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)
Inservice 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
upportive and safe learning environments to thrive.
Standard 1. Learner Development: ​The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.
reates developmentally ● Provides ● Creates lessons and .and …and
appropriate and challenging developmentally according to grade level ● Adds to or modifies ● Implements learning ● Identifies appropriate developmental levels of
learning experiences based on inappropriate instruction Utah Core Standards lessons to provide varied experiences based individual learners and consistently and
each learner’s strengths, ● Lacks awareness of learning experiences on specific learners’ appropriately differentiates instruction
1.1 interests, and needs. developmental developmental levels learning experiences
O UETS 1a, 2e needs ● Incorporates methods of language
InTASC 1 development into planning and
AEP 1.1, 3.5 instruction

ollaborates with families, ● Works in isolation ● Communicates .and .and …and

colleagues, and other ● Avoids communication about procedural ● Responds to mentor ● Interacts with ● Collaborates with family members and a full
professionals to promote or communicates issues, schedules, inquiries/concerns about colleagues or families range of colleagues to help meet the unique
student growth and ineffectively and requirements learner development and related to learner needs of all learners
1.2 development. ● Does not focus on progress growth and
C UETS 1b
learner needs ● Communicates about development
InTASC 1 curriculum and
AEP 1.1, 3.5 instruction

Standard 2. Learning Differences: ​The teacher understands individual learner differences and cultural and linguistic diversity.

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 Allows learners multiple ways to
demonstrate learning sensitive
to diverse experiences, while
holding high expectations for
2.1 all.
O UETS 2a, 2b, 2c, 2d
InTASC 2
AEP 1.1, 3.5
ross-cutting Diversity
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● Not aware of ● Demonstrates …and …and …and
learner differences awareness of learner ● Applies general ● Applies understanding of ● Uses learner differences as an asset to adapt
● Not accepting diversity strategies for diverse specific strategies for and deliver instruction for all learners
of differences ● Respects individual learners learner diversity to ● Provides students multiple ways to
● Does not hold high differences encourage all learners to demonstrate learning
expectations for reach their full potential
learners
 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 evelops learning experiences ● Does not have a ● Plans a schedule, …and ...and …and
that engage and support schedule planned routines, and behavioral ● Communicates schedule, ● Implements the ● Provides explicit direction so that learners
O students as self-directed ● Has unorganized and expectations routines, and behavioral daily 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 responsibility for
expectations, and procedures. routines and behavioral his/her own behavior
expectations
ETS 3a
InTASC 3
AEP 1.1, 3.5

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

3.3 tilizes positive classroom ● Uses time, space, and ● Plans classroom …and ...and …and
management strategies, attention ineffectively management ● Paces instruction ● Implements classroom ● Uses differentiated management strategies
O including the resources of time, ● Does not have strategies appropriate for student management focusing on individual learner need
space, and attention, management plan ● Plans instruction for the learning strategies ● Gains and maintains student attention through
effectively. allotted timeE ● Addresses inappropriate ● Encourages learners to active participation
student behavior be engaged with the ● Adjusts instructional pacing and transitions
ETS 3c, 3d
content to maintain learner participation and support
InTASC 3
● Manages time, space, and learning
AEP 1.1, 3.5 attention to increase
participation

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.

