Framingham State University
Framingham, Massachusetts
Student Teaching Handbook
Modern Languages
CONTACT INFORMATION
Framingham State University
Education Department
Dwight Hall 302
100 State Street
Framingham, MA 01701-9101
telephone: (508) 626-4569
fax: 508-626-4734
Coordinator of Field Placements:
Sandra Shaw, M.Ed.
508 626 4573
sshaw1@framingham.edu
Education Department Chair:
Kelly Kolodny, Ph.D.
kkolodny@framingham.edu
Administrative Assistant:
Carol Bacon Nichols,
cbaconnichols@framingham.edu
508 626 4569
Program Supervisor:
(
)
@framingham.edu
Last revised: March 22, 2016
EDUCATION DEPARTMENT
MISSION STATEMENT
To train and develop human minds and characters is the most inspiring work in the world.
Ellen Hyde, Class of 1862
Principal 1875-1898
Framingham Normal School
The Education Unit at Framingham State University strives to prepare its students for
one of the worthiest and noblest of careers, the teaching profession. In order to achieve
high standards of excellence members of the Education Unit encourage the
development of teachers who are knowledgeable, skillful, caring, inclusive, ethical and
professional. The philosophy, goals and purposes of the Education Unit are consonant
with professional standards established by the Commonwealth of Massachusetts as
requisite for approval of programs to prepare candidates for teacher licensure and for
reciprocal licensure through the Interstate Certification Compact. They are designed to
meet or align to national standards, including the standards of the National Council for
Accreditation of Teacher Education, standards of specialized professional associations,
and the Five Core Propositions of the National Board for Professional Teaching
Standards.
ACKNOWLEDGEMENT
The Coordinator of Field Placements thanks the members of the FSU Education
Department and FSU community for their assistance in maintaining this Student
Teaching Handbook.
Recent Changes: Summer 2013
based on DESE PPA and PPA Guidelines Changes
1.
In section VI. A. on page 5, added item 10. Candidates must demonstrate that they
successfully meet the Professional Standards for Teachers (PSTs) and provide evidence for each
standard and indicator.
2.
In sections VI. B. and VI. D. on pages 6 and 8, added requirement for supervising
practitioners: summative evaluation rating of proficient or higher.
3.
In section VI. C. 8. On page 7, added At least one observation must be conducted while the
student teacher has full-responsibility of the classroom.
4.
Replaced Appendix K with updated PPA, PPA License-Specific Questions, and
associated rubrics.
5.
Replaced Appendix H Professional Standards for Teachers with Professional Standards for
Teachers Evaluation Questions.
6.
Replaced Appendix D: Mid-Term Student Teaching Progress Report.
Table of Contents
I. INTRODUCTION ............................................................................................................................ 1
II. MAINTAINING PROFESSIONAL AND PERSONAL CHARACTERISTICS STANDARD 1
III. LICENSURE REQUIREMENTS .................................................................................................. 1
A. Requirements for Initial Licensure .................................................................................................. 1
B. Evaluation ........................................................................................................................................ 1
C. Application for Initial Licensure ...................................................................................................... 2
IV. TEACHER EDUCATION PROGRAMS .................................................................................... 2
V. REQUIREMENTS AND POLICIES ............................................................................................... 2
A. Admission to the Student Teaching Practicum ................................................................................ 2
B. Attendance Policies .......................................................................................................................... 3
C. Student Course Load ........................................................................................................................ 3
D. Course Requirements ....................................................................................................................... 3
E. Student Teaching Structure .............................................................................................................. 4
F. Grading System ................................................................................................................................ 4
G. Substitute Teaching .......................................................................................................................... 4
H. School Vacations ............................................................................................................................. 4
I. Student Teaching Placements .......................................................................................................... 4
J. Course Vouchers .............................................................................................................................. 4
VI. ROLES AND RESPONSIBILITIES .............................................................................................. 5
A. The Role of the Student Teacher ..................................................................................................... 5
B. The Role of the Supervising Practitioner ......................................................................................... 6
C. The Role of the Program Supervisor ............................................................................................... 7
D. Role of the Center Coordinator ........................................................................................................ 8
VII. EVALUATION OF THE STUDENT TEACHING PRACTICUM .......................................... 9
A. Conferences...................................................................................................................................... 9
B. Written Reports ................................................................................................................................ 9
APPENDICES
Lesson Plan Outline ...................................................................................................Appendix A
Alternative Lesson Plan ............................................................................................. Appendix B
Student Teacher Observation Form ......................................................................... Appendix C
Mid-Term Student Teaching Progress Report .......................................................Appendix D
Student Teaching Practicum Report Evaluation (Program Supervisor) ............ Appendix E
Student Teaching Practicum Report Evaluation (Supervising Practitioner) ..... Appendix F
Student Teaching Practicum Observation Report Form.......................................Appendix G
Professional Standards for Teachers Evaluation Questions................................ Appendix H
Weekly Attendance Log ............................................................................................. Appendix I
Subject Matter Requirements for Teachers .............................................................. Appendix J
Preservice Performance Assessment ....................................................................... Appendix K
Teacher Work Sample ................................................................................................ Appendix L
I. INTRODUCTION
Framingham State University opened on July 3, 1839, under the leadership of the renowned educator,
Horace Mann. As our nation’s first public university to offer teacher preparation, it has proudly
maintained this heritage and tradition with the highest personal and professional standards.
The Student Teaching Handbook is a resource guide for the use of education students, supervising
practitioners, center coordinators, and program supervisors. It should be used in conjunction with the
Commonwealth of Massachusetts Department of Elementary and Secondary Education Curriculum
Frameworks and the five Professional Standards for Teachers defined by the Regulations for Educator
Licensure and Program Approval 603 CMR 7:00 Section 7.08 (Appendix N).
II. MAINTAINING PROFESSIONAL AND PERSONAL CHARACTERISTICS STANDARD
Teaching involves extensive interaction with children and/or adolescents. Framingham State
University and the faculty and staff associated with teacher education are obligated to insure that those
who complete a teacher education program possess both the academic knowledge and the personal
attributes appropriate for teaching. Therefore, all students will be evaluated on both academic and
personal attributes deemed necessary for working with children and/or adolescents. Students whose
suitability for teaching is in question by FSU faculty and staff or by field personnel will be evaluated by
the Framingham State University Education Department Professional Standards Committee. If
warranted, continuation in education studies may be blocked.
III. LICENSURE REQUIREMENTS
A. Requirements for Initial Licensure
1. A bachelor’s degree with a liberal arts and sciences or interdisciplinary major
2. Completion of course work or other experiences which address the subject matter
knowledge requirements for each of the areas in which the University provides
preparation (Appendix E)
3. Passing scores on the Massachusetts Tests for Educator Licensure:

