Lawrence’s 13 Teacher Education Program Standards

In an electronic portfolio required for student teaching credit, Lawrence students must provide evidence that they meet all of Lawrence’s 13 Teacher Education Program Standards, which are based on the Wisconsin state standards for teacher licensure.

For each standard, the student must name each piece of evidence, identify where it can be found in the electronic portfolio (or in the student’s portfolio in the Education Department office), and explain how the cited evidence demonstrates mastery of the standard.  The student must provide at least two independent pieces of evidence for each standard.

Here is a list of the program standards and common sources of evidence.

The beginning teacher:

  1. Understands the central concepts, tools of inquiry, and structure(s) of the discipline and its connections with the various liberal arts and sciences.
    Possible sources:  midterm and final student teaching evaluations; transcript with major GPA and GERs indicated; lesson plans; integrated unit plans; Praxis II score; letters of recommendation from LU faculty; student teaching essay, etc.
  2. Plans, organizes, and presents systematic instruction that makes the above aspects of the subject meaningful for students.
    Possible sources:  midterm and final student teaching evaluations; lesson plans; evidence of students’ learning; student teaching essay; letter of recommendation from cooperating teacher; letters from students, parents, school staff; etc.
  3. Uses a variety of instructional strategies, including instructional media and technology, to promote understanding.
    Possible sources:  midterm and final student teaching evaluations; lesson plans; electronic portfolio; teaching video; etc.
  4. Matches instruction to differences in prior learning, ability, and exceptionality.
    Possible sources:  midterm and final student teaching evaluations; student teaching essay; letter of recommendation from school/district; lesson plans; etc.
  5. Demonstrates awareness of differences that arise from cultural background, gender, socio-economic status, or community context, and adapts instruction accordingly.
    Possible sources:  midterm and final student teaching evaluations; student teaching essay; letter of recommendation from school/district; lesson plans; teaching video; etc.
  6. Understands how adolescents learn and are motivated, individually and in groups, and teaches accordingly.
    Possible sources:  midterm and final student teaching evaluations; lesson plans; evidence of student learning; student teaching essay; letter of recommendation from school/district; etc.
  7. Creates a supportive, productive learning environment that encourages positive social interaction, collaboration, and self-motivation.
    Possible sources:  midterm and final student teaching evaluations; student teaching essay; letters from students, parents or school staff; teaching video; etc.
  8. Uses effective verbal and nonverbal communication techniques to foster active inquiry and engagement in learning.
    Possible sources:  midterm and final student teaching evaluations; teaching video; student teaching essay; etc.
  9. Uses a variety of formal and informal assessment techniques to evaluate learning and adapt instruction.
    Possible sources:  midterm and final student teaching evaluations; lesson plans; student teaching essay; teaching video; etc.
  10. Demonstrates the ability to be self-critical and to use feedback to improve teaching practice.
    Possible sources:  student teaching essay; annotated lesson plans; midterm and final student teaching evaluations; etc.
  11. Acts in an ethical, professional manner and exhibits fairness, respect, and care in dealing with students.
    Possible sources:  midterm and final student teaching evaluations; student teaching essay; letter of recommendation from cooperating teacher/school; letters from parents, students or staff; etc.
  12. Establishes positive relationships with school colleagues, parents, and agencies in the larger community.

    Possible sources:  midterm and final student teaching evaluations; student teaching essay; testimonial letters; etc.

  13. Understands the role of education in a democracy and the relationship between school and society.

    Possible sources:  transcript (successful completion of EDST 340, 350, etc.); student teaching essay; education coursework; lesson topics and plans; extracurricular and volunteer activities; involvement with school/community groups; etc.