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 ases instruction on accurate
content knowledge using
multiple representations of
4.1 concepts and appropriate
academic language.
O UETS 4a, 4c, 4d, 4e, 7c
nTASC 4 and 5
AEP 1.1, 1.3, 1.4, 3.4, 3.5
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● Provides ● Demonstrates ...and .and …and
inaccurate lesson content knowledge ● Uses more than one ● Models critical and/or ● Uses multiple representations and
content way to explain concept creative thinking in explanations of concepts to deepen
● Uses accurate academic the content area each learner’s understanding
language ● Supports learner use of ● Models and expects learners to evaluate,
content-specific academic create, and think critically about the content
language ● Analyzes learner errors and misconceptions
in order to redirect, focus, and deepen
learning
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.
ses data sources to assess the
effectiveness of instruction and
to make adjustments in planning
5.1 and instruction.
C ETS 5a, 5c, 5d, 8a
InTASC 6
AEP 1.1, 1.2, 3.5
ocuments student progress and
provides descriptive feedback
to student, parent/guardian,
and other stakeholders in a
variety of ways.
5.2 ETS 5b, 5e
C InTASC 6
AEP 1.1, 3.5
esigns 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.
ETS 5a
InTASC 6
AEP 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.
emonstrates knowledge of the
Utah Core Standards and
references them in short- and
6.1 long-term planning.
C ETS 4b, 6a
InTASC 7
AEP 1.1, 1.3, 1.4, 3.4, 3.5
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● Does not collect or use ● Collects data ...and ...and …and
data ● Analyzes data to ● Uses data to evaluate the ● Targets instructional, intervention, and
document outcomes of teaching enrichment strategies based on data
student learning ● Monitors learning and ● Uses multiple formative and summative
● Uses formative adjusts instruction assessments to make ongoing adjustments in
assessment during the lesson instruction based on a wide range of individual
during instruction learner needs
● Does not document ● Documents …and ….and …and
learner progress learner progress ● Provides specific ● Provides feedback to ● Uses a variety of effective formats to
● Does not ● Provides general feedback and timely feedback individuals and groups document and provide feedback on learner
provide based on identified progress
feedback elements of quality work ● Initiates ongoing, open communication
(e.g. rubrics, checklists, between home and school about
exemplars) learner progress
● Shares assessment ● Provides timely, descriptive, and
feedback with specific feedback to individuals and
parents/guardians under groups
the direction of the
mentor teacher
● Does not assess ● Lesson plan includes an …and …and …and
student learning assessment ● Designs, selects, or adapts ● Uses a variety of ● Designs assessments in a variety of formats
● Assessment assessments that align assessment formats to that match learning objectives and Utah
is with learning objectives evaluate student learning Common Core standards
inappropriate ● Selected assessment(s) differentiate levels
of student learning allowing the teacher to
reteach missed concepts
● Selected assessment(s) accounts for individual
learning styles and multicultural differences of
learners minimizing bias
● Unfamiliar with Utah ● Includes Utah Core …and ...and …and
Core Standards Standards in lesson plans ● Includes appropriate ● Aligns daily instruction ● Plans and implements short- and long-term
● Instructional materials learning objectives based with Utah Core learning experiences that reference Utah Core
do not align with on Utah Core Standards Standards Standards learning objectives and content
standards ● Selects instructional ● Organizes and adapts learning experiences and
● No evidence of learning materials that support materials to align with the Utah Core
objectives standards Standards
● No evidence of planning
 ntegrates cross-disciplinary skills ● Does not acknowledge ● Acknowledges the .and .and …and
into instruction to purposefully the importance of importance of ● Plans lessons in which ● Plans lessons that engage ● Plans lessons that demonstrate how
engage learners in applying integrating cross- integrating cross-disciplinary skills are students in using cross- knowledge and skills transfer to other content
6.2 content knowledge. disciplinary skills (e.g., cross-disciplinary skills modeled disciplinary skills areas
critical thinking, ● Designs learning experiences that promote the
ETS 6b, 6e
C InTASC 7 problem solving, application of knowledge in multiple content
AEP 1.1, 1.4, 3.4, 3.5 creativity, areas
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.
ractices a range of
developmentally, culturally,
and linguistically appropriate
instructional strategies to
7.1 meet the needs of individuals
and groups of learners.
O developmental, cultural,
ETS 2b, 2e, 6c, 7a, 7b
InTASC 8
AEP 1.1, 1.2, 1.4, 3.5
ross-cutting diversity
rovides multiple opportunities
for students to develop
higher- order and
7.2 meta-cognitive skills.
O ETS 3f, 6d, 7e
InTASC 8
AEP 1.1, 1.2, 1.4, 3.4, 3.5
upports and expands each
learner’s communication skills
through reading, writing,
7.3 listening, and speaking.
O ETS 3f, 7d
InTASC 8
AEP 1.1, 1.4, 3.4, 3.5
ses a variety of available and
appropriate technology
and/or resources to support
7.4 learning.
O ETS 3e, 7f, 7g
InTASC 8
AEP 1.1, 1.3, 1.5, 3.4, 3.5
ross-cutting technology
evelops learners’ abilities to
find and use information to
solve real-world problems.
7.5
ETS 7f, 7g
O InTASC 8
AEP 1.1, 1.3, 1.4, 3.4, 3.5
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● Inappropriate strategies
● No variety of strategies
● Insensitivity to individual
differences
● No adjustments
to instruction
● Is not familiar with
higher-order and
metacognitive skills
● Communication skills
are not taught or
developed specifically
● No opportunities for
learner
communication
● Does not use
available technology
● Sources not appropriate
for instruction
● Uses instructional …and …and …and
strategies focused ● Incorporates various ● Identifies each learner’s ● Monitors and adjusts instruction in response to
on lesson objectives instructional diverse learning developmental, cultural, and linguistic needs of
strategies strengths and needs individuals and groups of learners
● Attempts to adjust ● Enhances instruction by using a variety
instruction based on the of appropriate strategies
or linguistic needs of the
students in individual or
small group settings
● Uses instructional …and ...and …and
strategies focused on ● Uses instructional ● Uses instructional ● Provides learners with explicit instruction to
lower-order thinking strategies in which strategies that engage analyze, synthesize, and make decisions
skills (e.g., uses higher-order learners in ● Provides opportunities for learners to
memorization, recall, and thinking skills are higher-order thinking reflect on their own learning
rote knowledge for most modeled ● Provides opportunities for students to
assessments/tasks) generate and evaluate new ideas