MTEL 01 Communication and Literacy Skills Test

subject matter knowledge test(s) for the license sought

MTEL 090 Foundations of Reading for elementary and early childhood teacher
licenses
4. Completion of a pre-practicum program that includes course work and varied field
experience directly related to the Professional Standards for Teachers which, at a
minimum, approximate a university minor.
5. Successful completion of a supervised practicum of 300 or more hours in the field and
at the grade level for the teaching license that is sought. The early childhood educator
license requires a minimum of 100 hours of the practicum at kindergarten level, and a
minimum of 200 hours of the practicum at the first or second grade level. At least one
of these segments should be in a setting that includes children with disabilities.
B. Evaluation
The evaluation of the practicum experience is conducted by a program supervisor and a
supervising practitioner based on the five Professional Standards for Teachers. In those rare
instances in which there is disagreement between the two evaluators, a mediator is asked to
participate. The achievement level required is that of a beginning teacher.
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C. Application for Initial Licensure
To apply for licensure, the applicant must complete an application obtained online from the
Massachusetts Department of Elementary and Secondary Education (www.doe.mass.edu) and
forward all required information and fees to:
Commonwealth of Massachusetts Department of Elementary and Secondary Education
Office of Educator Licensure
350 Main Street
Malden, MA 02148
Reciprocity in licensure is practiced between Massachusetts and a number of other states. Contact
the Department of Elementary and Secondary Education for details.
IV. TEACHER EDUCATION PROGRAMS
Framingham State University offers programs of licensure in the following areas:
Early Childhood (PreK-2)
English 5-8 and 8-12
Elementary (1-6)
History 5-8 and 8-12
Biology 5-8 and 8-12
Math 5-8 and 8-12
Chemistry 8-12
Modern Language Spanish and French 5-12
Earth Science 5-8
Visual Arts PreK-8 and 5-12
The professional education program at Framingham State University consists of a planned series of
developmental experiences. The amount of participation and responsibility increases as the student
progresses through the program. Field Study experiences are designed to provide a transition from
theoretical knowledge to professional application, culminating in a student teaching practicum
assignment.
The early childhood and elementary practicum experiences include a supervised experience at a school
site for five days a week for an entire semester. Two-hour seminars are held every other week so as to
enable students to refine instructional techniques, solve problems, and reflect on their practice.
The secondary practicum includes a supervised experience at a middle or high school. There is an
intensive seminar prior to and at the end of the practicum experience. The student teacher participates
in the complete school site program every day between these seminars.
V. REQUIREMENTS AND POLICIES
A. Admission to the Student Teaching Practicum
Teaching involves extensive interaction with children and/or adolescents. Framingham State
University teacher education faculty members are obligated to insure that those who complete a
teacher education program possess both the academic knowledge and the personal attributes
appropriate for teaching. Therefore, all students will be evaluated on both academic and personal
attributes deemed necessary for working with children and/or adolescents. Students whose
suitability for teaching is in question will be evaluated by the Framingham State University
Education Department Professional Standards Committee, and if warranted, may be dismissed
from a teacher preparation program.
The Coordinator of Field Placements chairs the Professional Standards Committee of the Education
Department at Framingham State University. The committee is composed of the Education
Department Chair as well as representatives from the Education Department, subject departments
for areas of licensure, and local public schools. Its purpose is to insure that all teacher education
students meet and fulfill the academic competencies and personal characteristics appropriate to the
requirements of teaching.
2
The requirements of academic competence and skill for entering student teaching are:
1. All students must have reached and maintained a qualifying Grade Point Average (GPA)
for all courses taken at FSU as well as a qualifying Education Grade Average (EGPA) for all
education courses including PSYC 200 or PBTL 992. For students who matriculated prior to
May 2011, the qualifying GPA is 2.70. Effective fall 2011, the qualifying GPA is 2.80 for all
new students.
2. Every student teacher must have achieved a passing score on the subject matter section(s) of
the Massachusetts Test for Educator Licensure (MTEL) appropriate to the teaching license
that is sought. For elementary and early childhood students a passing score on the
Foundations of Reading test is also required.
B. Attendance Policies
Student teachers are required to be in attendance every day that their assigned school is in session
or the teachers are required to be in attendance during the semester. They are expected to observe
the same hours as regular faculty and participate as fully as possible in the role of a teacher in the
school community. In this respect they should attend professional development and faculty
meetings, when appropriate, participate in parent-teacher conferences, IEP meetings with
permission; and assist with school-wide supervisory duties.
Student teachers are expected to arrive early for each school day and class session. They are not to
be absent or tardy without good cause such as personal illness or other extraordinary
circumstances. Every absence and tardiness should be reported to the program supervisor and
supervising practitioner or other person designated by the school as early as possible. Absences in
excess of three days must be made up at the discretion of the program supervisor.
C. Student Course Load
University policy does not allow students to enroll in any other courses during the Student
Teaching Practicum, which is considered a full-time responsibility. Courses taken in violation of
this stipulation will not be credited by the University. Students also are encouraged to avoid or
minimize employment outside of teaching during the school week.
D. Course Requirements
The FSU program supervisor creates a syllabus for the student teaching experience that requires
students to:




