Georgia Intern Keys Effectiveness System

Candidate Assessment on Performance Standards

The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 1: Professional Knowledge

The teacher candidate demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.
Performance Indicators at the Proficient Level
1.1 Addresses appropriate curriculum standards and integrates key content elements.
1.2 Facilitates students’ use of higher-level thinking skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research.
1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually The teacher candidate consistently The teacher candidate inconsistently The teacher candidate inadequately
demonstrates extensive content and demonstrates an understanding of the demonstrates understanding of demonstrates understanding of
pedagogical knowledge, enriches the curriculum, subject content, pedagogical curriculum, subject content, pedagogical curriculum, subject content,
curriculum, and guides others in enriching knowledge, and the needs of students by knowledge, and student needs, or lacks pedagogical knowledge and student
the curriculum. (Teacher candidates rated as providing relevant learning experiences. fluidity in using the knowledge in practice. needs, or does not use the
Exemplary continually seek ways to serve as knowledge in practice.
role models or teacher leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
● Continually makes meaningful ▪ Arranges opportunities for students to ▪ Sometimes attempts to connect the ● Rarely plans instruction that
connections to students’ prior knowledge explore content knowledge in various and assigned content to other content areas demonstrates adequate
and stated interests that advance complex ways. (1.2) or makes the content relevant to the knowledge of the assigned
learning. (1.2) ▪ Uses students’ prior knowledge and stated students. (1.3) content area(s), or the teacher
● Guides students to explore and report interests to guide instruction (1.2) ▪ Sometimes makes connections to candidate is unable to teach
content knowledge as independently as ▪ The teacher candidate consistently connects students’ prior knowledge and stated content using effective
possible and to apply what they have the assigned content to other content areas interests. (1.2) instructional methodology. (1.1)
learned in new ways. (1.2) and makes the content relevant to the ▪ Occasionally includes opportunities to ● Rarely attempts to connect the
● Gives assignments that have students students. (1.3) explore and discover knowledge and assigned content to other content
laying groundwork for upcoming topics, ▪ Provides background information relative to report discoveries to others. (1.2) areas or to make the content
helps them evaluate sources, and then topic of discussion and is able to direct ▪ Gives background material and relevant to the students. (1.3)
guides them to see connections. (1.4) students to appropriate sources to retrieve information for new content, but does ● Rarely plans instruction that

, Candidate Assessment on Performance StandardsPage 1 of 23Developed October 2013

 ● Seeks ways to use various materials, additional information not encourage students to find or demonstrates adequate
resources, technologies, and research ▪ Demonstrates ability to model information consider material on their own. (1.4) knowledge of the students’
skills in lessons based on best practice and evaluation techniques and to facilitate and ▪ Uses a variety of resources and developmental needs or
adapts teaching to support students when direct students’ thought processes (1.4) materials, but uses them in limited backgrounds. (1.7)
assessment indicate a lack of ▪ Selects and uses materials, resources, ways; does not include best practice ▪ Rarely makes connections to other
understanding or a need for extension. technologies, and research skills appropriate from current research. (1.5) content areas or references why
(1.5) for subject discipline. ▪ Sometimes encourages students to use the content is relevant to
● Continually makes connections between ▪ Plans appropriate intervention when students higher order thinking and complete students.
content area and to real life experiences indicate a lack of understanding. assignments that allow them to analyze, ▪ Rarely/ formulates key questions
and encourages students to make these ▪ Adapts teaching methodologies based on synthesize, and evaluate. (1.2) to develop and clarify the need for
connections. (1.3) unexpected but welcomed teachable ▪ Lesson plans need to more closely information. (Relevance)
● Continual evidence of differentiated moments (1.5) match the learning needs of the ▪ Rarely models verbal and
instruction to facilitate the learning of all ▪ Plans instruction that demonstrates strong students. Varied instructional strategies nonverbal communication that
students. (1.6) knowledge of the students’ developmental need to be included. demonstrates respect for and
● Continually uses best practice and current needs or backgrounds. (1.7) ▪ Clear and strong connections to other responsiveness to cultural
research to create lessons that avoid ● Designs teaching and learning strategies and content areas and real life experiences backgrounds. (1.7)
impediments to student learning. (1.6) assignments that require students to relate are evident in some lessons. (1.3) ▪ Provides little time for students to
● Continually uses the curriculum as a tool one content area to another and to real life ▪ Sometimes connects key concepts to contribute knowledge from
to set high expectations for all students experiences (1.3) prior content or students’ life experiences.
and help them meet these expectations. ● Encourages students to use their everyday experiences. Needs to explicitly state ▪ Asks students primarily for facts
(1.6) knowledge and experiences in classroom the connections in order for students to rather than in-depth concepts.
● Content is developmentally appropriate discussion, activities, and assignments (1.3) understand how to relate content and ▪ Content is often developmentally
and is well planned to encourage students ● Shows evidence of differentiated instruction concepts. (1.3) inappropriate and reflects little
to call upon their backgrounds for to facilitate the learning of all students; (1.6) ▪ Content is sometimes developmentally understanding of the students’
understanding. (1.7) ● Positively mediates the fusion of student’s appropriate and reflects a growing backgrounds.
● Models and encourages students to skills and prior knowledge to new information understanding of the students’ ▪ Plans and implements lessons
communicate verbally and nonverbally in resulting in students’ increased knowledge backgrounds. without considering students’
ways that demonstrate respect for and and abilities (1.6) ▪ Sometimes varies planning and prior knowledge and stated
responsiveness to a variety of student ● Uses established curriculum to create an instruction to address students’ lack of interests. (1.2)
differences. (1.7) environment that encourages students to set understanding and performance. (1.6) ▪ Teaches new content
● Continually demonstrates use of a variety and meet academic and social growth goals ▪ Sets goals and expectations for students independently, separate from
of resources to support positive, engaging (1.6) that encourage student progress, but other information; relies on few
activities for diverse learners. ● Content is developmentally appropriate and are not high enough to be challenging resources, does not encourage
reflects an understanding of students’ to all students. (1.6) students to question, evaluate, or
Student Evidence backgrounds (1.7) ▪ Content sometimes is developmentally wonder about the material. (1.4)
● Students routinely participate in activities ● Communicates verbally and nonverbally in appropriate and sometimes considers ▪ Student assignments do not
that involve higher order thinking ways that demonstrate respect for and students backgrounds. (1.7) encourage bringing in everyday
including analyzing, synthesizing, and responsiveness to student differences. (1.7) ▪ Occasionally uses a variety of resources knowledge and experience to
evaluating an idea or product. (1.2) ● Consistently uses a variety of resources to to support positive, engaging activities classroom discussion, activities,
● Students are active participants in support positive, engaging activities for for diverse learners. (1.7) and assignments. (1.3)
assignments, leading discussions, diverse learners (1.7) ▪ Little or no evidence of
Student Evidence
researching and sharing findings. (1.2) ● Plans activities that emphasize interpretation differentiated instruction to
▪ Sometimes verbalize or write about
● Students know to use everyday of knowledge and application of skills. facilitate the learning of all
connections between prior knowledge,
knowledge and experiences in classroom ● Locates, evaluates, selects, and organizes students. (1.6)