● Engages learners in …and …and …and
listening and/or reading ● Allows learners to ● Provides opportunities for ● Teaches content-specific reading, reading,
during instruction contribute through learners to practice writing, listening, and speaking skills for
speaking or writing communication skills, effective communication
as part of instruction including reading, writing, ● Provides opportunities for learners to
listening, and speaking expand communication skills to articulate
thoughts and ideas
● Uses …and …and …and
teacher-centered ● Uses technology to ● Uses student-centered ● Evaluates and uses various appropriate
technologies engage students technologies in ways technologies to support content and skill
that promote learning development
● Incorporates appropriate technology and/or
resources to extend learner content
knowledge and skill development
● Provides multiple …and …and …and
appropriate sources ● Uses multiple, ● Engages learners in using ● Develops each learner’s ability to find,
of information appropriate sources multiple, appropriate understand, and analyze diverse sources of
of information during sources of information information
instruction ● Provides opportunities for learners to use
multiple sources of information for quality
and accuracy
 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.
dapts 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
8.1 ETS 8b, 8c, 8d, 8e response to feedback supervisors, and self- intent
C InTASC 9 ● Self-reflects on lesson reflection to improve ● Acknowledges the impact of bias on
AEP 1.1, 1.2, 3.3, 3.4, 3.5 effectiveness teaching and learning in own teaching
the classroom ● Collaborates with supervisor to develop a
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.
articipates actively in ● Fails to fulfill required ● Participates in …and …and …and
decision-making processes, duties (e.g., required school ● Attends and ● Acknowledges own ● Participates with colleagues and collaborates
while building a shared contracted school day, activities participates in team actions that lead to in decision making
9.1 culture that affects the school etc.) ● Communicates with meetings and other success of all learners ● Accepts responsibility for the success of all
and larger educational ● Displays lack of respect colleagues/classmates collaborative ● Maintains cordial learners
C community. for colleagues/classmates when required opportunities, when professional
ETS 9a, 9b, 9d, 9e ● Blames others, invited relationships with
InTASC 10 including students, for colleagues/ classmates
AEP 1.1, 3.3, 3.5 lack of success
dvocates for the learners, the ● Lacks respect for ● Respects learners, …and …and …and
school, the community, and the learners and families families, and the ● Positively represents the ● Contributes to learner ● Advocates for all students to be prepared for
profession. ● Communicates profession profession, school, and success by responding to high school graduation and future school work
negatively about ● Communicates university learner and/or success
9.2 ETS 9c
learners, families, or the positively about family/community ● Seeks opportunities to make a positive impact
InTASC 9
C AEP 1.1, 3.3, 3.5 profession learners, families, and concerns on teaching quality, school improvement, and
● Interacts inappropriately the profession student achievement
with learners, families, ● Interacts appropriately
or 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 Expectation
responsible for compliance with
university policies, federal and
state laws, State Board of
Education administrative rules,
10.1 state assessment policies, local
board policies, and supervisory
C directives.
ETS 10a, 5f
InTASC 9
AEP 1.1, 1.4, 3.3, 3.5, 3.6
responsible for compliance
with all requirements of ​State
Board of Education Rule R277-
515​ ​at all levels of teacher
development.
10.2 ETS 10b
InTASC 9
C AEP 1.1, 1.4, 3.3, 3.5, 3.6
No
● Does not understand nor adheres to university policies, federal and
state laws, State Board of Education rules, state and local policies,
supervisory directives, professional, moral, and ethical conduct and does
not hold others accountable to do the same
● Does not avoid actions that may adversely affect ability to perform assigned
duties and carry out the responsibilities of the profession, including role-
model responsibilities
● Does not know or understand professional requirements
● Does not complete all requirements for clinical experiences
● Does not maintain instructional and non-instructional records
● Does not maintain integrity and confidentiality in matters
concerning student records and collegial consultation
● Develops inappropriate student-teacher relationships as defined in rules,
law, and policy
● Does not maintain professional demeanor and appearance as defined
by university and the local education agency (LEA)
Yes
● Understands, adheres to, and upholds university policies, federal and state laws, State
Board of Education rules, state and local policies, supervisory directives, professional,
moral, and ethical conduct and holds others accountable to do the same
● Avoids actions that may adversely affect ability to perform assigned duties and carry
out the responsibilities of the profession, including role-model responsibilities
● Takes responsibility to understand and complete all requirements for clinical experience
● Takes responsibility to understand professional requirements, to maintain a current Utah
Educator License, and to complete license upgrades, renewals, and additional requirements
in a timely way
● Maintains accurate instructional and non-instructional records
● Maintains integrity and confidentiality in matters concerning student records and collegial
consultation
● Develops appropriate student-teacher relationships as defined in rules, law, and policy
● Maintains professional demeanor and appearance as defined by university and the local
education agency (LEA)

Standards 1- 3
Jaydian keeps a strong pulse on how to best integrate the Utah standards in her lessons based on what students know and can do. She frequently will plan lessons
that introduce and model a concept and then differentiate and support during independent work. Jaydian has very strong structures in place that encourage
Kindergarteners to be responsible for their own learning and more recently, positively encourage their participation and readiness to learn.

Standards 4-7
She focuses on building a strong foundation of literacy and number sense through a variety activities and instructional strategies that review content in an engaging
way. She uses a lot of manipulatives and tools for students to collaborate and individually show their understanding. Jaydian has also begun to differentiate and
provide the option for students to extend their learning and challenge themselves to try more.

Standards 8-10
Jaydian has always been very well-planned and communicative with her team. She takes her profession very seriously and is dedicated to improving her practice or
trying new strategies to better her teaching.

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