonstrates empathy and sensitivity to human needs.

The candidate demonstrates a sense of fairness, justice, and equity for all students.

The candidate states that all students can learn BUT the candidate’s actions do not confirm the belief.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

B. Social Responsibility

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4 CAEP Revised 

Advanced 

2022.RA1.1f 

InTASC-2017.10.c NASDTEC-MCEE 2015.3

The candidate interacts effectively with students and/or teachers to provide a positive, structured, safe learning environment and creates a learning environment where student access, success, and achievement are priority.

The candidate interacts effectively with students and/or teachers to provide a positive, structured, safe learning environment.

The classroom environment is lacking in positive affirmation, structure, OR safety.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

C. Commitment

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4 CAEP Revised 

Advanced 

2022.RA1.1f 

InTASC-2017.10.p NASDTEC-MCEE 2015.1

The candidate follows through on commitments and takes responsibilities seriously while meeting deadlines. 

AND 

The candidate demonstrates a persevering commitment to the mission and vision of the school and each student’s learning success.

The candidate follows through on commitments and takes responsibilities seriously while meeting deadlines.

The candidate makes commitments that he/she is unable to keep.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

D. Commitment

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4 CAEP

Revised Advanced 

2022.RA1.1f 

InTASC-2017.9.k NASDTEC-MCEE 2015.1

The candidate shows the extraordinary self- discipline and work ethic essential to be planned, prepared and organized for successful instruction and learning/ or leadership and supervision to occur. 

AND 

The candidate consistently completes assigned tasks ahead of time.

The candidate shows the self discipline and work ethic essential to be planned, prepared and organized for successful instruction and learning/ or leadership and supervision to occur.

AND 

The candidate completes assigned tasks on time.

The candidate’s lack of planning, preparation, or organization hinders successful instruction or leadership.

OR 

The candidate completes assigned tasks after the deadline.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

E. Reflective Practice

(1.000, 10.0%)

CAEP-Initial2022.R1.4 CAEPRevisedAdvanced2022.RA1.1f
InTASC-2017.9.h
NASDTEC-MCEE2015.2

The candidate thoughtfully considers educational matters, the practice of teaching, and utilizes data to make informed decisions regarding educational matters and the practice of teaching to implement change. 

The candidate thoughtfully considers educational matters and the practice of teaching to make informed decisions. 

The candidate spends little time reflecting on the practice of teaching to make informed decisions.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

F. Reflective Practice 

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4 CAEP Revised 

Advanced 

2022.RA1.1f 

InTASC-2017.9.c NASDTEC-MCEE 2015.2

The candidate makes choices after pondering ideas, experiences, research, and engages in collaboration with colleagues when appropriate.

The candidate makes choices after pondering ideas and experiences.

The candidate acts quickly before thinking about the results.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

G. Integrity

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4

CAEP Revised Advanced 

2022.RA1.1f 

InTASC-2017.9.o NASDTEC-MCEE 2015.2

The candidate models exemplary citizenship and displays moral leadership. 

AND 

The candidate values honesty inside and outside of the classroom.

AND 

The candidate abides by a professional code of ethics and standards of practice.

The candidate models good citizenship and acts in an ethical and moral manner. 

AND 

The candidate values honesty inside and outside of the classroom.

The candidate does not follow the rules or the law. 

OR 

The candidate acts in a way which causes others to question his/her ethics or morals.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

H. Integrity

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4

CAEP Revised Advanced 

2022.RA1.1f 

ISTE.2.3 

ISTE.LDR.3 

InTASC-2017.10.g NASDTEC-MCEE 2015.5

The candidate demonstrates exemplary commitment to consuming, creating,  distributing, and communicating information through all technologies to build local and global learning communities, both personally and professionally.

The candidate demonstrates a positive commitment to consuming, creating, distributing, and communicating information through all technologies.

The candidate lacks professional discretion when consuming, creating, distributing, and/or communicating through the use of all technologies.

No evidence provided.

Level 3: Met-Advanced (3.000 pts) 

Level 2: Met-Proficient (2.000 pts) 

Level 1: Not Met-Developing (1.000 pt) 

Level 0: No Evidence (0.000 pt)

I. Professionalism

(1.000, 10.0%) 

CAEP-Initial 

2022.R1.4

CAEP Revised Advanced 

2022.RA1.1f 

InTASC-2017.10.c NASDTEC-MCEE 2015.2

The candidate demonstrates exemplary behavior; possesses patience, self-control, and flexibility when obstacles or difficult situations occur. 

AND 

The candidate effectively manages personal emotions and feelings and reacts reasonably to situations.

AND 

The candidate acts confidently and maturely taking responsibility in leadership. 

AND 

The candidate maintains enthusiasm and passion for the teaching profession and views learning as a life-long activity.

The candidate demonstrates appropriate behavior; possesses patience, self-control, and flexibility when obstacles or difficult situations occur. 

AND 

The candidate manages personal emotions and feelings and reacts reasonably to situations. 

AND 

The candidate acts confidently and maturely.

The candidate is impatient or inflexible, lacks personal management skills and confidence.

Institution:

Liberty University

Student:

Jennifer Davis

Supervisor:

Bianca Stewart

Site:

Pinson Elementary School Jefferson County Board of Education

Date:

Fall 2025 - Term A (08/18/25 - 12/12/25)

Type:

EDST 560 (CT (Cooperating Teacher - Site Supervisor))

Final Completed:

10/14/25 11:39 PM

CPAST MID-TERM 11-22 - Mentor

General overview

Directions – The form will be used twice during the course of the term and will be provided by the Program Coordinator to the University Supervisor, Cooperating Teacher, and Student Teacher. 

