1.1 Use of Constructivism: Articulate adequate knowledge & understanding of constructivism when discussing student performance.
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s |
|
1.2 Use of Constructivism: Apply student centered strategies when working with students
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s |
 7 (4%) |
52 (31%) |
106 (64%) |
|
1.3 Use of Constructivism: Incorporate student ideas to develop new learning opportunities
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s |
| 11 (6%) |
68 (41%) |
85 (51%) |
|
1.4 Use of Constructivism: Provide opportunities for students to reflect on their learning
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s |
| 1 (0%) |
9 (5%) |
59 (35%) |
95 (57%) |
|
1.5 Use of Constructivism: Demonstrates a positive impact on student learning
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s |
| 4 (2%) |
29 (17%) |
132 (80%) |
|
2.1 Use of Foundational Knowledge: Demonstrate knowledge of the state learning goals
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k |
| 4 (2%) |
43 (26%) |
118 (71%) |
|
2.2 Use of Foundational Knowledge: Align state learning goals and the essential academic learning requirements with subject matter content (GLE)
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k |
| 4 (2%) |
38 (23%) |
123 (74%) |
|
2.3 Use of Foundational Knowledge: Demonstrate sound knowledge of content areas
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k |
| 11 (6%) |
46 (27%) |
108 (65%) |
|
2.4 Use of Foundational Knowledge: Demonstrate knowledge of the impact of technology and societal changes on schools
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k |
|
2.5 Use of Foundational Knowledge:Demonstrate knowledge of the moral, social, and political dimensions of classrooms, teaching and schools
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k |
| 10 (6%) |
46 (27%) |
109 (66%) |
|
2.6 Use of Foundational Knowledge: Demonstrate knowledge of the responsibilities, structure, and activities of the profession
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k |
| 5 (3%) |
29 (17%) |
131 (79%) |
|
3.1 Instructional Planning for Effective Teaching: Use research and experience-based principles of effective practice to encourage the intellectual, social, and personal development of students
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
|
3.2 Instructional Planning for Effective Teaching: Plan, implement and assess an instructional unit
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
| 9 (5%) |
34 (20%) |
122 (73%) |
|
3.3 Instructional Planning for Effective Teaching:Adapt instructional strategies for students of diverse cultural or linguistic backgrounds
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
| 12 (7%) |
59 (35%) |
93 (56%) |
|
3.4 Instructional Planning for Effective Teaching: Adapt instructional strategies for exceptional students
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
| 12 (7%) |
92 (56%) |
60 (36%) |
|
3.5 Instructional Planning for Effective Teaching: Adapt instructional strategies for students at all levels of academic abilities
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
| 10 (6%) |
71 (43%) |
84 (50%) |
|
3.6 Instructional Planning for Effective Teaching: Evaluate effective lessons using the essential elements of lesson plan design
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
| 7 (4%) |
45 (27%) |
113 (68%) |
|
3.7 Instructional Planning for Effective Teaching: Align lesson plan to EALRs, WASL, GLE
WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q |
| 1 (0%) |
5 (3%) |
29 (17%) |
130 (78%) |
|
4.1 Classroom Management and Discipline: Maintain a positive affective classroom environment
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 7 (4%) |
42 (25%) |
116 (70%) |
|
4.2 Classroom Management and Discipline: Know and apply appropriate interventions incorporating student involvement
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 15 (9%) |
57 (34%) |
93 (56%) |
|
4.3 Classroom Management and Discipline: Maintain instructional momentum
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 1 (0%) |
15 (9%) |
50 (30%) |
99 (60%) |
|
4.4 Classroom Management and Discipline: Apply theory of human development to motivate students
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 1 (0%) |
14 (8%) |
77 (46%) |
72 (43%) |
|
4.5 Classroom Management and Discipline: Handle student disruptions quickly and effectively
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 3 (1%) |
11 (6%) |
60 (36%) |
91 (55%) |
|
4.6 Classroom Management and Discipline: Handle transitions effectively
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 3 (1%) |
12 (7%) |
48 (29%) |
102 (61%) |
|
4.7 Classroom Management and Discipline: Monitor the classroom effectively
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 2 (1%) |
9 (5%) |
51 (30%) |
103 (62%) |
|
4.8 Classroom Management and Discipline: Use effective verbal and nonverbal communication to foster active inquiry and behavior in students
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 1 (0%) |
12 (7%) |
52 (31%) |
100 (60%) |
|
4.9 Classroom Management and Discipline: Manage the physical environment of the classroom to meet instructional, social and physical needs of students
WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s |
| 10 (6%) |
30 (18%) |
125 (75%) |
|
5.1 Student Performance Assessment: Assess student basic skill levels in content areas
WA-WAC-1.t |
| 1 (0%) |
