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Stage 3. A. Planning and Preparation Competencies
- Stage 3. A. 1 – Adequate knowledge of content, and related research-based pedagogy, based on sound educational psychology principles.
- Stage 3. A. 2 – Adequate knowledge of PA Pre-K-12 Academic Standards and the ability to use them to guide instructional planning.
- Stage 3. A. 3 – Adequate knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan instruction.
- Stage 3. A. 4 – The ability to use formative and summative assessments to adapt learning goals that match individual student needs.
- Stage 3. A. 5 – The ability to plan instruction using appropriate resources, materials, technology, and activities to engage students in meaningful learning based on their instructional goals.
Stage 3. B. Classroom Environment Competencies
- Stage 3. B. 1 – Maintains a culture which values the development of meaningful, caring, and respectful relationships between teacher and students and among students.
- Stage 3. B. 2 – Recognizes and supports the role of the prepared classroom environment as a necessary element to support optimal learning opportunities.
- Stage 3. B. 3 – Uses classroom resources to support equity and maximize learning opportunities, which are appropriately selected according to age, gender, individuality, culture, and ability.
- Stage 3. B. 4 – Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.
- Stage 3. B. 5 – Identifies opportunities for productive family and community contact.
- Stage 3. B. 6 – Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.
Stage 3. C. Instructional Delivery Competencies
- Stage 3. C. 1 – Uses effective verbal and non-verbal communication techniques.
- Stage 3. C. 2 – Uses effective questioning and discussion techniques.
- Stage 3. C. 3 – Uses a variety of instructional strategies that are appropriately selected according to age, gender, individualism, culture, ability, and skill and which reflect evidence of student engagement, new learning, and assessment.
- Stage 3. C. 4 – Uses technology as an effective teaching and learning tool.
- Stage 3. C. 5 – Provides appropriate progress feedback to students in a timely manner.
- Stage 3. C. 6 – Uses active student engagement during instructional delivery.
- Stage 3. C. 7 – Uses formal and/or informal assessment to measure student responsiveness to instruction.
- Stage 3. C. 8 – Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary.
- Stage 3. C. 9 – Clearly communicates instructional goals, procedures, and content.
Stage 3. D. Professional Conduct Competencies
- Stage 3. D. 1 – Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.
- Stage 3. D. 2 – Demonstrates knowledge of and participates in district, college, regional, state and/or national professional development growth and development opportunities.
- Stage 3. D. 3 – Exhibits integrity, ethical behavior, and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state, and federal laws and regulations.
- Stage 3. D. 4 – Applies safety precautions and procedures.
- Stage 3. D. 5 – Complies with school policies and procedures regarding professional dress, attendance, punctuality, and the use of technology.
- Stage 3. D. 6 – Develops and maintains professional relationships with school colleagues.
Stage 3. E. Assessment Competencies
- Stage 3. E. 1 – Identifies and reports on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective, and psychomotor.
- Stage 3. E. 2 – Makes norm-referenced and criterion-referenced interpretations of assessment results.
- Stage 3. E. 3 – Applies interpretations to inform planning and instruction for groups and individual students.
- Stage 3. E. 4 – Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.
- Stage 3. E. 5 – Constructs assessments to match cognitive, affective, behavioral, and/or psychomotor curricular goals.
- Stage 3. E. 6 – Constructs assessments to match curricular goals along a continuum of complexity (e.g., Bloom’s Taxonomy).
- Stage 3. E. 7 – Assesses their own professional growth through focused self-reflection.
Stage 3. F. Knowledge of Diverse Learners Competencies
- Stage 3. F. 1 – Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture, or ability) in the classroom.
- Stage 3. F. 2 – Recognizes and supports elements of a positive learning environment that values and models respect for all students.
- Stage 3. F. 3 – Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance.
- Stage 3. F. 4 – Recognizes policies and procedures designed to ensure that all students, particularly those traditionally undeserved, are valued in the school.
- Stage 3. F. 5 – Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.
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