Each member of the team (Cooperating Teacher, University Supervisor, and Student Teacher) 

1) Completes the evaluation in week 5 or 6 (Mid-term) of the student teaching experience AND in week 13 or 14 (Final) 2) Brings the completed form to the mid-term and final 3-way conference 

At the Mid-term 3-way conference 

1) Goals are set for the remainder of the student teaching experience 

2) The University Supervisor records the consensus ratings and enters into the University data system by the end of week 7 At the Final 3-way conference 

1) Suggestions and comments are made to assist in the transition to teaching role 

2) The University Supervisor records the consensus ratings and enters into the University data system by the end of week 14 

Additional information about and support for using the form can be found in the VARI-EPP Student Teaching Form Training Modules, the “Glossary” and the “Look Fors” document.

How to apply scoring

Advocacy: Any action within professional boundaries that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others. This may be to advocate for the profession, an individual student, or other ideas. 

Analysis: Careful and critical examination of data and/or processes to identify key components and potential outcomes. 

Assessment: “Process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and relearning to ensure that learners reach high levels of Achievement 

Contemporary Tools: Electronic/digital record-keeping tools such as an online gradebook and progress monitoring systems, spreadsheet software, etc. 

Cooperating Teachers: (Also known as “mentor teachers”) Teachers in schools who mentor and supervise student teachers in their classrooms for the duration of a student teaching and/or field experience. 

Critical Thinking: Refers to the “kind of thinking involved in problem solving” and includes an ability to “examine assumptions, discern hidden values, evaluate evidence, and assesses conclusions.” 

Culturally Relevant: Incorporating the tenets of culturally relevant/responsive teaching (i.e., “teachers create a bridge between students’ home and school lives, while still meeting the expectations of the district and state curricular requirements. Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher’s lessons and methodology.”). 

Data-informed decisions: “Focuses on using student assessment data and relevant background information to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels.” 

Developmental Theory (General): Theories that describe the stages of development of children/adolescents (e.g., Erikson’s Theory of Psychosocial Development, Kohlberg’s Theory of Moral Development, Piaget’s Cognitive Development Theory, Behavioral Theories, and Sociocultural Theories). 

Developmental Theory (Content-Specific): Content-specific teaching that organizes activities and learning tasks to help learners move from one level to the next. 

Diagnostic Assessment: (Also known as “pre-assessment”) “Involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area.” 

Differentiation of Instruction: “To respond to variance among learners” (e.g., learners with exceptional needs and second language learners) by modifying “content, and/or process, and/or products, and/or the learning environment” according to learners’ “readiness, interest, or learning profile.” 

https://www.livetext.com/doc/11846176?print=1 1/9

6/11/24, 2:37 PM CPAST MID-TERM 11-22 

Digital Tools: Technologies that enable learners to engage with the teacher and/or content on an individual level. Examples: SMART Boards, learner response systems (i.e., clickers), and computers, tablets, etc. 

Evidence: Artifacts that document and demonstrate how [the student teacher] planned and implemented instruction 

Feedback: “Information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning.” 

Formative Assessment: “Assessment used continuously throughout learning and teaching, allowing teachers to adjust instruction to 1 

improve learner achievement.” 

Fosters: To promote the growth or development of, encourage. 

Funds of Knowledge: “Historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being.” 

Goals: See definition for “Measurable Goals.” 

Learner: Any P12 student in the student teacher’s classroom. 

Learning Environment: Any setting where learning occurs. The term may refer to the physical environment (e.g., the classroom), as well as the classroom management procedures and activities that enable teaching and learning to take place. 

“Look Fors” Document: A document accompanying this form containing a non-exhaustive list to describe examples of the qualities and behaviors a student teacher is expected to demonstrate for a given level of performance. 

Measurable Goals: “Provides information for describing, assessing, and evaluating student achievement.” Mentor Teachers: See definition for “Cooperating Teachers.” 

Objectives/Targets: P12 student (learner) learning outcomes to be achieved by the end of the lesson or learning segment. 

Problem Solving: A mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. 

Program Coordinator: Faculty or staff member from a college or university who coordinates/manages the administrative components of a teacher educator licensure program. 

Research: "The use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge." 

Student Teacher: (Also known as "intern" or "candidate") An individual participating in a full-time field experience in a P12 classroom in order to obtain professional education licensure/certification. 

Student Teaching: (Also known as "clinical practice") A full-time field experience in a P12 classroom that occurs in the final semester (culminating experience) of an educator preparation program and is required to obtain professional education licensure/certification. 

Summative Assessment: "Assessment activities used at the culmination of a given period of time to evaluate the extent to which instructional objectives have been met." 

Targets: See definition for 'Objectives/Targets.' 

Technologies: See definition for 'Digital Tools.' 

University Supervisor (US): The university instructor assigned to the student teacher who regularly observes his/her performance to provide feedback on strengths and weaknesses. The US coordinates the student teacher’s evaluation, and is responsible for recording the consensus scores using this form.

Section Weight: 0%

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Meets (2.000 pts)

Exceeds (3.000 pts)

Meets (2.000 pts)

Meets (2.000 pts)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Meets (2.000 pts)

Meets (2.000 pts)

Meets (2.000 pts)

Meets (2.000 pts)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Emergent Growth (1.000 pt)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Exceeds (3.000 pts)

Section Weight: 0%

PART A: SCHOOL SETTING RUBRIC (Used for University purposes, not an official element of CPAST Form)

Suburban

Section Weight: 0%

PART B: METHOD OF DELIVERY RUBRIC (Used for University purposes, not an official element of CPAST Form)

In Person Only

Section Weight: 0%

SCRIP Dispositions Assessment Rubric (Used for University purposes, not an official element of CPAST Form)

Advanced

Advanced

Advanced

Advanced

Proficient

Advanced

Advanced

Advanced