maintain time logs
maintain a reflection journal
maintain a notebook of evidence
meet with the supervising practitioner regularly to discuss completed and upcoming
lessons
 develop specific lesson plan outlines
 attend regularly scheduled group seminars
 create a professional portfolio based on the Commonwealth of Massachusetts Professional
Standards for Teachers.
In addition, early childhood and elementary student teachers will:

develop and teach two interdisciplinary units, or Teacher Work Samples, the first during
Practicum A and the second during Practicum B.

maintain full responsibility for the classroom for three consecutive takeover days during
Practicum A, five consecutive takeover days for Practicum B, and two other days mutually
agreed upon by the student teacher, supervising practitioner and the program supervisor.
3
Secondary/Subject Area student teachers will gradually assume responsibility for three-four
classes. They will also develop and teach a Teacher Work Sample.
E. Student Teaching Structure
Student teaching requires the commitment of a full day, every day of the semester. Early
Childhood students fulfill a six-week assignment at the kindergarten level followed by ten weeks at
the first or second grade level.
Please note that student teachers may not be employed by the hosting school for any duties
performed during the school day.
F. Grading System
The final grade for Student Teaching Practicum A or Practicum I is either “Satisfactory” or
“Unsatisfactory.” A letter grade is given to Student Teaching Practicum B or Practicum II.
Although the program supervisor is legally responsible for the assignment of grades, he/she
consults with the supervising practitioner concerning a student’s progress throughout the
practicum experience.
G. Substitute Teaching
A student teacher may not substitute for a teacher during the period of student teaching. If a
regular teacher is absent, the school must provide a substitute teacher.
H. School Vacations
Students follow the calendars and schedules of the school districts in which they are student
teaching. Because most school districts have two full weeks of vacation during the spring semester,
student teachers participate in their assignments during the University spring break. Campus
housing is not available at this time; students must make their own accommodations for the week.
Student Teaching Practicum assignments extend through the University examination period.
I. Student Teaching Placements
Student teaching placements are made with several considerations in mind. To ensure that
candidates have a variety of experiences and a range of grade levels, every attempt is made to place
students in districts with diverse populations. At the early childhood and elementary levels,
students are typically clustered to facilitate supervision and promote sharing. Schools which
regularly support the University’s field study and student teacher programs are most frequently
selected for placements at all levels. Student preferences are considered, but are not guaranteed.
J. Course Vouchers
Course vouchers are issued to supervising practitioners at the end of the student teaching
practicum in recognition of service performed. Each voucher entitles the supervising practitioner to
one tuition-free course at Framingham State University, and is valid for one year after issuance.
The recipient may choose to transfer the voucher to another teacher at the same school.
4
VI. ROLES AND RESPONSIBILITIES
A. The Role of the Student Teacher
Readiness for student teaching is important to a successful experience. The following guidelines
are suggested to assist the student teacher in developing effective professional relationships with
the key people with whom he/she will be working during this important period.
1. Upon notification of assignment, each student teacher will complete a CORI form at the
hosting school or district office and schedule an appointment to meet the supervising
practitioner, and, if possible, the school principal, department head, and/or center
coordinator. Some schools require an interview prior to the student teaching experience.
2. Student teachers should determine what is expected by the supervising practitioner as well
as the planning and preparation which can be accomplished prior to the experience. They
should take the initiative to establish a professional atmosphere of mutual respect.
3. Student teaching must assume priority over all other activities. It is a full-time job, calling
for all the time, energy, and ability the student teacher can devote to it. No other courses
may be taken during this semester. See also Section IV. C.
4. Student teachers are expected to write and teach unit(s) of study. These should be prepared
according to the Framingham State University format and approved by the program
supervisor. See Appendix D Teacher Work Sample. See also Section V.D.
5. Early childhood and elementary student teachers will maintain full responsibility for the
classroom for three consecutive takeover days during Practicum A, five consecutive takeover
days for Practicum B, and two other days mutually agreed upon by the student teacher,
supervising practitioner and the program supervisor.. Secondary student teachers will
gradually assume responsibility for three-four classes. See also Section V.D.
6. Lesson plans must be written for lessons taught. They should be coordinated with
established goals of the school, the Massachusetts Curriculum Frameworks, and the five
Professional Standards for Teachers. See Appendices A and B.
7. Student teachers are reminded that the constructive guidance from their program
supervisor and supervising practitioner is necessary for professional growth. They are
expected to heed all recommendations.
8. Plans for lessons to be taught and tests to be administered by the student teacher must be
submitted to the supervising practitioner at least two days in advance in order to provide
sufficient time for recommendations and corrections (see Appendices A and B).
9. Weekly schedules and reports should be submitted to the program supervisor via e-mail.
Reports should:




show the highlights of the week
show time was used
include comments that describe reactions to the events in the classroom and
related activities.
provide the program supervisor with plans, textbooks, or other material
being used. This should be done before the class begins. Schedule time after
the lesson for a conference with the supervisor to discuss your instruction.
10. Student teachers must demonstrate that they successfully meet the Professional Standards
for Teachers (PSTs) and provide evidence for each standard and indicator.
5
B. The Role of the Supervising Practitioner
Talented and caring supervising practitioners, with at least three years of experience under the Initial or
Professional license and a summative evaluation rating of proficient or higher, are essential to the student
teaching program. They determine the quality, variety, and scope of instructional experiences afforded
to the student teacher while demonstrating effective teaching and learning strategies. The FSU staff is
grateful for the generous assistance and service to the profession made by supervising practitioners.
The supervising practitioner can assist the student teacher in the following ways:
1. Meet with the student teacher prior to the start of student teaching to share expectations
Meet with the student teacher prior to the start of student teaching to share expectations and
develop a cooperative working relationship.
2. Meet with the program supervisor at the beginning of the student teaching practicum to
determine a conference schedule and identify a mediator.
3. Provide the student with an orientation to the class and school environment.
4. Develop a plan of involvement in the teaching experience with the student teacher and the
program supervisor.
5. Early childhood and elementary student teachers assume the role of the teacher for at least
one-hundred-fifty (150) hours, including full responsibility for the classroom for three
consecutive takeover days during Practicum A, five consecutive takeover days for Practicum
B, and two other days mutually agreed upon by the student teacher, supervising
practitioner and the program supervisor.
6. Secondary/subject student teachers will gradually assume responsibility for three to four
classes, up to 80% of a full teaching load, and at least one-hundred-fifty (150) hours.
Secondary/subject student teachers often work with two teachers, although only one is
designated as the supervising practitioner of record. Secondary/subject student teachers
are generally asked to prepare two subjects/courses at a given time.
7. Carefully analyze and initial all lesson plans and tests which are submitted by the student at
least two days before the lesson is to be taught in order to provide ample time for
suggestions and/or corrections (see Appendices A and B). Guide the student to
demonstrate in their planning connections to the Massachusetts Curriculum Frameworks
and the five Professional Standards for Teachers. If a student teacher does not submit
appropriate plans in a timely manner, the supervising practitioner may refuse permission to
teach the lesson.
8. Establish a regular conference time with the student teacher for discussion and evaluation of
progress. This conference should assist the student in discovering needs, strengths,
weaknesses, and growth relative to his/her teaching.
9. Collaborate with the program supervisor in the continuing evaluation of the student teacher
under the criteria established by the five Professional Standards for Teachers (see Appendix
E: Mid-Term Progress Report). The supervising practitioner also writes a summative
evaluation for the student teacher’s record at the conclusion of the Student Teaching
Practicum (see Appendix H). Early Childhood student teachers have two evaluations, one
from the Kindergarten teacher for Practicum A, and the other from the first or second grade
teacher from Practicum B.
10. Participate in the three-way conferences and evaluation process required under the
licensure regulations for the Student Teaching Practicum.
6
C. The Role of the Program Supervisor
Program supervisors work with center coordinators and supervising practitioners in assisting
students to develop into successful beginning teachers. As representatives of Framingham State
University, supervisors have the responsibility for communicating and implementing the principles
and practices of our teacher education program in the following ways:
1. Collaborating with the center coordinator and the supervising practitioners in continually
improving the quality of all professional experiences.
2. Interpreting the teacher education program of Framingham State University and serving as
a liaison between the University and the public school district.
3. Planning cooperatively with student teachers for ongoing collaboration and communication.
Students should clearly understand the number, approximate duration, and spacing of
supervisory visits. A visitation schedule should be arranged at the start of the semester.
4. Making a minimum of eight contacts with each student teacher during the semester. In
addition to the regularly scheduled visits, the program supervisor will arrange additional
visits upon the request of the supervising practitioner and/or the student teacher and will
be available for conferences. Within these contacts, the program supervisor participates in
the three-way conferences required under the licensure regulations. The program
supervisor will strive to complete the final conference during the week prior to the last week
of student teaching.
5. Meeting with the supervising practitioner and agreeing on a mediator who is chosen
according to the regulations of the Massachusetts Department of Elementary and Secondary
Education governing the licensure of educational personnel.
6. Assisting supervising practitioners in the development of techniques of supervision and the
resolution of problems that are encountered.
7. Reviewing the student teacher’s lesson plans in conjunction with established instructional
objectives and the Massachusetts Curriculum Frameworks.
8. Formally observing a minimum of four lessons taught by the student teacher, holding a
conference with the student teacher, and responding with a written evaluation. At least one
observation must be conducted while the student teacher has full-responsibility of the
classroom.
9. Sharing analyses of performance with the student teacher, supervising practitioner
10. Working with the supervising practitioner and the student teacher in the continuous
evaluation of the personal and professional development of the student. The program
supervisor and the supervising practitioner evaluate the student teacher using criteria
established by the five Professional Standards for Teachers. At the conclusion of Student
Teaching Practicum B (Practicum A and B for Early Childhood) they write summative
evaluations. If the program supervisor and supervising practitioner(s) disagree on their
evaluations of the student teacher, the mediator will resolve differences.
11. Insuring that final written evaluations and other reports pertinent to licensure are filled out
completely and filed on time in the Framingham State University Education Department
office in Dwight Hall 302.
12. Maintaining close contact with the Coordinator of Field Placements and Education
Department Chair who oversee all professional experiences.
7
D. Role of the Center Coordinator
The center coordinator plays a critical role in helping to create a center which is conducive to the
development of the student teachers. The center coordinator could be the school principal,
department head, or designee who fulfills the following responsibilities:
1. Selecting supervising practitioners who:

must hold the Initial or Professional license in the area as well as at the level the
student teacher is seeking and must have a minimum of three years' teaching
experience under that license as well as a summative evaluation rating of proficient
or higher.


are experienced and flexible teachers
are willing to nurture students and student teachers with different abilities
and needs
demonstrate sound teaching practices
give evidence of originality and creativity
are willing to work as a team
are willing to share the classroom with the student teacher





are willing to allow student teacher to implement pedagogy studied and
practiced at FSU.

are open to allowing the students to utilize a variety of teaching strategies
including direct, problem-based, and inquiry-based instruction as well as
hands-on, cooperative learning, and collaborative activities.