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 2 of 23Developed October 2013
 discussion, activities and assignments. information resources based on students’ life experiences, and current learning. ▪ Little or no evidence of student
(1.3) learning needs and the required curriculum. goals that reflect high
● Strong evidence of students being able to ● Plans teaching and learning strategies and expectations for all learners. (1.6)
independently fuse skills and prior assignments that require students to relate ▪ Content appears to be planned
knowledge to new information, yielding one content area to another and to real life without regard for what is
students’ increased knowledge and experiences. developmentally appropriate and
abilities. (1.6) ● Invites students to bring their everyday without understanding of
knowledge and experiences into the students’ backgrounds. (1.7)
classroom on a regular basis. ▪ Little evidence of the use of a
● Relates stories, problems, and solutions from variety of resources to support
personal experiences to establish connections positive, engaging activities for
between content and real life. diverse learners. (1.7)
Student Evidence Student Evidence
▪ Students are engaged, asking and answering ▪ Cannot describe how to connect
questions, participating in group activities, content to real life experience.
conducting research, reporting findings. (1.2)
• Students do not work in groups,
▪ Students share their personal experiences or
ask and answer questions, discuss
prior knowledge in response to prompts.
ideas, conduct research, and
▪ Students demonstrate respect for the
report findings. (1.2)
differences of other students.

Evidence/Documentation

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 3 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 2: Instructional Planning

The teacher candidate plans using state and local school district curricula and standards, effective strategies, resources, and data to address the needs of all students.
Performance Indicators at the Proficient Level
2.1 Analyzes and uses student learning data to inform planning
2.2 Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and syllabi).
2.3 Plans instruction effectively for content mastery, pacing, and transitions.
2.4 Plans for instruction to meet the needs of all students.
2.5 Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs.
2.6 Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually seeks The teacher candidate consistently plans The teacher candidate inconsistently uses The teacher candidate does not plan, or
and uses multiple data and real world using state and local school district curricula state and local school district curricula and plans without adequately using state
resources to plan differentiated and standards, effective strategies, standards, or inconsistently uses effective and local school district curricula and
instruction to meet the individual student resources, and data to address the strategies, resources, or data in planning to standards, or without using effective
needs and interests in order to promote differentiated needs of all students. meet the needs of all students. strategies, resources, or data to meet
student accountability and engagement. the needs of all students.
Examples of Evidence for Teacher Candidates at each performance level:
▪Uses multiple data sources (e.g., student ▪Analyzes and uses student learning data to ▪Identifies only prior student knowledge or ▪ Few or no prior student knowledge or
responses to questions, standardized inform planning (2.1) experiences (i.e., cognitive, linguistic, social, experiences identified.
test results, anecdotal notes) to plan ▪Develops plans that are clear, logical, emotional, and/or physical development) ▪ Develops plans that are not explicitly
differentiated instruction sequential, and integrated across the as it relates to the lesson written, lack clarity, lack a clear
▪Uses both class and individual student curriculum (e.g., long-term goals, lesson ▪Develops plans that are not explicitly sequence for instruction, and/or do not
data to plan instruction plans, and syllabi). (2.2) written, lack clarity, lack a clear sequence include sufficient detail
▪Allows the students to practice at self- ▪Plans instruction effectively for content for instruction, and/or do not include ▪ Promoting student learning via best
selected levels of learning mastery, pacing, and transitions. (2.3) sufficient detail practices is not evident.
▪Plans instruction to accommodate the ▪Plans for instruction to meet the needs of all ▪Fails to promote higher order thinking ▪ No state or local standards listed
needs of learners when remediation or students. (2.4) through incorporation of best practices for ▪ No modification of learner needs listed
extension is relevant ▪Aligns and connects lesson objectives to instruction
▪Incorporates national (i.e., professional state and local school district curricula and ▪Unclear link between lesson outcomes and
organizations) standards within lesson standards, and student learning needs. (2.5) state and local school district curricula and
plans in addition to state and local standards
school district curricula and standards

, Candidate Assessment on Performance StandardsPage 4 of 23Developed October 2013

 ▪Develops appropriate course, unit, and daily
plans, and is able to adapt plans when ▪Attends to the needs of some students, but
needed. (2.6) not all

Evidence/Documentation

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 5 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 3: Instructional Strategies

