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)

Performance Expectation Not Effective (0) Beginning (1) Developing (2) (USBE Emerging Effective)
RATING/Wakako
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 2
appropriate and challenging inappropriate instruction to grade level Utah Core ● Adds to or modifies ● Implements learning
learning experiences based on ● Lacks awareness of Standards lessons to provide varied experiences based on
each learner’s strengths, developmental needs learning experiences specific learners’
1.1 interests, and needs. developmental levels
O UETS 1a, 2e
InTASC 1
CAEP 1.1, 3.5

Collaborates with families, ● Works in isolation ● Communicates about ...and ...and 2

colleagues, and other ● Avoids communication or procedural issues, ● Responds to mentor ● Interacts with colleagues
professionals to promote communicates schedules, and inquiries/concerns about or families related to
student growth and ineffectively requirements learner development and learner growth and
1.2 development. ● Does not focus on learner progress development
C UETS 1b needs ● Communicates about
curriculum and instruction
InTASC 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 3
to demonstrate learning differences of learner diversity ● Applies general strategies ● Applies understanding of
sensitive to diverse ● Not accepting of ● Respects individual for diverse learners specific strategies for
experiences, while holding high differences differences learner diversity to
2.1 expectations for all. ● Does not hold high encourage all learners to
O UETS 2a, 2b, 2c, 2d expectations for learners reach their full potential
InTASC 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 ● Plans a schedule, routines, …and ...and 2
that engage and support planned and behavioral ● Communicates schedule, ● Implements the daily
O students as self-directed ● Has unorganized and expectations routines, and behavioral schedule
learners who internalize lengthy transitions expectations to students ● Holds students
classroom routines, ● Loses Instructional time accountable to follow
expectations, and procedures. routines and behavioral
expectations
UETS 3a
InTASC 3
CAEP 1.1, 3.5

3.2 Collaborates with students to ● Demonstrates negative ● Communicates with …and …and 3
establish a positive learning demeanor students using ● Communicates explicitly ● Maintains positive
O climate of openness, respectful ● Reprimands frequently developmentally the expectations for interactions with and
interactions, support, and ● Leaves students appropriate language classroom interactions among students
inquiry. unattended ● Provides opportunities for
UETS 3b teacher-student
interactions
InTASC 3
● Provides opportunities for
CAEP 1.1, 3.5 student interactions

3.3 Utilizes positive classroom ● Uses time, space, and ● Plans classroom …and ...and 2
management strategies, attention ineffectively management strategies ● Paces instruction ● Implements classroom
O including the resources of time, ● Does not have ● Plans instruction for the appropriate for student management strategies
space, and attention, management plan allotted time learning ● Encourages learners to be
effectively. ● Addresses inappropriate engaged with the content
UETS 3c, 3d student behavior ● Manages time, space, and
attention to increase
InTASC 3
participation
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 lesson ● Demonstrates content ...and ...and 3
content knowledge using content knowledge ● Uses more than one way ● Models critical and/or
multiple representations of to explain concept creative thinking in the
4.1 concepts and appropriate ● Uses accurate academic content area
academic language. language ● Supports learner use of
O content-specific academic
UETS 4a, 4c, 4d, 4e, 7c
InTASC 4 and 5 language
CAEP 1.1, 1.3, 1.4, 3.4, 3.5

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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 2
effectiveness of instruction and data ● Analyzes data to ● Uses data to evaluate the
to make adjustments in document student outcomes of teaching
5.1 planning and instruction. learning ● Monitors learning and
● Uses formative adjusts instruction during
C UETS 5a, 5c, 5d, 8a
assessment during the lesson
InTASC 6
CAEP 1.1, 1.2, 3.5 instruction