6 (3%) |
75 (46%) |
80 (49%) |
|
5.2 Student Performance Assessment: Assess student reading levels and identifying content area reading requirements
WA-WAC-1.t |
| 15 (9%) |
81 (51%) |
60 (38%) |
|
5.3 Student Performance Assessment: Evaluate an instructional unit's positive impact on students
WA-WAC-1.t |
| 9 (5%) |
49 (29%) |
107 (64%) |
|
5.4 Student Performance Assessment: Select and administer appropriate measures for summarizing student performance
WA-WAC-1.t |
| 1 (0%) |
7 (4%) |
62 (37%) |
95 (57%) |
|
5.5 Student Performance Assessment: Report assessment results to students
WA-WAC-1.t |
| 1 (0%) |
11 (6%) |
52 (31%) |
101 (61%) |
|
5.6 Student Performance Assessment: Report assessment results of positive impact on student learning to parents
WA-WAC-1.t |
| 14 (8%) |
76 (46%) |
74 (45%) |
|
5.7 Student Performance Assessment: Use performance based & authentic assessment of students' learning
WA-WAC-1.t |
| 9 (5%) |
54 (32%) |
101 (61%) |
|
6.1 Diverse Populations: Demonstrate understanding of the various values, life styles, history, and contributions of various identifiable subgroups of society
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 1 (0%) |
6 (3%) |
59 (35%) |
99 (60%) |
|
6.2 Diverse Populations: Work effectively with students from racial and/or ethnic populations
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 6 (3%) |
27 (16%) |
132 (80%) |
|
6.3 Diverse Populations: Work with parents of students from racial and ethnic populations
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 15 (9%) |
66 (40%) |
83 (50%) |
|
6.4 Diverse Populations: Prepare culturally responsive lessons for students
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 1 (0%) |
7 (4%) |
59 (36%) |
96 (58%) |
|
6.5 Diverse Populations: Demonstrate positive impact on students from diverse racial/ethnic groups
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 6 (3%) |
39 (23%) |
119 (72%) |
|
6.6 Diverse Populations: Demonstrate positive impact on students requiring special instruction
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 10 (6%) |
53 (32%) |
102 (61%) |
|
6.7 Diverse Populations: Deal with dehumanizing biases of racism, sexism, prejudice and discrimination
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o |
| 6 (3%) |
44 (27%) |
111 (68%) |
|
7.1 School, Home, and Community: Participate in the designing of activities that involve parents in the learning process of their children
WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v |
| 17 (10%) |
77 (47%) |
68 (41%) |
|
7.2 School, Home, and Community: Use community resources to enhance school programs
WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v |
| 1 (0%) |
16 (10%) |
75 (46%) |
68 (42%) |
|
7.3 School, Home, and Community: Work cooperatively with parents to support student success
WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v |
| 11 (6%) |
70 (42%) |
84 (50%) |
|
7.4 School, Home, and Community: Work cooperatively with colleagues to support student success
WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v |
| 4 (2%) |
28 (16%) |
133 (80%) |
|
8.1 Professionalism: Be committed to education as a profession
WA-WAC-1.k, WA-WAC-1.w |
|
8.2 Professionalism: Demonstrate an understanding of and commitment to each student
WA-WAC-1.k, WA-WAC-1.w |
| 4 (2%) |
21 (12%) |
140 (84%) |
|
8.3 Professionalism: Demonstrate an awareness of his or her limitations and strengths, evaluating and implementing steps for continued professional growth
WA-WAC-1.k, WA-WAC-1.w |
| 7 (4%) |
21 (12%) |
137 (83%) |
|
8.4 Professionalism: Communicate a caring, patient attitude and personal commitment to educating students
WA-WAC-1.k, WA-WAC-1.w |
| 3 (1%) |
21 (12%) |
141 (85%) |
|
8.5 Professionalism: Participate effectively in group decision making, be flexible in personal & professional relationships in daily teaching situations
WA-WAC-1.k, WA-WAC-1.w |
|
8.6 Professionalism: Demonstrate energy and enthusiasm in teaching
WA-WAC-1.k, WA-WAC-1.w |
| 6 (3%) |
25 (15%) |
134 (81%) |
|
8.7 Professionalism: Demonstrate ethical and professional behavior
WA-WAC-1.k, WA-WAC-1.w |
| 4 (2%) |
18 (10%) |
143 (86%) |
|
8.8 Professionalism: Provide holistic evidence of reflection throughout the teaching experience
WA-WAC-1.k, WA-WAC-1.w |
| 6 (3%) |
31 (18%) |
128 (77%) |
|
9.1 Technology: Use technology in preparing material for students
WA-WAC-1.a, WA-WAC-1.x |
| 3 (1%) |
47 (28%) |
115 (69%) |
|
9.2 Technology: Integrate technology into instruction to support positive impact on student learning
WA-WAC-1.a, WA-WAC-1.x |
| 7 (4%) |
54 (32%) |
104 (63%) |
|
9.3 Technology: Use email and/or software effectively to communicate with students and/or parents
WA-WAC-1.a, WA-WAC-1.x |
| 8 (5%) |
50 (31%) |
101 (63%) |
|
10.1 Communication: Share pertinent information on student progress with parents
WA-WAC-1.e, WA-WAC-1.y |
| 12 (7%) |
59 (35%) |
93 (56%) |
|
10.2 Communication: Orally communicate clearly, directly and appropriately
WA-WAC-1.e, WA-WAC-1.y |
| 12 (7%) |
36 (21%) |
117 (70%) |
|
10.3 Communication: Write clearly and in a direct manner
WA-WAC-1.e, WA-WAC-1.y |
| 1 (0%) |
14 (8%) |
31 (18%) |
119 (72%) |
|
10.4 Communication: Accept differences in philosophy, pedagogy, & learning methods of students, colleagues and parents
WA-WAC-1.e, WA-WAC-1.y |
| 6 (3%) |
20 (12%) |
139 (84%) |
|
| |
| |
Rating 1 |
|
|
Rating 2 |
|
|
Rating 3 |
|
|
Rating 4 |
|
|
Rating 5 |
|
|
CTL Home
Assessment System 
Programs
Contact
Links
Site Map