The teacher candidate promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.
Performance Indicators at the Proficient Level
3.1 Engages students in active learning and maintains interest.
3.2 Builds upon students’ existing knowledge and skills.
3.3 Reinforces learning goals consistently throughout the lesson.
3.4 Uses a variety of research-based instructional strategies and resources.
3.5 Effectively uses appropriate instructional technology to enhance student learning.
3.6 Communicates and presents material clearly, and checks for understanding.
3.7 Develops higher-order thinking through questioning and problem-solving activities.
3.8 Engages students in authentic learning by providing real-life examples and interdisciplinary connections.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually The teacher candidate consistently promotes The teacher candidate inconsistently uses The teacher candidate does not use
facilitates students’ engagement in student learning by using research-based research-based instructional strategies. The research-based instructional strategies,
metacognitive learning, higher-order instructional strategies relevant to the strategies used are sometimes not nor are the instructional strategies
thinking skills, and application of content to engage students in active learning, appropriate for the content area or for relevant to the content area. The
learning in current and relevant ways. and to facilitate the students’ acquisition of engaging students in active learning or for strategies do not engage students in
(Teacher candidates rated as Exemplary key skills. the acquisition of key skills. active learning or acquisition of key skills.
continually seek ways to serve as role
models or teacher leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪Continually engages students to work in ▪Consistently engages to students to work in ▪Inconsistently engages students to work in ▪Does not provide students with
collaborative groups/individually to collaborative groups/individually to create, collaborative groups/individually to opportunities to work in collaborative
create, present, and research and present, research and problem solve. (3.1) create, present, and research and problem groups/individually to create, present,
problem solve. (3.1) ▪Consistently uses multiple strategies linked to solve. (3.1) and research and problem solve. (3.1)
▪Continually uses multiple strategies students' prior knowledge and skills and ▪ Inconsistently use multiple strategies or ▪Does not use a single strategy linked to
linked to students' prior knowledge background experiences and interest. (3.2) uses only a single strategy linked to students' prior knowledge and skills and
and skills and background experiences ▪Consistently uses multiple strategies to students' prior knowledge and skills and background experiences and interest.
and interest. (3.2) address goals and build an increased background experiences and interest. (3.2) (3.2)
▪Continually uses multiple strategies to proficiency in the standard by including some ▪Inconsistently uses one or more strategies ▪Does not use a strategy that addresses a
, Candidate Assessment on Performance StandardsPage 6 of 23Developed October 2013
 address goals and build an increased ways of acquiring knowledge and skill. (3.3) to address goals and build an increased goal or builds an increased proficiency in
proficiency in the standard by including ▪Consistently incorporates teaching strategies proficiency in the standard by focusing on the standard. (3.3)
varied ways of acquiring knowledge consistent with research based best one way to acquire knowledge and skill. ▪ Does not incorporate teaching strategies
and skill. (3.3) practices. (3.4) (3.3) consistent with research based best
▪Continually incorporates teaching ▪Consistently uses technology for open-ended ▪Inconsistently incorporates teaching practices. (3.4)
strategies consistent with research student work, student reinforcement of strategies consistent with research based ▪Does not use technology for open-ended
based best practices. (3.4) learning, presentation and planning best practices. (3.4) student work, student reinforcement of
▪Continually uses technology for open- purposes. (3.5) ▪Inconsistently uses technology for open- learning, presentation or planning
ended student work, student ▪Consistently checks students for ended student work, student purposes. (3.5)
reinforcement of learning, presentation understanding or for what they learned in reinforcement of learning, presentation or ▪Does not check students for
and planning purposes. (3.5) the lesson; consistently presents material in planning purposes. (3.5) understanding or for what they learned
▪Continually checks student for a clear, logically sequenced and ▪Inconsistently checks students for in the lesson; does not present material
understanding or for what they learned developmentally appropriate format. (3.6) understanding or for what they learned in in a clear, logically sequenced and
in the lesson; continually presents ▪Consistently uses higher order questioning to the lesson; inconsistently presents developmentally appropriate format.
material in a clear, logically sequenced guide student thinking and learning and to material in a clear, logically sequenced (3.6)
and developmentally appropriate guide student problem solving. (3.7) and developmentally appropriate format. ▪Does not provide higher order
format. (3.6) ▪Consistently engages students in authentic (3.6) questioning or problem solving
▪Continually uses higher order learning by providing real-life connections ▪Inconsistently uses higher order opportunities to guide student thinking
questioning to develop thinking and and examples to more than one standard. questioning to guide student thinking and and learning. (3.7)
learning and supports students as they (3.8) learning OR primarily uses factual ▪Does not provide real-life examples to
consider multiple perspectives during questioning to guide student thinking and engage students in learning.(3.8)
problem solving. (3.7) learning. (3.7)
▪Continually engages students in ▪Inconsistently engages students in
authentic learning by providing real-life authentic learning by providing real-life
examples and interdisciplinary connections and examples to a standard.
connections. (3.8) (3.8)
Evidence/Documentation
▪ Lesson plans – include goals that are clearly aligned with instructional procedures and assessments, activities build on content knowledge and skill as related to goals
▪ Lesson plans – include connections to students’ prior knowledge, background experiences, interests and real-life examples provided
▪ Lesson plans – include higher order questions, problem solving activities, interdisciplinary connections
▪ Incorporation of technology for student learning and teacher candidate directed activities
▪ Lesson plans – include procedures that are sequenced in a logical and developmentally appropriate format
▪ Student work samples- evidence of higher order thinking, problem solving, individual and collaborative effort
▪ Student response to instruction – written, verbal
▪ Level of student engagement – individual, peer interaction
▪ Research-based strategies, cited resources
▪ Implementation of lesson plan procedures upon observation
▪ Portfolios
▪ Integrated unit plans

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 7 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 4: Differentiated Instruction

The teacher candidate challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
Performance Indicators at the Proficient Level
4.1 Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs.
4.2 Provides remediation, enrichment, and acceleration to further student understanding of material.
4.3 Uses flexible grouping strategies to encourage appropriate peer interaction and to accommodate learning needs/goals.
4.4 Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students.
4.5 Develops critical and creative thinking by providing activities at the appropriate level of challenge for students.
4.6 Demonstrates high learning expectations for all students commensurate with their developmental levels.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually The teacher candidate consistently The teacher candidate inconsistently The teacher candidate does not challenge
facilitates each student’s challenges and supports each student’s challenges students by providing students by providing appropriate content or
opportunities to learn by engaging learning by providing appropriate content appropriate content or by developing skills by developing skills which address individual
him/her in critical and creative and developing skills which address which address individual learning learning differences.
thinking and challenging activities individual learning differences. differences.
tailored to address individual learning
needs and interests.
Examples of Evidence for Teacher Candidates at each performance level:
▪Teacher candidate facilitates learning ▪Teacher candidate facilitates learning ▪Teacher candidate facilitates learning ▪Teacher candidate delivers a lesson that is
activities on multiple occasions that activities that offer one alternative form activities that offer one alternative form of identical for all students in content, process,
offer alternative forms of the of the two or more of the following: (1) the content, process, product or learning product, and learning environment. (4.1)
content, process, product and/or content, (2) process, (3) product and (4) environment. (4.1) ▪No evidence of differentiation to meet
learning environment that learning environment to meet individual ▪Teacher candidate adjusts learning activities individual developmental needs, including
appropriately meets individual developmental needs. (4.1) to incorporate varying degrees of difficulty evidence of accommodations and
developmental needs. (4.1) ▪The teacher candidate divides content or student interest, but the adjustments are modifications. (4.1)
▪Teacher candidate uses multiple into subgroups, provides student choice not informed by assessment data. (4.2, 4.4) ▪Teacher candidate does not use assessment
forms of assessment data to inform (i.e. partner read, computer, ▪The teacher candidate uses flexible grouping data to inform instruction and adjust
instruction and provides learning independent work), provides practices that are inflexible with students learning activities that incorporates varying
activities that vary in degree of instructional opportunities that consider working in unchanging ability level or degrees of difficulty or student interest. (4.2,
difficulty and student interest. (4.2, student interest, modifications and management groups only. (4.3) 4.4)
4.4) accommodations to the content, process, ▪The teacher candidate does not use flexible
product and learning environment are grouping practices. (4.3)
, Candidate Assessment on Performance StandardsPage 8 of 23Developed October 2013
 evident. (4.1)
Student Evidence: ▪Teacher candidate uses assessment data Student Evidence:
▪Complete individualized activities to inform instruction and provides ▪Students engage with the content through Student Evidence:
designed to achieve success in learning activities that vary in degree of two processes. (4.1) ▪Students demonstrate understanding of
specific content and/or skills. (4.1) difficulty or student interest. (4.2, 4.4) ▪Students demonstrate understanding of the instruction through uniform processes and
▪All students are able to meet learning content through two products. (4.1) products. (4.1)
expectations. (4.3) Student Evidence: ▪Some students are able to meet learning ▪Students are not able to meet learning
▪Students meet the standards using expectations. (4.2, 4.4) expectations. (4.2, 4.4)
differentiated products. (4.1) ▪Students assigned to participate in the same ▪All students working on the same activities.
▪Students are presented with the standard groupings repeatedly. (4.3) (4.3)
through differentiated content and ▪All students seated in the same groups. (4.3)
processes. (4.1)
▪Most students are able to meet learning
expectations. (4.2, 4.4)
Evidence/Documentation:
▪ Lesson plans, units
▪ Formative and summative assessments
▪ Rubrics
▪ Grade sheets
▪ Portfolios
▪ Student Work samples