will guide the student teacher in implementing the Massachusetts
Curriculum Frameworks
2. Working with University and school faculty to develop experiences for student teachers
which will foster optimum growth toward acceptance of full responsibilities as teachers.
3. Assisting in developing experiences for student teachers which will enhance their ability to
perform satisfactorily in light of the five Professional Standards for Teachers.
4. Serving as a continuing resource to both student teachers and supervising practitioners.
5. Establishing a climate of support for student teachers by discussing and introducing the
student teacher to:


the philosophy of the school
school policies, guidelines, and regulations
6. Introducing student teachers to members of the school faculty and staff.
7. Including student teachers, when appropriate, in PTO meetings, professional development
workshops, teacher-parent conferences, team meetings, assembly programs, and other
school events.
8. Meeting with student teachers in order to further their instruction, keep them informed of
their progress, and otherwise assist their development.
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VII. EVALUATION OF THE STUDENT TEACHING PRACTICUM
A. Conferences
1. Daily conferences between the student and supervising practitioner should be held to
evaluate the day’s work and to confirm the plans for the next day.
2. A conference should be held once a week to plan for the following week. Long-term
planning is essential.
3. In addition to Three-Way Conferences required for licensure (see Appendix F: Preservice
Performance Assessment for Practicum or Practicum Equivalent), frequent conferences of
the supervising practitioner, student teacher and program supervisor should be held to
evaluate the student’s teaching. These conferences should provide the opportunity for
advising the student about the extent to which he/she must follow the methods of the
supervising practitioner as well as when and to what extent he/she may develop his/her
own teaching style.
B. Written Reports
1. On each supervisory visit the program supervisor will give the student teacher a written
progress report on a form provided by Framingham State University. It is advisable to
discuss this evaluation at that time.
2. Mid-Term Reports for Student Teaching Practicum A will be prepared by the supervising
practitioner and the program supervisor at the conclusion of Student Teaching Practicum A
(see Appendix E).
3. A student teaching evaluation narrative will be prepared by both the program supervisor
and the supervising practitioner and reviewed with the student teacher at the conclusion of
Practicum B (Practicum A and B for Early Childhood) (see Appendix G-H). The program
supervisor may require the student teacher to complete a self-evaluation narrative at the
end of Practicum A. Completed evaluations will be forwarded to the Education
Department at Framingham State University where they will become part of each student’s
file.
4. In addition, at the conclusion of the practicum, the program supervisor and supervising
practitioner will jointly evaluate the performance of the student teacher using the criteria of
the five Professional Standards for Teachers (Appendix J). The general content of the
Preservice Performance Assessment for Practicum or Practicum Equivalent is mandated by
the Massachusetts Department of Elementary and Secondary Education (Appendices F-H).
The Preservice Performance Assessment for Practicum or Practicum Equivalent includes a
report that should be signed and dated by the program supervisor and supervising
practitioner and discussed with the student teacher, at a minimum of three meetings. This
document also becomes part of the student’s file in the Education Department office at the
University.
9
APPENDIX A
Early Childhood and Elementary Lesson Plan
Name:
Subject/Grade:
Date:
Content/Skills Connection: ______ English Language Arts _____Math ____Science _____Social Studies
______ Arts ______ Phys. Ed/Health
______Social/Emotional Learning
MA Curriculum Framework Standard(s):
MA Professional Standards for Teaching:
_____ A
_____ B
_____ C
_____ D
_____ E
Student Grouping: _____ Whole group _____ Small group ______ Partner
______ Individual
Materials:
Accommodations/Sheltered English Adjustments:
Goal:
Objectives and Assessments
Objective 1:
Assessment 1:
Objective 2:
Assessment 2:
Procedures
Anticipatory Set:
Lesson Progression (step by step progression):
Closure:
Extensions/Practice:
Resources used in planning:
Reflection:
APPENDIX B
Early Childhood and Elementary Lesson Plan (Without Table)
Name:
Subject/Grade:
Date:
Content Skills Connections: ______ English Language Arts ____Math ____Science _____Social Studies
______ Arts ______ Phys. Ed./Health
______Social/Emotional Learning
MA Curriculum Framework Standard(s):
MA Professional Standards for Teaching:
Student Grouping:
_____ Whole group
_____ A
_____ Small group
Materials:
Accommodations/Sheltered English Adjustments
Enduring Understanding/Goal
Objectives and Assessments
Objective 1:
Assessment 1:
Objective 2:
Assessment 2:
Procedures
Anticipatory Set:
Lesson Progression:
Closure:
Extension/Practice
Resources Used In Planning
Reflection
_____ B
_____ C
______ Partner
_____ D
_____ E
______ Individual
APPENDIX C
Student Teacher Observation Form
To be completed by the Supervising Practitioner (optional)
Supervising Practitioner:
Lesson:
Student Teacher:
Date:
Please attach the lesson plan to this form.
Supervising Practitioner:
Student Teacher:
MID-TERM STUDENT TEACHING PROGRESS REPORT
Framingham State University
Program and Level:
 ECC
 ELC
 Secondary / Subject:
Name of Student Teacher
Grade and/or Subject
APPENDIX D
Date
School
Supervising Practitioner
Town
College Supervisor
The Mid-Term Student Teaching Progress Report is based on the five Professional Standards for Teachers
outlined in the Commonwealth of Massachusetts Department of Education Regulations for Educator Licensure
and Program Approval 603 CMR 7:00 Section 7.08. It should be completed by the supervising practitioner and
college supervisor and then serve as a focus for the mid-term conference among the practitioner, supervisor and
student. Directions: Please review and comment on each standard.
Standard A: Plans Curriculum and Instruction:
1.
draws on content standards of the relevant curriculum frameworks to plan sequential units of study,
individual lessons, and learning activities that make learning cumulative and advance students’ level of
content knowledge.
draws on results of formal and informal assessments as well as knowledge of human development to
identify teaching strategies and learning activities appropriate to the specific discipline, age, level of
English language proficiency, and range of cognitive levels being taught.
identifies appropriate reading materials, other resources, and writing activities for promoting further
learning by the full range of students within the classroom.
identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and designs lessons
that strengthen student reading and writing skills.
plans lessons with clear objectives and relevant measurable outcomes.
draws on resources from colleagues, families, and the community to enhance learning.
incorporates appropriate technology and media in lesson planning.
uses information in Individual Educational Programs (IEPs) to plan strategies for integrating students with
disabilities into general education classrooms.
uses instructional planning, materials, and student engagement approaches that support students of
diverse cultural and linguistic backgrounds, strengths, and challenges.
2.
3.
4.
5.
6.
7.
8.
9.
Making Adequate Progress to Meet the Standard 
Not Making Adequate Progress 
Strengths and Commendations:
The following are areas of concern within this standard:
1.
2.
3.
To address these concerns, you must: (identify short-term goals including supportive evidence and timeline)
4.
5.
6.
MID-TERM STUDENT TEACHING PROGRESS REPORT
Framingham State University
APPENDIX D
Standard B: Delivers Effective Instruction:
1. Communicates high standards and expectations when beginning the lesson:
a.
b.
Makes learning objectives clear to students.