Documents student progress
and provides descriptive
feedback to student,
parent/guardian, and other
stakeholders in a variety of
5.2 ways.
C UETS 5b, 5e
InTASC 6
CAEP 1.1, 3.5
Designs or selects pre-
assessments, formative, and
summative assessments in a
variety of formats that align to
5.3 learning objectives and engage
the learner in demonstrating
C knowledge and skills.
UETS 5a
InTASC 6
CAEP 1.1, 1.2, 1.3, 3.5
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
the Utah Core Standards and Standards
references them in short- and
6.1 long-term planning.
C UETS 4b, 6a
InTASC 7
CAEP 1.1, 1.3, 1.4, 3.4, 3.5
Integrates cross-disciplinary
skills into instruction to
purposefully engage learners in
6.2 applying content knowledge.
C UETS 6b, 6e
InTASC 7
CAEP 1.1, 1.4, 3.4, 3.5
● Does not document ● Documents learner …and ….and 2
learner progress progress ● Provides specific and ● Provides feedback to
● Does not provide ● Provides general feedback timely feedback individuals and groups
feedback based on identified
elements of quality work
(e.g. rubrics, checklists,
exemplars)
● Shares assessment
feedback with
parents/guardians under
the direction of the
mentor teacher
● Does not assess student ● Lesson plan includes an …and …and 2
learning assessment ● Designs, selects, or adapts ● Uses a variety of
● Assessment is assessments that align assessment formats to
inappropriate with learning objectives evaluate student learning
…and ...and 3
Standards in lesson plans ● Includes appropriate ● Aligns daily instruction
● Instructional materials do learning objectives based with Utah Core Standards
not align with standards on Utah Core Standards ● Selects instructional
● No evidence of learning materials that support
objectives standards
● No evidence of planning
● Does not acknowledge ● Acknowledges the ...and ...and 3
the importance of importance of integrating ● Plans lessons in which ● Plans lessons that engage
integrating cross- cross-disciplinary skills cross-disciplinary skills are students in using cross-
disciplinary skills (e.g., modeled disciplinary skills
critical thinking, problem
solving, creativity,
communication)

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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 2
developmentally, culturally, ● No variety of strategies strategies focused on ● Incorporates various ● Identifies each learner’s
and linguistically appropriate ● Insensitivity to individual lesson objectives instructional strategies diverse learning strengths
instructional strategies to meet differences and needs
7.1 the needs of individuals and ● No adjustments to ● Attempts to adjust
groups of learners. instruction instruction based on the
O developmental, cultural,
UETS 2b, 2e, 6c, 7a, 7b
InTASC 8 or linguistic needs of the
CAEP 1.1, 1.2, 1.4, 3.5 students in individual or
Cross-cutting diversity small group settings
Provides multiple opportunities ● Is not familiar with ● Uses instructional …and ...and 3
for students to develop higher- higher-order and strategies focused on ● Uses instructional ● Uses instructional
7.2 order and meta-cognitive skills. metacognitive skills lower-order thinking skills strategies in which strategies that engage
UETS 3f, 6d, 7e (e.g., uses memorization, higher-order thinking learners in higher-order
O InTASC 8
recall, and rote skills are modeled thinking
CAEP 1.1, 1.2, 1.4, 3.4, 3.5 knowledge for most
assessments/tasks)
Supports and expands each ● Communication skills are ● Engages learners in …and …and 3
learner’s communication skills not taught or developed listening and/or reading ● Allows learners to ● Provides opportunities for
through reading, writing, specifically during instruction contribute through learners to practice
7.3 listening, and speaking. ● No opportunities for speaking or writing as communication skills,
O UETS 3f, 7d learner communication part of instruction including reading, writing,
InTASC 8 listening, and speaking
CAEP 1.1, 1.4, 3.4, 3.5
Uses a variety of available and ● Does not use available ● Uses teacher-centered …and …and 3
appropriate technology and/or technology technologies ● Uses technology to ● Uses student-centered
resources to support learning. engage students technologies in ways that
7.4 UETS 3e, 7f, 7g promote learning
O InTASC 8
CAEP 1.1, 1.3, 1.5, 3.4, 3.5
Cross-cutting technology
Develops learners’ abilities to ● Sources not appropriate ● Provides multiple …and …and 3
find and use information to for instruction appropriate sources of ● Uses multiple, ● Engages learners in using
solve real-world problems. information appropriate sources of multiple, appropriate
7.5 information during sources of information
UETS 7f, 7g
O InTASC 8 instruction
CAEP 1.1, 1.3, 1.4, 3.4, 3.5