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 9 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 5: Assessment Strategies

The teacher candidate systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.
Performance Indicators at the Proficient Level
5.1 Aligns student assessment with the established curriculum and benchmarks.
5.2 Involves students in setting learning goals and monitoring their own progress.
5.3 Varies and modifies assessments to determine individual student needs and progress.
5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.
5.5 Uses grading practices that report final mastery in relationship to content goals and objectives.
5.6 Uses assessment techniques that are appropriate for the developmental level of students.
5.7 Collaborates with others to develop common assessments, when appropriate.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher continually demonstrates The teacher systematically and consistently The teacher inconsistently chooses a The teacher chooses an inadequate
expertise and leads others to determine chooses a variety of diagnostic, formative, variety of diagnostic, formative, and variety of diagnostic, formative, and
and develop a variety of strategies and and summative assessment strategies and summative assessment strategies or the summative assessment strategies or the
instruments that are valid and instruments that are valid and appropriate instruments are sometimes not instruments are not appropriate for the
appropriate for the content and student for the content and student population. appropriate for the content or student content or student population.
population and guides students to population.
monitor and reflect on their own
academic progress. (Teachers rated as
Exemplary continually seek ways to
serve as role models or teacher leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪All lesson plans/units contain ▪Lesson plans/units contain numerous ▪ Lesson plans/ units demonstrate some use ▪Within lesson plans/units, the candidate
appropriate formal and informal appropriate formal and informal of formal and informal assessments for does not use formal and informal
assessments for diagnostic, formative, assessments for diagnostic, formative, and diagnostic, formative, and summative assessments for diagnostic, formative,
and summative purposes summative purposes purposes and summative purposes
▪Lesson plans/units include a variety of ▪Lesson plans/units include a variety of ▪ Lesson plans/units include some variety of ▪Within lesson plans/units, the candidate
assessments that meet all students’ assessments that meet most student needs assessments that meet some student does not or inadequately varies and
needs ▪Lesson plans/units include a variety of needs. adjusts assessments to meet student
▪Lesson plans/units include a variety of assessments that are linked to most ▪ Assessments are included in lesson needs

, Candidate Assessment on Performance StandardsPage 10 of 23Developed October 2013

 assessments that are linked to all student needs plans/units but these are sometimes not ▪Assessments are not aligned with
student needs ▪Most lesson plans/units include a variety of linked to student needs. appropriate objectives, curriculum,
▪All lesson plans/units include a variety of assessment instruments that are ▪ Lesson plans/ units include assessment and/or benchmarks.
assessment instruments that are appropriate for the content and student instruments, but these are sometimes ▪Assessment instruments are inappropriate
appropriate for the content and population inappropriate for the content or student for the content or student population
student population ▪Candidate regularly involves students in population ▪Candidate does not involve students in
▪Candidate consistently involves students setting learning goals and self-evaluation ▪ Candidate sometimes involves students in setting learning goals and/or self-
in setting learning goals and self- ▪Most lesson plans/units include an setting learning goals and/or self- evaluation
evaluation appropriate variety of assessments that evaluation ▪Lesson plans/units do not include a variety
▪All lesson plans/units include an are modified based on student needs ▪ Lesson plans/units includes some variety of assessments or assessments or not
appropriate variety of assessments ▪Lesson plans/units include numerous of assessments or some assessments modified based on student needs
that are modified based on student appropriately differentiated that are modified based on student ▪Lesson plans do not include appropriately
needs assignments/assessments to meet the needs differentiated assignments/ assessments
▪All lesson plans/units include a wide needs of most students ▪ Lesson plans/units include some ● Does not include diagnostic assessments
variety of appropriately differentiated ● Uses a variety of diagnostic activities at the appropriately differentiated in plans.
beginning of most lessons and units to ● Is not guided by diagnostic data when
assignments/ assessments to meet the assignments/ assessments
determine the specific needs of the class planning for differentiation.
needs of most students ● Includes diagnostic assessments at the ● Does not consider students’ prior
and of individual students.
● Involves students in deciding how ● Identifies students’ prior knowledge in the beginning of some instructional units. knowledge to determine starting points for
instruction will be differentiated based content area(s) and plans to link it to new ● Uses at least one formal or informal instruction.
on diagnostic data results. learning. diagnostic assessment at the beginning ● Does not use informal or formal diagnostic
● Uses engaging strategies for diagnosing ● Includes a variety of opportunities for of a lesson or unit. assessments at the beginning of a lesson
differentiation based on diagnostic data. or unit.
student readiness to learn. ● Asks questions to determine prior ● Does not probe for prior knowledge during
● Differentiates the lesson to address the
● Explains the different forms of needs of students who start the lesson at a
knowledge during a lesson. a lesson.
assessments used, why diagnostic work lower level of understanding. ● Has a general understanding of the ● Does not match the instruction to the prior
is not graded, and how it is used. ● Uses a variety of diagnostic strategies students’ readiness to learn new knowledge of the learners.
● Discusses individual and class (e.g.,initial writing prompts, informal reading content. ● Cannot describe how a unit or lesson was
strengths, misconceptions, and areas assessments, pre-tests, KWLs, anticipation ● Understands the need to differentiate planned based on diagnostic data.
guides, etc.). ● Cannot articulate how he/she determines
of weakness based on diagnostic lessons to address the needs of students the readiness level of students to take on
● Can describe how a unit or lesson was
assessment data. adapted based on diagnostic assessment who start the lesson at a lower level of new content.
▪Describes how students have been data. understanding, but is not always certain
involved in diagnosing their own ● Can explain how assessment data from how to plan for or manage a
strengths and weaknesses. current students were analyzed and used in differentiated lesson.
planning.