Communicates clearly in writing, speaking, and through the use of appropriately designed visual
and contextual aids.
c. Uses engaging ways to begin a new unit of study or lesson.
d. Builds on students’ prior knowledge and experience.
2. Communicates high standards and expectations when carrying out the lesson:
a.
b.
Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
Employs a variety of content-based and content-oriented teaching techniques, from more teacherdirected strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed
approaches such as discussion, problem solving, cooperative learning, and research projects (among
others).
c. Demonstrates an adequate knowledge of and approach to the academic content of lessons.
d. Employs a variety of reading and writing strategies for addressing learning objectives.
e. Uses questioning to stimulate thinking and encourages all students to respond.
f. Uses instructional technology appropriately.
g. Uses effective strategies and techniques for making content accessible for English language learners.
h. Demonstrates knowledge of the difference between social and academic language and the
importance of this difference in planning, differentiating and delivering effective instruction for
English language learners at various levels of English language proficiency and literacy.
3. Communicates high standards and expectations when extending and completing the lesson:
a.
b.
c.
Assigns homework or practice that furthers student learning and checks it.
Provides regular and frequent feedback to students on their progress.
Provides many and varied opportunities for students to achieve competence.
4. Communicates high standards and expectations when evaluating student learning:
a.
b.
Accurately measures student achievement of, and progress toward, the learning objectives with a
variety of formal and informal assessments, and uses results to plan further instruction.
Translates evaluations of student work into records that accurately convey the level of student
achievement to students, parents or guardians, and school personnel.
Making Adequate Progress to Meet the Standard 
Not Making Adequate Progress 
Strengths and Commendations:
The following are areas of concern within this standard:
1.
2.
3.
To address these concerns, you must: (identify short-term goals including supportive evidence and timeline)
4.
5.
6.
MID-TERM STUDENT TEACHING PROGRESS REPORT
Framingham State University
APPENDIX D
Standard C: Manages Classroom Climate and Operation: The effective initial teacher
1. Creates and maintains a safe and collaborative learning environment that values diversity and
motivates students to meet high standards of conduct, effort and performance.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant instructional time.
Making Adequate Progress to Meet the Standard 
Not Making Adequate Progress 
Strengths and Commendations:
The following are areas of concern within this standard:
1.
2.
3.
To address these concerns, you must: (identify short-term goals including supportive evidence and timeline)
4.
5.
6.
MID-TERM STUDENT TEACHING PROGRESS REPORT
Framingham State University
APPENDIX D
Standard D: Promotes Equity: The effective initial teacher:
1.
Encourages all students to believe that effort is a key to achievement.
2.
Works to promote achievement by all students without exception.
3.
Assesses the significance of student differences in home experiences, background knowledge, learning
skills, learning pace, and proficiency in the English language for learning the curriculum at hand and
uses professional judgment to determine if instructional adjustments are necessary.
4.
Helps all students to understand American civic culture, its underlying ideals, founding political
principles, and political institutions, and to see themselves as members of a local, state, national and
international civic community.
5.
Collaborates with families, recognizing the significance of native language and culture to create and
implement strategies for supporting student learning and development both at home and at school.
Making Adequate Progress to Meet the Standard 
Not Making Adequate Progress 
Strengths and Commendations:
The following are areas of concern within this standard:
1.
2.
3.
To address these concerns, you must: (identify short-term goals including supportive evidence and timeline)
4.
5.
6.
MID-TERM STUDENT TEACHING PROGRESS REPORT
Framingham State University
APPENDIX D
Standard E: Meets Professional Responsibilities: The effective initial teacher
1. Understands his or her legal and moral responsibilities.
2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.
3. Maintains interest in current theory, research, and developments in the academic discipline and
exercises judgment in accepting implications or findings as valid for application in classroom
practice.
4. Collaborates with colleagues to improve instruction, assessment, and student achievement.
5. Works actively to involve parents in their child’s academic activities and performance, and
communicates clearly with them.
6. Reflects critically upon his or her teaching experience, identifies areas for further professional
development as part of a professional development plan that is linked to grade level, school, and
district goals, and is receptive to suggestions for growth.
7. Understands legal and ethical issues as they apply to responsible and acceptable use of the
Internet and other resources.
Making Adequate Progress to Meet the Standard 
Not Making Adequate Progress 
Strengths and Commendations:
The following are areas of concern within this standard:
1.
2.
3.
To address these concerns, you must: (identify short-term goals including supportive evidence and timeline)
4.
5.
6.
College Supervisor’s signature
Supervising Practitioner’s signature
Student’s signature
Date
Date
Date
APPENDIX E
FRAMINGHAM STATE UNIVERSITY
FRAMINGHAM, MASSACHUSETTS
Student Teaching Practicum Report Evaluation (Program Supervisor)
STUDENT
SCHOOL
GRADE(S) TAUGHT
LOCATION
Semester/Year
Please type. This statement will be placed in the student’s professional experience file.
PROGRAM SUPERVISOR
DATE
APPENDIX F
FRAMINGHAM STATE UNIVERSITY
FRAMINGHAM, MASSACHUSETTS
Student Teaching Practicum Report Evaluation (Supervising Practitioner)
STUDENT
SCHOOL
LOCATION
GRADE(S) TAUGHT
Semester/Year
Please type. This statement will be placed in the student’s professional experience file.
SUPERVISING PRACTITIONER
DATE
APPENDIX G
Student Teaching Practicum Observation Report
FRAMINGHAM STATE UNIVERSITY
Student
Date
School
Grade/
Subject
Coordinator/
Supervisor
Town
Visit
No.
APPENDIX H
603 CMR 7.08(1) Professional Standards for Teachers
(1) Application. The Professional Standards for Teachers define the pedagogical and other professional
knowledge and skills required of all teachers. These Standards are used by teacher preparation
providers in preparing their candidates, by the Department in reviewing programs seeking state
approval, and by the Department as the basis of performance assessments of candidates. Candidates
shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for
Initial License:
(a) In the practicum or practicum equivalent phase of preparation for the Initial License; or
(b) As part of the Performance Assessment Program.
The Department will issue guidelines for each type of performance assessment to reflect differences in
growth in professional knowledge and skills.
The Professional Standards for Teachers (PST) Evaluation Questions
Evaluation questions for the Professional Standards for Teachers are designed to support the
professional judgment of the supervising practitioner and program supervisor. The following
evaluation questions must be used with the Pre-service Performance Assessment Form by the program
supervisor and supervising practitioner. Supervisors may elect to include additional evaluation
questions where appropriate.
Standard A: Plans Curriculum and Instruction
1.
Draws on content standards of the relevant curriculum frameworks to plan sequential units of study,
individual lessons, and learning activities that make learning cumulative and advance students’ level of
content knowledge.
Evaluation Questions:
2.

