The Brown University Practice - Based Standards

"Brown’s Practice-based Standards – created by the Teacher Education faculty in cooperation with other members of the Education Department and the Greater Providence school community – help define objectives and set guidelines for student teachers in the MAT/UTEP programs. The standards serve as a guide for student teacher self-assessment, as well as a statement of philosophy for the Teacher Education Program. The standards are used by the program faculty, summer mentors, and mentor teachers who participate in the supervision and assessment of student teachers. Starting in 1998, the Rhode Island Beginning Teacher Standards (RIBTS) were integrated into Brown’s Practice-based Standards (BPBS). The Brown program retained the BPBS format, fully integrating the RIBTS throughout. The BPBS are now integrated with the Rhode Island Professional Teaching Standards (RIPTS). 

The Brown Practice-based Standards serve to:

• foster dialogue and conversation about teaching and learning

• engage mentors in a dialogue with student teachers

• provide student teachers with an opportunity to reflect on their practice

• offer continuity in assessment over time

The Brown Practice-based Standards are revised regularly over time, as supervisors and student teachers make suggestions for improvements. This version attempts to not only bring consistency of standards across all three disciplines, but also aims to align the Teacher Education Program with the state standards. In general, the criteria for the standards are posed as questions – for ease of assessment and self-assessment by supervisors and student teachers. The state standards are written more declaratively. The “Meeting the Standard” narrative summary at the end of each category represents the actual standard.

These standards are intended as guidelines for discussions, reflections, and written reports by summer mentors, mentor teachers, program faculty, and student teachers. Observed work and products from the students of the student teachers should provide a strong source of evidence as to the degree of attainment of the standards, and should be seen as important data to observe and collect during every teaching experience."

Source: Brown University Practice - Based Standards: Secondary Handbook