Evidence/Documentation
▪ Lesson plans, units
▪ Formative and summative assessments
▪ Rubrics
▪ Grade sheets
▪ Portfolios
▪ Student work samples

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 11 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 6: Assessment Uses

The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to
provide timely and constructive feedback to both students and parents.
Performance Indicators at the Proficient Level
6.1 Uses diagnostic assessment data to develop learning goals for students, to differentiate instruction, and to document learning.
6.2 Plans a variety of formal and informal assessments aligned with instructional results to measure student mastery of learning objectives.
6.3 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust instruction.
6.4 Systematically analyzes and uses data to measure student progress, to design appropriate interventions, and to inform long- and short-term instructional decisions.
6.5 Shares accurate results of student progress with students, parents, and key school personnel.
6.6 Provides constructive and frequent feedback to students on their progress toward their learning goals.
6.7 Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually The teacher candidate systematically and The teacher candidate inconsistently The teacher candidate does not gather,
demonstrates expertise in using data to consistently gathers, analyzes, and uses gathers, analyzes, or uses relevant data analyze, or use relevant data to
measure student progress and leads relevant data to measure student progress, to to measure student progress, measure student progress, to inform
others in the effective use of data to inform instructional content and delivery inconsistently uses data to inform instructional content and delivery
inform instructional decisions. (Teacher methods, and to provide timely and instructional content and delivery methods, or to provide feedback in a
candidates rated as constructive feedback to both students and methods, or inconsistently provides constructive or timely manner.
Exemplary continually seek ways to serve parents. timely or constructive feedback.
as role models or teacher leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪Uses formative and summative ▪Uses formative and summative assessments ▪Sometimes uses formative and ▪Do not use and/or uses inappropriate
assessments continually and systematically summative assessments formative and summative
systematically ▪Consistently checks for students’ prior ▪Sometimes checks for students’ prior assessments
▪Continually checks for students’ prior knowledge and uses data to develop knowledge and at times uses data to ▪Does not check for students’ prior
knowledge and uses data to develop instructional plans develop instructional plans knowledge and does not use or
instructional plans ▪Consistently uses leveled questions to engage ▪Sometimes uses leveled questions to inappropriately uses data to develop
▪Continually uses leveled questions to students and assess content knowledge engage students and assess content instructional plans
engage students and assess content ▪Consistently uses data to plan and implement knowledge ▪Does not use leveled questions to
knowledge flexible grouping ▪Sometimes uses data to plan and engage students and assess content
▪Continually uses data to plan and ▪Consistently collects and analyzes data to implement flexible grouping knowledge

, Candidate Assessment on Performance StandardsPage 12 of 23Developed October 2013

 implement flexible grouping identify skill gaps and adjust lessons ▪Sometimes collects and analyzes data to ▪Does not uses data to plan and
▪Continually collects and analyzes data to ▪Consistently provides student commentary identify skill gaps and adjust lessons implement flexible grouping
identify skill gaps and adjust lessons aligned to learning goals on student product ▪Sometimes provides student ▪Does not collect or analyzes data to
▪Continually provides student ▪Continually provides time and scaffolding for commentary aligned to learning goals identify skill gaps and adjust lessons
commentary aligned to learning goals student reflection and self-assessment of on student product ▪Does not provide student commentary
on student product learning ▪Sometimes provides time and scaffolding aligned to learning goals on student
▪Continually provides time and scaffolding for student reflection and self- product
for student reflection and self- assessment of learning ▪Does not provide time and scaffolding
assessment of learning for student reflection or self-
▪Candidates rated as exemplary assessment of learning
continually seek ways to serve as role
models or assist others

Evidence/Documentation
▪ Lesson plans, units
▪ Pre-on-going & post assessments
▪ Student self-assessments;
▪ Student feedback
▪ Conferences
▪ Candidate electronic portfolios
▪ Work samples
▪ Progress reports and report cards
▪ Differentiated homework
▪ Communication tools (emails/letters, etc.)

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 13 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 7: Positive Learning Environment

The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
Performance Indicators at the Proficient Level
7.1 Responds to disruptions in a timely, appropriate manner.
7.2 Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately.
7.3 Models caring, fairness, respect, and enthusiasm for learning.
7.4 Promotes a climate of trust and teamwork within the classroom.
7.5 Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex, national origin, or disability.
7.6 Actively listens and pays attention to students’ needs and responses.
7.7 Creates a warm, attractive, inviting, and supportive classroom environment.
7.8 Arranges the classroom materials and resources to facilitate group and individual activities.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually The teacher candidate consistently The teacher candidate inconsistently provides The teacher candidate inadequately
engages students in a collaborative and provides a well-managed, safe, and orderly a well-managed, safe, and orderly addresses student behavior, displays a
self-directed learning environment environment that is conducive to learning environment that is conducive to learning negative attitude toward students,
where students are encouraged to take and encourages respect for all. and encourages respect for all. ignores safety standards, or does not
risks and ownership of their own otherwise provide an orderly
learning behavior. (Teacher candidates environment that is conducive to
rated as Exemplary continually seek learning or encourages respect for all.
ways to serve as role models or teacher
leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪ Fairness and respect are evident in a ▪Safe, clean and/or orderly environment ▪Evidence of respectful communication and ▪Little or no evidence of respectful
climate of democratic practices ▪Content related bulletin boards; learning correct name pronunciation of some of the communication and correct name
where everyone matters within stations and centers. learners in the classroom, but not all pronunciation of the learner
orderly, shared governance ▪Standards posted ▪Minimal evidence of tracking and permanent ▪Little or no evidence of flexible grouping
▪ Expectations for behavior are posted ▪Materials readily accessible ability grouping of learner ▪Little or no evidence of knowledge or
and consequences are administered ▪Student work samples displayed ▪Insufficient evidence of RTI usage implementation of RTI
fairly ▪Technology used to enhance instruction ▪Promotes a climate of trust and teamwork for ▪Little or no evidence of efforts to
▪ If/when disruptions occur, low ▪Rules posted some learners promote trust and teamwork for
profile intervention strategies with ▪Evidence of respectful communication and - learners

, Candidate Assessment on Performance StandardsPage 14 of 23Developed October 2013

 language that diffuses and de- correct name pronunciation of all learners
escalates tension and non- in the classroom
instructional behaviors are used ▪Employs differentiated instruction
▪ All students report their lack of techniques based on need without
understanding without punitive permanently grouping the learners
consequences ▪Uses RTI to furnish and document
▪ There is no evidence of tracking alternative teaching and/or behavioral
▪ Employs differentiated instruction management strategies
techniques based on need without ▪Promotes a climate of trust and teamwork
permanently grouping the learners, for all learners
and peer support is evident
▪ Tasks are relevant and appropriate
▪ The classroom is neat, orderly and
comfortable
▪ There is evidence of RTI
-
Evidence/Documentation