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 Professional Responsibility
Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’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
based on reflection and new instruction mentor teacher and ● Develops a plan to ● Applies feedback from 3
learning. ● Does not accept feedback supervisor improve practice in mentor teachers,
8.1 response to feedback supervisors, and self-
UETS 8b, 8c, 8d, 8e
C InTASC 9
● Self-reflects on lesson reflection to improve
CAEP 1.1, 1.2, 3.3, 3.4, 3.5 effectiveness teaching and learning in
the classroom

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 3
decision-making processes, duties (e.g., contracted school activities ● Attends and participates ● Acknowledges own
while building a shared culture school day, etc.) ● Communicates with in team meetings and actions that lead to
9.1 that affects the school and ● Displays lack of respect colleagues/classmates other collaborative success of all learners
larger educational community. for colleagues/classmates when required opportunities, when ● Maintains cordial
C ● Blames others, including invited professional relationships
UETS 9a, 9b, 9d, 9e
InTASC 10 students, for lack of with colleagues/
CAEP 1.1, 3.3, 3.5 success classmates
Advocates for the learners, the ● Lacks respect for learners ● Respects learners, …and …and 3
school, the community, and the and families families, and the ● Positively represents the ● Contributes to learner
profession. ● Communicates negatively profession profession, school, and success by responding to
9.2 UETS 9c about learners, families, ● Communicates positively university learner and/or
InTASC 9 or the profession about learners, families, family/community
C CAEP 1.1, 3.3, 3.5 ● Interacts inappropriately and the profession concerns
with learners, families, or ● Interacts appropriately
colleagues/classmates with learners, classmates,
colleagues, and families

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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 No Yes RATING
Expectation
Is responsible for ● Does not understand nor adheres to university ● Understands, adheres to, and upholds university policies, YES
compliance with policies, federal and state laws, State Board of federal and state laws, State Board of Education rules, state
university policies, Education rules, state and local policies, and local policies, supervisory directives, professional, moral,
federal and state supervisory directives, professional, moral, and and ethical conduct and holds others accountable to do the
laws, State Board of ethical conduct and does not hold others same
Education accountable to do the same
administrative rules,
10.1 state assessment
policies, local board
C policies, and
supervisory
directives.
UETS 10a, 5f
InTASC 9
CAEP 1.1, 1.4, 3.3,
3.5, 3.6
Is responsible for ● Does not avoid actions that may adversely affect ● Avoids actions that may adversely affect ability to perform YES
compliance with all ability to perform assigned duties and carry out assigned duties and carry out the responsibilities of the
requirements of the responsibilities of the profession, including profession, including role-model responsibilities
State Board of role-model responsibilities ● Takes responsibility to understand and complete all
Education Rule ● Does not know or understand professional requirements for clinical experience
R277-515 at all requirements ● Takes responsibility to understand professional requirements,
levels of teacher ● Does not complete all requirements for clinical to maintain a current Utah Educator License, and to complete
development. experiences license upgrades, renewals, and additional requirements in a
UETS 10b ● Does not maintain instructional and non- timely way
instructional records ● Maintains accurate instructional and non-instructional
InTASC 9
CAEP 1.1, 1.4, 3.3, ● Does not maintain integrity and confidentiality in records
matters concerning student records and collegial ● Maintains integrity and confidentiality in matters concerning
10.2 3.5, 3.6
consultation student records and collegial consultation
C ● Develops inappropriate student-teacher ● Develops appropriate student-teacher relationships as
relationships as defined in rules, law, and policy defined in rules, law, and policy
● Does not maintain professional demeanor and ● Maintains professional demeanor and appearance as defined
appearance as defined by university and the local by university and the local education agency (LEA)
education agency (LEA)

O=Observation; C=Consultation

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