MISSOURI QUALITY INDICATORS
Quality Indicator 1: The pre-service teacher UNDERSTANDS THE CENTRAL CONCEPTS, TOOLS OF INQUIRY, AND STRUCTURES OF THE DISCIPLINE(S) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
1.1 knows the discipline applicable to the certification area(s);
1.2 presents the subject matter in multiple ways;
1.3 uses students’ prior knowledge;
1.4 engages students in the methods of inquiry used in the
discipline;
1.5 creates interdisciplinary learning.
Quality Indicator 2: The pre-service teacher understands how students learn and develop, and PROVIDES LEARNING OPPORTUNITIES that support INTELLECTUAL, SOCIAL AND PERSONAL DEVELOPMENT of all students.
2.1 knows and identifies child/adolescent development;
2.2 strengthens prior knowledge with new ideas;
2.3 encourages student responsibility;
2.4 knows theories of learning.
Quality Indicator 3: The pre-service teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to DIVERSE LEARNERS.
3.1 identifies prior experience, learning styles, strengths, and needs;
3.2 designs and implements individualized instruction based
on prior experience, learning styles, strengths, and needs;
3.3 knows when and how to access specialized services
to meet students’ needs;
3.4 connects instruction to students’ prior experiences and
family, culture, and community.
Quality Indicator 4: The pre-service teacher recognizes the importance of LONG-RANGE PLANNING AND CURRICULUM DEVELOPMENT and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
4.1 selects and creates learning experiences that are appropriate
for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e.g., encourages exploration
and problem solving, building new skills from those previously
acquired);
4.2 creates lessons and activities that recognize individual
needs of diverse learners and variations in learning styles
and performance;
4.3 evaluates plans relative to long and short-term goals and
adjusts them to meet student needs and to enhance learning.
Quality Indicator 5: The pre-service teacher USES A VARIETY OF INSTRUCTIONAL STRATEGIES to encourage students’ development of critical thinking, problem solving, and performance skills.
5.1 selects alternative teaching strategies, materials, and
technology to achieve multiple instructional purposes and
to meet student needs;
5.2 engages students in active learning that promotes the
development of critical thinking, problem solving , and
performance capabilities.
Quality Indicator 6: The pre-service teacher uses an understanding of INDIVIDUAL AND GROUP MOTIVATION AND BEHAVIOR to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6.1 knows motivation theories and behavior management
strategies and techniques;
6.2 manages time, space, transitions, and activities effectively;
6.3 engages students in decision making.
Quality Indicator 7: The pre-service teacher MODELS EFFECTIVE VERBAL, NONVERBAL AND MEDIA COMMUNICATION TECHNIQUES to foster active inquiry, collaboration, and supportive interaction in the classroom.
7.1 models effective verbal/non-verbal
communication skills;
7.2 demonstrates sensitivity to cultural, gender,
intellectual, and physical ability differences
in classroom communication and in responses
to students’ communications;
7.3 supports and expands learner expression in
speaking, writing, listening, and other media;
7.4 uses a variety of media communication tools.
Quality Indicator 8: The pre-service teacher understands and uses FORMAL AND INFORMAL ASSESSMENT STRATEGIES to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
8.1 employs a variety of formal and informal assessment
techniques (e.g., observation, portfolios of student
work, teacher-made tests, performance tasks,
projects, student self-assessments, authentic
assessments, and standardized tests) to enhance
and monitor her or his knowledge of learning,
to evaluate student progress and performances,
and to modify instructional approaches and
learning strategies;
8.2 uses assessment strategies to involve learners
in self-assessment activities, to help them become
aware of their learning behaviors, strengths, needs
and progress, and to encourage them to set
personal goals for learning;
8.3 evaluates the effect of class activities on both
individual and the class as a whole, collecting
information through observation of classroom
interactions, questioning, and analysis of
student work;
8.4 maintains useful records of student work and
performances and can communicate student
progress knowledgeably and responsibly, based
on appropriate indicators, to student, parents,
and other colleagues.
Quality Indicator 9: The pre-service teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This REFLECTIVE PRACTITIONER actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
9.1 applies a variety of self-assessment and
problem-solving strategies for reflecting on
practice, their influences on students’ growth
and learning, and the complex interaction
between them;
9.2 uses resources available for professional
development;
9.3 practices professional ethical standards.
Quality Indicator 10: The pre-service teacher FOSTERS RELATIONSHIPS with school colleagues, parents, and educational partners in the larger community to support student learning and well being.
10.1 participates in collegial activities designed to
make the entire school a productive learning
environment;
10.2 talks with and listens to students, is sensitive
and responsive to signs of distress, and seeks
appropriate help as need to solve students’
problems;
10.3 seeks opportunities to develop relationships with
the parents and guardians of students, and seeks
to develop cooperative partnerships in support
of student learning and well being;
10.4 identifies and uses the appropriate school
personnel and community resources to help
students reach their full potential.
Quality Indicator 11: The pre-service teacher understands THEORIES AND APPLICATIONS OF TECHNOLOGY in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
11.1 Demonstrates an understanding of instructional
technology concepts and operations.
11.2 Plans and designs effective learning environments
and strategies for applying informational and
instructional technology.
11.3 Implements curriculum plans that include
methods and strategies for applying informational
and instructional technology to maximize student
learning.
11.4 Uses technological applications to facilitate a
variety of effective assessment and evaluation
strategies.
11.5 Uses technology to enhance personal
productivity and professional practice.
11.6 Demonstrates an understanding of the social,
ethical, legal, and human resources surrounding
the use of technology in PK-12 schools and
applies that understanding in practice.