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 15 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 8: Academically Challenging Environment

The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
Performance Indicators at the Proficient Level
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
8.7 Encourages students to explore new ideas and take academic risks.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually creates The teacher candidate consistently creates The teacher candidate inconsistently The teacher candidate does not provide a
an academic learning environment where a student-centered, academic provides a student-centered, academic student-centered, academic environment
students are encouraged to set environment in which teaching and environment in which teaching and in which teaching and learning occur at
challenging learning goals and tackle learning occur at high levels and students learning occur at high levels or where high levels, or where students are self-
challenging materials. (Teacher candidates are self-directed learners. students are self-directed learners. directed learners.
rated as Exemplary continually seek ways
to serve as role models or teacher
leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪The teacher candidate continually has ▪The teacher candidate consistently has - The teacher candidate inconsistently has - Teacher candidate does not have
materials, supplies readily available and materials, supplies readily available and materials, supplies readily available and materials, supplies readily available and
accessible during instructional time. (8.1) accessible during instructional time. (8.1) accessible during instructional time. (8.1) accessible during instructional time. (8.1)
▪The teacher candidate continually uses ▪The teacher candidate consistently uses - The teacher candidate inconsistently uses - Teacher candidate does not use classroom
classroom space and resources efficiently classroom space and resources efficiently classroom space and resources efficiently space and resources efficiently to support
to support student learning.(8.1) to support student learning. (8.1) to support student learning. (8.1) student learning. (8.1)
▪The teacher candidate continually models ▪The teacher candidate consistently models ▪The teacher candidate inconsistently ▪Teacher candidate fails to model how to
how to correct and learn from mistakes. how to correct and learn from mistakes. models how to correct and learn from correct and learn from mistakes. (8.2)
(8.2) (8.2) mistakes. (8.2) ▪Teacher candidate fails to provide
▪The teacher candidate continually ▪The teacher candidate consistently ▪The teacher candidate inconsistently instructions with a variety of activities
provides instructions with a variety of provides instructions with a variety of provides instructions with a variety of addressing student interests and abilities.
activities addressing student interests activities addressing student interests activities addressing student interests (8.3)

, Candidate Assessment on Performance StandardsPage 16 of 23Developed October 2013

 and abilities. (8.3) and abilities. (8.3) and abilities. (8.3) ▪Teacher candidate inadequately guides
▪The teacher candidate continually guides ▪The teacher candidate consistently guides ▪The teacher candidate inconsistently students among large and small groups
students among large and small groups students among large and small groups guides students among large and small and independent learning. (8.4)
and independent learning. (8.4) and independent learning. (8.4) groups and independent learning. (8.4) ▪There is no clear plan evident for
▪The teacher candidate continually exhibits ▪The teacher candidate consistently plans ▪The teacher candidate inconsistently plans transitions between tasks or classes. (8.4)
a clear plan for transitions between tasks for transitions between tasks or classes. for transitions between tasks or classes. ▪Teacher candidate inadequately
or classes. (8.4) (8.4) (8.4) communicates lesson objectives and
▪The teacher candidate continually ▪The teacher candidate consistently ▪The teacher candidate inconsistently learning outcomes. (8.5)
communicates lesson objectives and communicates lesson objectives and communicates lesson objectives and ▪Teacher candidate inadequately reflects
learning outcomes. (8.5) learning outcomes. (8.5) learning outcomes. (8.5) varied levels and/or scaffolds through
▪The teacher candidate continually reflects ▪The teacher candidate consistently ▪The teacher candidate inconsistently planning and implementation of the
varied levels and/or scaffolds through reflects varied levels and/or scaffolds reflects varied levels and/or scaffolds lesson. (8.6)
planning and implementation of the through planning and implementation of through planning and implementation of ▪Delivery lacks higher order questioning,
lesson. (8.6) the lesson. (8.6) the lesson. (8.6) student responsibility, and accountability.
▪The teacher candidate continually uses a ▪The teacher candidate consistently uses a ▪The teacher candidate inconsistently uses (8.6)
delivery with higher order questioning, delivery with higher order questioning, a delivery with higher order questioning, ▪Teacher candidate fails to encourage
student responsibility, and accountability. student responsibility, and accountability. student responsibility, and accountability. creativity and student autonomy in
(8.6) (8.6) (8.6) planning and delivery of the lesson. (8.7)
▪The teacher candidate continually ▪The teacher candidate consistently ▪The teacher candidate inconsistently ▪Teacher candidate fails to encourage
encourages creativity and student encourages creativity and student encourages creativity and student higher order questioning with multiple
autonomy in planning and delivery of the autonomy in planning and delivery of the autonomy in planning and delivery of the solutions/answers to problems posed
lesson. (8.7) lesson. (8.7) lesson. (8.7) during instruction. (8.7)
▪The teacher candidate continually ▪The teacher candidate consistently ▪The teacher candidate inconsistently
encourages higher order questioning encourages higher order questioning with encourages higher order questioning with
with multiple solutions/answers to multiple solutions/answers to problems multiple solutions/answers to problems
problems posed during instruction. (8.7) posed during instruction. (8.7) posed during instruction. (8.7)

Evidence/Documentation

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 17 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 9: Professionalism