Does documentation show evidence of activities planned as lessons in sequential units of study? (For
example, is the structure of each lesson and unit clear? Is there a focus and logic to each lesson, and
are the connections within the lessons and the transitions between lessons appropriate?)

Are specific standards in the curriculum framework noted with page number and date of
publication?

Is there an explanation of why these content standards and units of study are being taught?
Draws on results of formal and informal assessments as well as knowledge of human development to
identify teaching strategies and learning activities appropriate to the specific discipline, age, level of
English language proficiency, and range of cognitive levels being taught.
Evaluation Questions:

Does documentation note what assessments have been used and how their results guided planning?

Does the planned pedagogy include a rationale grounded in research and common sense?

Does the candidate choose teaching strategies that are appropriate for the content, grade level, and
range of students being taught?

Are the learning activities described and do they provide suitable challenges for academically
advanced as well as for those whose work is below grade level?

Is there an explanation of how knowledge of human development and learning guided planning?
APPENDIX H
3.
Identifies appropriate reading materials, other resources, and writing activities for promoting further
learning by the full range of students within the classroom.
Evaluation Questions:
4.

Does documentation describe the reading and other resources being planned and explain which will
suitably challenge students at each level: below grade level, learning disabled, English language
learners, at grade level, and academically advanced?

Is there an explanation of the different writing activities selected for these different groups of
students?
Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
Evaluation Questions:

5.
Does documentation list skills, concepts, and vocabulary needed for the topic being studied and for
the different groups of students in the class?
Plans lessons with clear objectives and relevant measurable outcomes.
Evaluation Questions:
6.

Does documentation show the objectives for each planned lesson?

Does it describe the measurable outcomes expected?

Is there an explanation of how the expected outcomes will be measured?

Do the homework, learning activities, and assessments reflect the objectives described?

Are there suitable objectives for students who are academically advanced as well as for those whose
work is at or below grade level?
Draws on resources from colleagues, families, and the community to enhance learning.
Evaluation Question:
7.

Are resources identified that may be provided by colleagues, student families, or the community?

Does the candidate explain how the resources are going to be used and why?
Incorporates appropriate technology and media in lesson planning.
Evaluation Questions:
8.

Are the technology or media identified that will be used during the unit of study?

How and why are technology and media used to achieve the objectives of the lesson?

Are these uses appropriate for the discipline at the intended grade level?
Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students
with disabilities into general education classrooms.
Evaluation Questions:

What information in the IEPs has been used to plan units of study?

What strategies or materials are to be used to promote the learning of students with disabilities and
why they are expected to be effective for these students in this discipline?
APPENDIX H
9.
Uses instructional planning, materials, and student engagement approaches that support students of
diverse cultural and linguistic backgrounds, strengths, and challenges.
Evaluation Questions:

Does the candidate employ WIDA ELD standards instructional tools and other relevant data about
English language proficiency (for example, ACCESS scores) when planning lessons to help ELLs at
different proficiency levels meet the MA standards and develop academic language for all
disciplines?

Does the lesson plan have language objectives that consider all levels of language proficiency?

Does the candidate employ appropriate support, materials and strategies to make standards
accessible and promote language learning?

Do lesson and unit activities, assignments, and assessments align with identified language and
content objectives – where applicable?
Standard B: Delivers Effective Instruction
1.
Communicates high standards and expectations when beginning the lesson:
a.
Makes learning objectives clear to the student.
Evaluation Questions:

How are learning objectives communicated to the student?

