Standard 1: Candidate/Completer Performance

The Four AAQEP Standards

Standard 1 and its six aspects read as follows.

Program completers perform as professional educators with the capacity to support success for all learners.

Candidates and completers exhibit the knowledge, skills, and professional dispositions of competent, caring, and effective professional educators. Successful candidate performance requires knowledge of learners, context, and content. Candidates demonstrate the ability to plan for and enact and/or support instruction and assessment that is differentiated and culturally responsive.

Evidence* shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional educators appropriate to their target credential or degree, including:

  1. Content, pedagogical, and/or professional knowledge relevant to the credential or degree sought
  2. Learners; learning theory, including social, emotional, and academic dimensions; and application of learning theory
  3. Culturally responsive practice, including intersectionality of race, ethnicity, class, gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning
  4. Assessment of and for student learning, assessment and data literacy, and use of data to inform practice
  5. Creation and development of positive learning and work environments
  6. Dispositions and behaviors required for successful professional practice

Evidence will include multiple measures, multiple perspectives (from program faculty, P-12 partners, program completers, graduates’ employers), and direct measures and evidence of performance in a field/clinical setting appropriate to the program.

The key question asked by Standard 1: 
At the end of the program, are completers ready to fill their target professional role effectively?

* The lists within each standard specify aspects of the overall evidence package for the standard; each aspect is not a “substandard” to be considered apart from the whole standard. Evidence for each standard is evaluated holistically.


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