The teacher candidate exhibits a commitment to professional ethics and the school’s mission, participates in professional
growth opportunities to support student learning, and contributes to the profession
Performance Indicators at the Proficient Level
9.1 Carries out duties in accordance with federal and state laws, Code of Ethics, and established state and local school board policies, regulations, and practices.
9.2 Maintains professional demeanor and behavior (e.g., appearance, punctuality and attendance).
9.3 Respects and maintains confidentiality.
9.4 Evaluates and identifies areas of personal strengths and weaknesses related to professional skills and their impact on student learning and sets goals for improvement.
9.5 Participates in ongoing professional growth activities based on identified areas for improvement (e.g., mentoring, peer coaching, course work, conferences) and incorporates
learning into classroom activities.
9.6 Demonstrates flexibility in adapting to school change.
9.7 Engages in activities outside the classroom intended for school and student enhancement
9.8 Maintains appropriate interactions with students, parents, faculty, and staff.
9.9 Engages in self-reflection about the success of the lesson after teaching; seeks feedback from mentor teacher about teaching and impact on student learning.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually The teacher candidate consistently exhibits The teacher candidate inconsistently supports The teacher candidate shows a disregard
engages in a high level of professional a commitment to professional ethics and the school’s mission or seldom participates in toward professional ethics or the school’s
growth and application of skills and the school’s mission, participates in professional growth opportunities. mission or rarely takes advantage of
contributes to the development of professional growth opportunities to professional growth opportunities.
others and the well-being of the support student learning, and contributes
school and community. (Teacher to the profession.
candidates rated as Exemplary
continually seek ways to serve as role
models or teacher leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪ Teacher candidate continually ▪ Teacher candidate consistently meets all ▪ Teacher candidate inconsistently meets all ▪ Teacher candidate inadequately meets
meets all deadlines, follows school deadlines, follows school policy deadlines, follows school policy concerning all deadlines, follows school policy
policy concerning lesson plans, concerning lesson plans, ethics, and dress lesson plans, ethics, and dress codes and concerning lesson plans, ethics, and
ethics, and dress codes and codes and maintains accurate attendance maintains accurate attendance dress codes and maintains accurate
maintains accurate attendance documentation. (9.1) (9.2) documentation. (9.1) (9.2) attendance documentation. (9.1) (9.2)
documentation. (9.1) (9.2) ▪ The teacher candidate consistently ▪ The teacher candidate inconsistently ▪ The teacher candidate inadequately
, Candidate Assessment on Performance StandardsPage 18 of 23Developed October 2013
 ▪ The teacher candidate continually maintains parent contacts, establishes maintains parent contacts, establishes maintains parent contacts, establishes
maintains parent contacts, positive interactions with colleagues and positive interactions with colleagues and positive interactions with colleagues and
establishes positive interactions maintains confidentiality of students. maintains confidentiality of students. (9.2) maintains confidentiality of students.
with colleagues and maintains (9.2) (9.3) (9.8) (9.3) (9.8) (9.2) (9.3) (9.8)
confidentiality of students. (9.2) ▪ The teacher candidate consistently works ▪ The teacher candidate inconsistently works ▪ The teacher candidate inadequately
(9.3) (9.8) with colleagues on grade level planning, with colleagues on grade level planning, works with colleagues on grade level
▪ The teacher candidate continually observations, and conferences. (9.8) observations, and conferences. (9.8) planning, observations, and
works with colleagues on grade ▪ The teacher candidate consistently ▪ The teacher candidate inconsistently conferences. (9.8)
level planning, observations, and reflects on teaching and establishes reflects on teaching and establishes ▪ The teacher candidate inadequately
conferences. (9.8) personal professional development goals. personal professional development goals. reflects on teaching and establishes
▪ The teacher candidate continually (9.4) (9.4) personal professional development
reflects on teaching and establishes ▪ The teacher candidate consistently ▪ The teacher candidate inconsistently goals. (9.4)
personal professional development participates and leads professional participates and leads professional ▪ The teacher candidate inadequately
goals. (9.4) development growth opportunities. (9.5) development growth opportunities. (9.5) participates and leads professional
▪ The teacher candidate continually ▪ The teacher candidate is a member of a ▪ The teacher candidate is a member of a development growth opportunities.
participates and leads professional national, state, and local professional state or local professional organizations. (9.5)
development growth opportunities. organizations. (9.7) (9.7) ▪ The teacher candidate unaware of
(9.5) professional organizations. (9.7)
▪ The teacher candidate is an
involved member of a national,
state, and local professional
organizations. (9.7)

Evidence/Documentation
▪ Attendance log, dress code, lesson plans, meeting deadline (e.g., grades submitted in a timely manner), etc. (9.1)
▪ Attendance logs, dress code (observation), parent contact log, etc. (9.2)
▪ Parent contact log, dispositions evaluation, interaction with colleagues (observation), maintains confidentiality of student records, etc. (9.3)
▪ Lesson plans, performance conferences, reflection log, etc. (9.4)
▪ Agendas, transcripts, membership cards, observations, reflection log, etc. (9.5)
▪ Observations, performance conferences, reflection log, etc. (9.9
▪ Sign-in sheets, agendas, meeting minutes, observations, activity log, etc. (9.7)

Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 19 of 23Developed October 2013
 Georgia Intern Keys Effectiveness System
Candidate Assessment on Performance Standards
The following performance standards, performance rubrics are taken from the Teacher candidate Assessment on Performance Standards (TAPS), a component of the official
teacher candidate evaluation system in Georgia. Additional performance indicators at the proficient level have been added for some standards and are in italics and
highlighted. The rubrics have NOT been modified; however, examples of evidence for teacher Candidates have been provided. Teacher Candidates are expected to perform at
a minimum at the “Needs Development” and should aspire to perform at the “Proficient” level for most standards. It is expected that teacher candidates will develop during
the induction years and continue to move up the continuum of performance.

