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

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 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 • Does not have a schedule
planned
• Plans a schedule, routines,
and behavioral
... and
• Communicates schedule,
...and
• Implements the daily
... and
• Provides explicit direction so that learners
that engage and support
0 students as self-directed • Has unorganized and expectations routines, and behavioral schedule know what to do and when to do it
learners who internalize lengthy transitions expectations to students • Holds students • Supports each learner as he/she establishes
classroom routines, • Loses Instructional time accountable to follow expectations and develops responsibilityfor
expectations, and procedures. routines and behavioral his/her own behavior
expectations
UETS 3a
lnTASC 3
CAEP 1.1, 3.5

3.2 Collaborates with students to

establish a positive learning
• Demonstrates negative
demeanor
• Communicates with
students using
... and
• Communicates explicitly
... and
• Maintains positive
...and
• Collaborates with students to establish a
0 climate of openness, respectful • Reprimands frequently developmentally the expectations for interactions with and positive learning climate of openness,
interactions, support, and • Leaves students appropriate language classroom interactions among students respectful interactions, support, and inquiry
inquiry. unattended • Provides opportunities for • Organizes student learning teams for the
teacher-student purpose of developing cooperation,
UETS 3b
interactions collaboration, and student leadership
lnTASC 3
• Provides opportunities for
CAEP 1.1, 3.5 student interactions

3.3 Utilizes positive classroom • Uses time, space, and • Plans classroom ... and
• Paces instruction
... and
• Implements classroom
... and
• Uses differentiated management strategies
management strategies, attention ineffectively management strategies
0 including the resources of time, • Does not have • Plans instruction forthe appropriate for student management strategies focusing on individual learner need
space, and attention, management plan allotted time learning • Encourages learners to be • Gains and maintains student attention through
effectively. • Addresses inappropriate engaged with the content active participation
student behavior • Manages time, space, and • Adjusts instructional pacing and transitionsto
UETS 3c, 3d
attention to increase maintain learner participation and support
lnTASC 3
participation learning
CAEP 1.1, 3.5

Instructional Practice
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 • Provides inaccurate • Demonstrates content ...and ...and ...and
content knowledge using lesson content knowledge • Uses more than one way • Models critical and/or • Uses multiple representations and
multiple representations of to explain concept creative thinking in the explanations of concepts to deepen each
4.1 concepts and appropriate • Uses accurate academic content area learner's understanding
academic language. language • Supports learner use of • Models and expects learners to evaluate,
0 content-specific academic create, and think critically about the content
UETS 4a, 4c, 4d, 4e, 7c
language • Analyzes learner errors and misconceptions in
lnTASC 4 and 5
order to redirect, focus, and deepen learning
CAEP 1.1, 1.3, 1.4, 3.4, 3.5

PAES v.1 Last modified August 22, 2017 © 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 • Does not document • Documents learner ... and ....and ...and
and provides descriptive learner progress progress • Provides specific and • Provides feedback to • Uses a variety of effective formats to
feedback to student, • Does not provide • Provides general feedback timely feedback individuals and groups document and provide feedback on learner
parent/guardian, and other feedback based on identified progress
stakeholders in a variety of elements of quality work • Initiates ongoing, open communication
5.2 ways. (e.g. rubrics, checklists, between home and school about learner
exemplars) progress
C UETS Sb, Se
• Shares assessment • Provides timely, descriptive, and specific
lnTASC 6
feedback with feedback to individuals and groups
CAEP 1.1, 3.5
parents/guardians under
the direction of the
mentor teacher
Designs or selects pre- • Does not assess student • Lesson plan includes an ...and ...and ... and
assessments, formative, and learning assessment • Designs, selects, or adapts • Uses a variety of • Designs assessments in a variety of formats
summative assessments in a • Assessment is assessments that align assessment formats to that match learning objectives and Utah
variety of formats that align to inappropriate with learning objectives evaluate student learning Common Core standards
5.3 learning objectives and engage • Selected assessment(s) differentiate levels of
the learner in demonstrating student learning allowing the teacher to
C knowledge and skills. reteach missed concepts
• Selected assessment(s) accounts for individual
UETS Sa
learning styles and multicultural differences of
lnTASC 6
CAEP 1.1, 1.2, 1.3, 3.5
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 • Unfamiliar with Utah Core • Includes Utah Core ...and ...and ...and
the Utah Core Standards and Standards Standards in lesson plans • Includes appropriate • Aligns daily instruction • Plans and implements short- and long-term
references them in short- and • Instructional materials do learning objectives based with Utah Core Standards learning experiences that reference Utah Core
6.1 long-term planning. not align with standards on Utah Core Standards • Selects instructional Standards learning objectives and content
C UETS 4b, 6a
• No evidence of learning materials that support • Organizes and adapts learning experiences and
objectives standards materials to align with the Utah Core
lnTASC 7
CAEP 1.1, 1.3, 1.4, 3.4, 3.5 • No evidence of planning Standards
Integrates cross-disciplinary • Does not acknowledge • Acknowledges the ... and ... and ... and
skills into instruction to the importance of importance of integrating • Plans lessons in which • Plans lessons that engage • Plans lessons that demonstrate how
purposefully engage learners in integrating cross- cross-disciplinary skills cross-disciplinary skills are students in using cross- knowledge and skills transfer to other content
6.2 applying content knowledge. disciplinary skills (e.g., modeled disciplinary skills areas
critical thinking, problem • Designs learning experiences that promotethe
C UETS 6b, 6e
solving, creativity, application of knowledge in multiple content
lnTASC 7
communication) areas
CAEP 1.1, 1.4, 3.4, 3.5

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

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

PAES v.1 Last modified August 22, 2017 © UTEMC August 2017