EDUC 350

Teacher Quality Standards Field Notes

Throughout your time in 350, you are going to be on the lookout for the same things
that an administrator (and more pertinently, your student teaching supervisor) will look
for when you are teaching. Below, you will see the Teacher Quality Standards and
corresponding elements. Throughout this semester, you will be required to complete
this form but contributing an observable from your practicum time, or a hypothetical, “it
could have been in play when…”if nothing was observed. This will be an easy assignment
if you stay on top of it, but if it gets away from you, it will be a burden at the end.

Observable from the classroom. “How did I

Quality Standard Element know my teacher was hitting this
standard?”

QS 1: Element a: Teachers Observed Evidence:

provide instruction that -Throughout the semester:
Teachers is aligned with the There have been standards and learning targets
demonstrate Colorado Academic that have been posted every day, and these have
mastery of and Standards, their been tailored and expanded upon in order to suit
District’s organized the students. When necessary, the learning targets
pedagogical plan of instruction, and were explained by my teacher to the students in
expertise in the the individual needs of order to have them understand what they need to
content they their students. do in order to meet standards.

teach. The
secondary
teacher has
knowledge of
literacy and
Element b: Teachers Observed Evidence:
mathematics develop and implement -9/11/19
and is an expert lessons that connect to On this day the students worked on a packet of
in his or her a variety of content stations in order to refresh their mathematical
areas/disciplines and literacy and tool literacy in science based
content emphasize literacy and measuring.
endorsement mathematical
area(s). practices.
 Element c: Teachers Observed Evidence:
demonstrate -10/2/19
knowledge of the The students are using the C.E.R. method of
content, central research, allowing for the application of content
concepts, inquiry, towards the goal of a solid scientific reasoning in
appropriate evidence- paragraph format. My teacher used peer editing
based instructional and some in class examples in order to describe
practices, and tasks entirely and thoroughly, demonstrating the
specialized knowledge and letting kids build and discover
characteristics of the how their C.E.R. represents their work.
disciplines being
taught.

QS 2: Element a: Teachers Observed evidence:

foster a predictable -9/9/19 & 9/11/19
Teachers learning environment The usage of class time for lab safety skits, and
establish a safe, characterized by the development of acceptable behavior in the
inclusive and acceptable student classroom is key for science. It builds an
behavior and efficient environment where kids understand what should
respectful use of time in which take place, so that way they can hold one another
learning each student has a accountable and stay safe when working with
environment for positive, nurturing materials in the classroom.
relationship with caring
a diverse adults and peers.
population of
students.

Element b: Teachers Observed Evidence:

demonstrate an -9/25/19
awareness of, a The asking of questions to all students, and the
commitment to, and a inclusion of students in discussion is present.
respect for multiple Help is provided to all students in order to make
aspects of diversity, them realize and develop their understanding of
while working toward the content and how a C.E.R. paragraph is not
common goals as a only a tool to better organize thoughts, but also is
community of learners. a written form of inclusion because of its
structure and ability to be broken down into parts
which can be understood by all scientists.
 Element c: Teachers Observed Evidence:
engage students as -9/25/19
individuals, including This standard is met when the engagement of
those with diverse certain students occurs. In the class there is a
needs and interests, student who is an EL student, where they look at
across a range of ability her ability level to determine her one on one
levels by adapting their needs as a student. This is done with the help of
teaching for the benefit other instructors and Webber staff.
of all students.

Element d: Teachers Observed Evidence:

work collaboratively -9/18/19
with the families and/or On multiple occasions different Webber adults
significant adults for visit the class to help out with and check in on
the benefit of students. students. The students seem to like and have a
positive connection with these other Webber staff
members and my teacher encourages them to help
out.

QS 3: Element a: Teachers Observed Evidence:

demonstrate -10/2/19 and throughout
Teachers plan knowledge about the The usage of multiple styles of working shows
and deliver ways in which learning how the students need a change and need
effective takes place, including interaction in order to better understand concepts.
the levels of Group work is mixed with lecture and with silent
instruction and intellectual, physical, work time which promotes learning. With group
create an social and emotional work it adjusts to the needs of social and
environment development of their emotional development in learning with student
students. interaction, and the silent time and lecture time
that facilitates balance this out with individual study habits like
learning for note taking and working for time intervals.
their students.
 Element b: Teachers Observed Evidence:
use formal and -9/9/19
informal methods to On this day my teacher used a method of self-
assess student assessment in order to have students decide their
learning, provide overall score they deserve for their safety
feedback, and use presentation. This was more informal, and the
results to inform formal assessment for the presentation comes as a
planning and whole semester overall grade for lab safety being
instruction. practiced.

Element C: Teachers Observed Evidence:

integrate and utilize -All or most days
appropriate available Useful technology is used in the classroom
technology to engage including the tv, and audio in order to display
students in authentic video and other things like learning targets and
learning experiences. success criteria.

QS 3 (cont): Element d: Teachers Observed Evidence:

establish and -9/23/19
Teachers plan communicate high There is communication of high expectations on
and deliver expectations and use C.E.R. paragraphs and from the rubric. Here,
effective processes, such as asking the kids how they can achieve a score of 4
questioning, to support using the provided rubric.
instruction and the development of Throughout the rest of the semester my teacher
create an critical thinking and focused on having the kids refer back to the rubric
environment problem-solving skills. for many assignments and continually asked
students to maintain and track some of the
that facilitates feedback they received in order do better on
learning for future assignments.
their students.
 Element e: Teachers Observed Evidence:
provide students with -9/9/19
opportunities to work Worked in group for a safety presentation
in teams and develop continued on 9/11/19 for those who did not get
leadership qualities. the opportunity.
In the cell unit later on in the semester students
were in groups again in order to create an analogy
presentation.
The creation of lab groups also allows for group
work.

Element f: Teachers Observed Evidence:

model and promote -9/16/19
effective The establishment of and teaching C.E.R. in
communication. science class demonstrates how you should
effectively communicate in the classroom.
Throughout the semester my teacher referred to
the C.E.R. paragraph style and gave examples of
what each score on the rubric would look like as a
C.E.R. response.

The last standard is about yourself through EDUC350, not your cooperating
teacher since these would be hard to “see”. So please reflect on how you’ve
grown in regard to each
QS 4: Element a: Teachers Personal Reflection:
demonstrate high I have developed a better understanding of how
Teachers standards for schools and teachers communicate with one
demonstrate professional conduct. another and the expectations surrounding the
professionalism communication.
through ethical
conduct,
Element b: Teachers Personal Reflection:
reflection, and link professional I have noticed that I have grown in regard to
leadership. growth to their communication professionally and I recognize
professional goals. that if I want to become a teacher, communication
is key towards making that possible.

Element c: Teachers Personal Reflection:

respond to a complex, I think that throughout the semester, I have been
dynamic environment. able to adapt to the environment better than I have
been able to in previous classes, meaning that I
have made better connections with students and
can better recognize challenges and how to fix
them.

Element d: Teachers Personal Reflection:

demonstrate I have noticed the effect of being involved at
leadership in the Webber as it gets kids comfortable around you to
school, the community, where they feel more confident asking for help.
and the teaching Helping at Webber Night Out and at Mathcounts
profession. has given me this opportunity to show leadership
and build community with the kids.