Performance Standard 10: Communication

The teacher candidate communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student
learning.
Performance Indicators at the Proficient Level
10.1 Uses verbal and non-verbal communication techniques to foster positive interactions and promote learning in the classroom and school environment.
10.2 Engages in ongoing communication and shares instructional goals, expectations, and student progress with families in a timely and constructive manner.
10.3 Collaborates and networks with colleagues and community to reach educational decisions that enhance and promote student learning.
10.4 Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and written communication.
10.5 Explains directions, concepts, and lesson content to students in a logical, sequential, and age-appropriate manner.
10.6 Adheres to school and district policies regarding communication of student information.
10.7 Creates a climate of accessibility for parents and students by demonstrating a collaborative and approachable style.
10.8 Listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of stakeholders (parents, community, students, and colleagues).
10.9 Uses modes of communication that are appropriate for a given situation.
10.10 Engages in appropriate conversations and maintains confidentiality of information related to students, parents, faculty, and staff. Such conversations include text messaging,
social media, emails, etc.
Performance Rubrics
◻ Exemplary ◻ Proficient ◻ Needs Development ◻ Ineffective
The teacher candidate continually uses The teacher candidate communicates The teacher candidate inconsistently The teacher candidate inadequately
communication techniques in a variety effectively and consistently with students, communicates with students, parents or communicates with students, parents or
of situations to proactively inform, parents or guardians, district and school guardians, district and school personnel, or guardians, district and school personnel, or
network, and collaborate with personnel, and other stakeholders in ways other stakeholders or communicates in other stakeholders by poorly acknowledging
stakeholders to enhance student that enhance student learning. ways that only partially enhance student concerns, responding to inquiries, or
learning. (Teacher candidates rated as learning. encouraging involvement.
Exemplary continually seek ways to
serve as role models or teacher
leaders.)
Examples of Evidence for Teacher Candidates at each performance level:
▪ Uses both verbal and non-verbal ▪ Uses verbal and/or non-verbal ▪ Uses verbal and/or non-verbal ▪ Uses unclear or ambiguous verbal and/or
communications, engaging students communications to promote learning in communications to address learning in non-verbal communications that hinder
in positive and meaningful ways to the classroom and/or the school the classroom environment (10.1) learning in the classroom environment
promote learning in the classroom environment (10.1) ▪ Communicates with families about (10.1)
and school environment (10.1) ▪ Communicates consistently with families instructional goals, expectations, or ▪ Makes no effort to communicate with
, Candidate Assessment on Performance StandardsPage 20 of 23Developed October 2013
 ▪ Engages families in positive and about instructional goals, expectations, student progress (10.2) families about instructional goals,
encouraging communications about and student progress in a timely and ▪ Collaborates with colleagues only to expectations, or student progress (10.2)
instructional goals, expectations, and constructive manner (10.2) reach educational decisions that ▪ Makes no effort to collaborate or network
student progress in a timely and ▪ Collaborates and networks with enhance and promote student learning with colleagues and/or community about
constructive manner (10.2) colleagues and community to reach (10.3) educational decisions that enhance and
▪ Facilitates collaboration and educational decisions that enhance and ▪ Uses precise language, correct promote student learning (10.3)
networking with colleagues and promote student learning (10.3) vocabulary and grammar, and ▪ Lacks an awareness of the need for the
community to reach educational ▪ Uses precise language, correct appropriate forms of oral and written use of Standard English in oral and/or
decisions that enhance and promote vocabulary and grammar, and communication inconsistently (10.4) written communication (10.4)
student learning (10.3) appropriate forms of oral and written ▪ Explains directions, concepts, and lesson ▪ Uses unclear or ambiguous language to
▪ Uses precise language, correct communication (10.4) content to students in ways that are not explain directions, concepts, and lesson
vocabulary and grammar, and ▪ Explains directions, concepts, and lesson logical, sequential, and/or age- content to students. Presentation of
appropriate forms of oral and content to students in a logical, appropriate (10.5) content is often not logical, sequential or
written communication in positive sequential, and age-appropriate manner ▪ Is unaware of school and/or district age-appropriate (10.5)
and engaging ways to enhance (10.5) policies regarding communication of ▪ Communicates student information that
learning and promote student ▪ Adheres to school and district policies as student information (10.6) is in direct conflict with either school
growth (10.4) needed regarding communication of ▪ Is accessible, but does not demonstrate a and/or district policies (10.6)
▪ Uses multiple modalities to explain student information (10.6) collaborative or an approachable style ▪ Is not accessible for parents and/or
directions, concepts, and lesson ▪ Creates a climate of accessibility for (10.7) students and does not welcome
content to students in logical, parents and students by demonstrating a ▪ Responds to the voice and opinions of collaboration (10.7)
sequential, and age-appropriate collaborative and approachable style stakeholders (parents, community, ▪ Is unresponsive to stakeholder (parents,
ways (10.5) (10.7) students, and colleagues) (10.8) community, students, and colleagues)
▪ Seeks to understand all school and ▪ Listens and responds with cultural ▪ Uses a variety of appropriate modes for voice and opinions (10.8)
district policies regarding awareness, empathy, and understanding communication but is not intentional in ▪ Relies on a single or few modes of
communication of student to the voice and opinions of stakeholders selection with regard to audience or communication and as a result the mode
information and adheres to above (parents, community, students, and purpose (10.9) is often inappropriate for the situation
policies (10.6) colleagues) (10.8) ▪ Is aware of communication guidelines for and is ineffective (10.9)
▪ Encourages parent and student ▪ Selects mode of communication with professional educators and follows them ▪ Is not aware of or does not adhere to
involvement by collaborating with awareness for enhancing understanding when communicating with students and communication guidelines for
parents and students and being between teacher candidate and student, parents. May treat communication professional educators. Violates
consistently available to them (10.7) teacher candidate and colleagues, and venues informally showing a lack of confidentiality rules or does not exercise
▪ Seeks the voice and opinions of teacher candidate and parents. Uses a awareness for the possibility for caution when communicating through
stakeholder in positive ways by variety of appropriate modes for miscommunication, especially electronic media. Frequent
listening, responding with cultural communication (10.9) communication with those outside of the miscommunication with students,
awareness and empathy (10.8) ▪ Consults and adheres to communication classroom (10.10) parents, or faculty occurs as there is no
▪ Selects mode of communication that guidelines for professional educators check for understanding (10.10)
enhances understanding amongst all particularly with regard to issues of Student Evidence:
involved. Uses a variety of confidentiality and the use of electronic ▪ Students appear to have difficulty Student Evidence:
appropriate modes for media. Checks for understanding understanding the teacher candidate ▪ Students appear to have “tuned out” the
communication and shifts among infrequently yet is rarely insensitive to (10.1) teacher candidate by drawing,
modes as necessary (10.9) the communication norms of others ▪ Students ask multiple questions about daydreaming, or talking to others during
▪ All communication with all parties is (10.10) directions, concepts, and/or content teacher candidate communications (10.1)
appropriate showing awareness of (10.5) ▪ Students ask multiple questions about
Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 21 of 23Developed October 2013
 audience, tone, cultural sensitivity, Student Evidence: ▪ Students ask peers for assistance with directions, concepts, and/or content (10.5)
and ethical concerns. Adheres strictly ▪ Students communicate with the teacher directions, concepts, and/or content ▪ Students have difficulty with tasks after
to professional guidelines for candidate about their performance and (10.5) discussing them with the teacher
confidentiality and applies caution progress (10.7) candidate (10.5)
when communicating electronically. ▪ Students may have questions about ▪ Students do NOT ask the teacher
Consistently checks for directions, concepts, and/or content candidate about their performance and
understanding to guard against (10.5) progress (10.7)
miscommunication (10.10) ▪ Students have questions about teacher
candidate communications and/or
Student Evidence: feedback about their performance and
▪ Students reciprocate respectful progress (10.7)
communications with the teacher
candidate (10.1)
▪ Students understand directions,
concepts and content due to the
teacher candidate’s logical,
sequential, and age-appropriate
communications (10.5)
▪ Students are regularly engaged by
the teacher candidate and feel
comfortable asking questions about
instructional goals and expectations
(10.7)
▪ Students regularly receive feedback
regarding their performance and
progress (10.7)
Evidence/Documentation
▪ Blogs
▪ Code of Ethics training signatures
▪ Communication logs
▪ Emails
▪ FERPA training signatures
▪ Informal/formal observation notes
▪ Meeting logs
▪ Mentor teacher candidate notes
▪ Newsletters
▪ Parent letters
▪ School and district communication policies
▪ Teacher candidate-made content activities
▪ Worksheets, etc.
▪ Unit plans
▪ Websites/web pages.

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Georgia Intern Keys, Candidate Assessment on Performance StandardsPage 23 of 23Developed October 2013