2 of 13

Why does WOU use the Educator Readiness Scale?

This scale has been approved by TSPC and we are required to use it to show you are ready to teach independently.
This scale helps evaluate multiple teaching skills that are necessary for novice teachers to learn prior to earning a teaching license.
This scale serves as a communication tool between WOU, your school, and TSPC.
This scale allows your clinical teachers, supervisors, and WOU support team to give you critical feedback so you can show progress and pass required gates.
Meeting criteria for each term on this scale is ONE of the requirement you need to meet to move on to the next gate.

3 of 13

What are gates?

Congratulations! You’ve already passed through the 1st gate!
Gate 1 is your entrance to the program! You completed all requirements necessary to enter the program.
Check with your program coordinator to see what the requirements are for each term’s gate.
Gates usually include specific program assignments, passing the teacher performance assessment, maintaining A’s and B’s in classes, meeting standards on the educator dispositions assessment, etc.
Again, meeting standards by term on the Readiness Scale is necessary to move on to the next gate.

4 of 13

When will you use the readiness scale?

At the end of each term of the program

You, your CT, and your supervisor will evaluate your performance on the readiness scale, taking into account evidence from throughout the term.
You’ll meet at the end of each term to discuss the results and determine if you’re ready to move to the next gate.
You’ll set goals to continue improvement

5 of 13

What evidence will be used for the Readiness Scale?

Lesson plans
Materials
Observation forms
Informal observations
Day-to-day interactions with faculty, students, & parents

Preparedness in teaching
Response to coaching
Willingness to learn and grow
Commitment to diversity, equity, and inclusion
Content knowledge
Asset-based mindset
And more…

6 of 13

This scale measures your readiness in the following areas…

Ability to plan strong lessons that meet the needs of your students
Ability to create and maintain a positive, equitable classroom environment
Ability to follow the professional standards and requirements of a teacher responsible for vulnerable populations
Ability to build strong, positive relationships

Ability to implement relevant, culturally responsive instruction that teaches content area standards
Ability to differentiate instruction for the needs of your students
Ability to use data to inform instruction and meet the needs of students
Ability to create an inclusive and affirming learning environment
Ability to collaborate with students, faculty, and families
Ability to social and emotional support as well as academic support for students from diverse backgrounds
And more…

7 of 13

The Readiness Scale looks like

This Template

8 of 13

What does the criteria mean?

Let’s take a look!

9 of 13

What score do I need to move on to the next gate?

Term I candidates should meet “foundational” criteria in most categories on the Readiness Scale.
Term II candidates should meet “emerging” in most categories.
Term III candidates should meet “proficient” criteria in most categories.

Most= All but 3-4 areas

10 of 13

Using evidence to evaluate your readiness

You should fully meet ALL criteria in order to be scored in that category.
If you meet some but not all of the criteria, move back to the previous category.
You may be asked to show evidence for specific scores. Be ready to justify and share evidence if your supervisor or CT ask for it.

11 of 13

Sharing evidence at the Consensus Meeting

At the end of each term, you, your CT, and your supervisor will SEPARATELY fill out the Readiness Scale evaluating your performance.
You’ll come together at the CONSENSUS MEETING to discuss your scores.
You should be prepared to share evidence and justify why you scored yourself in a certain way.
During Term I, the expectation is that you’re meeting as “foundational” for the criteria.
During Term II, the expectation is that you’re meeting as “emerging” for criteria.
During Term III, the expectation is that you’re meeting as “proficient” for criteria.
During Term I and II, you can look ahead to set goals and you may feel you’ve met more advanced expectations but you are only eligible for advanced scored during Term III.
Term I teacher candidates can earn no more than “foundational” and Term II candidates can earn no more than “emerging.”

12 of 13

Remember…

Effort and growth are expected, perfection is not!
Feedback is critical to your success and growth!
You WILL receive constructive feedback. This is also something to expect as a teacher.
Being coachable, willing to accept feedback, willing to reflect and grow is an imperative part of this program and will ultimately benefit you and your students!

1 of 13