Are the transitions from the beginning of the lesson to the body of the lesson smooth, and clear?
b. Communicates clearly in writing, speaking, and through the use of appropriately designed visual
and contextual aids.
Evaluation Questions:
c.

Does the candidate communicate clearly in writing and speaking?

Does the candidate utilize visual and contextual aids to make instruction comprehensible to ELLs
at different proficiency levels?

Does the candidate modulate his or her use of language to make instruction comprehensible, but
also promote language development of students at different proficiency levels?
Uses engaging ways to begin a new unit of study or lesson.
Evaluation Questions:

What types of opening activities are used and what are the purposes (i.e., to stimulate prior
knowledge, to frame the lesson, or to motivate students)?
d. Builds on students’ prior knowledge and experience.
Evaluation Questions:

2.
Does the candidate build on students’ prior knowledge and experience?
Communicates high standards and expectations when carrying out the lesson:
a.
Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
Evaluation Questions:

Are phonemic awareness, phonics, and vocabulary skills taught and practiced separately as well
as together with comprehension skills?

Are materials provided for practice?

Are decodable texts used for practicing phonics lessons?
APPENDIX H
b.

Are reading materials suitably challenging for students with different learning paces?

Are provisions made to develop automaticity and fluency?
Employs a variety of content-based and content-oriented teaching techniques, from more teacherdirected strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed
approaches such as discussion, problem solving, cooperative learning, and research projects (among
others).
Evaluation Questions:
c.

Does candidate indicate two or more teaching techniques that address the range of student skills?

Are the teaching techniques appropriate for the objectives of the lesson and for the different
groups of students?
Demonstrates adequate knowledge of and approach to the academic content of lessons.
Evaluation Questions:

See license-specific evaluation questions.
d. Employs a variety of reading and writing strategies for addressing the learning objectives.
Evaluation Questions:
e.

Are reading and writing activities included in the body of the lesson and /or in the homework?

Are students asked to describe, explain and justify their ideas?
Uses questioning to stimulate thinking and encourages all students to respond.
Evaluation Questions:
f.

Does the candidate use probing questions to help students understand concepts?

Does the candidate address questions to all students to encourage participation?
Uses instructional technology appropriately.
Evaluation Questions:
g.

Is the candidate knowledgeable in the use of technology?

Is there a smooth transition to and from technology use?

Do all students have access to the technology and are they given sufficient instruction in its use?

Is technology used as a tool to develop and reinforce knowledge and skills?
Uses effective strategies and techniques for making content accessible for English language learners.
Evaluation Questions:

Does the candidate use proven research-based strategies and techniques to adapt or modify
grade level content material in ways that make it more comprehensible for students at different
proficiency levels while maintaining appropriate rigor?

Does the candidate emphasize academic and content related language and give students frequent
opportunities to English in relevant academic contexts?

Does the candidate’s speech model proper English usage when working with English language
learners despite modifications to make instruction more comprehensible?
h. Demonstrates knowledge of the difference between social and academic language and the
importance of this difference in planning, differentiating, and delivering effective instruction for
English language learners at various levels of English language proficiency and literacy.
Evaluation Questions:
APPENDIX H
3.

Does the candidate provide explicit instruction in both social and academic language, along with
opportunities to practice both types of language and receive feedback on improvement?

Does the candidate choose and implement assessments appropriate for students’ proficiency
level?

Does the candidate design appropriate tasks, supports and scaffolding in response to the needs
and proficiency levels of ELL students?
Communicates high standards and expectations when extending and completing the lesson:
a.
Assigns homework or practice that furthers student learning and checks it.
Evaluation Questions:
b.

Does the candidate provide evidence of differential homework assignments or practice that
further the learning of students who are academically advanced as well as students whose work
is at or below grade level?

Are several examples of assignments included and a rationale provided for them?

Are classroom sets of examples of student homework provided?

How is student homework evaluated?
Provides regular and frequent feedback to students on their progress.
Evaluation Questions:

c.
Does the candidate aptly summarize what students have been expected to learn at the end of the
lesson (or ask students to do so)?
Provides many and varied opportunities for students to achieve competence.
Evaluation Questions:
4.

Does the candidate guide students to an adequate or useful conclusion to the lesson?

Does the candidate provide examples of how student work is evaluated and how that evaluation
is communicated to students?
Communicates high standards and expectations when evaluating student learning.
a.
Accurately measures student achievement of, and progress toward, the learning objectives with a
variety of formal and informal assessments, and uses results to plan further instruction.
Evaluation Questions:
b.

Has the candidate provided examples of tests written by her/him?

Are formal tests provided by the district identified?

Are examples of student response papers for teacher tests provided?

Have alternate forms of assessment (portfolios, projects, etc.) been used and copies provided?
Translates evaluations of student work into records that accurately convey the level of achievement
students for parents or guardians, and school personnel.
Evaluation Questions:

Are report cards or grades given for student learning provided?
APPENDIX H
Standard C: Manages Classroom Climate and Operation
1.
Creates and maintains a safe and collaborative learning environment that values diversity and motivates
students to meet high standards of conduct, effort and performance.
Evaluation Questions:
2.

Does the candidate use strategies to create environments that reduce the environmental “affective
filter?”

Does the candidate have appropriate linguistic expectations for students based on their English
language proficiency level, as evidenced by lesson planning and delivery?

Does the candidate utilize flexible grouping strategies (homogeneous, heterogeneous groups, etc.) to
promote a classroom culture of inclusion?

Does the candidate demonstrate the ability to recognize when classroom management issues stem
from cultural issues and address them appropriately?
Creates a physical environment appropriate to range of learning activities.
Evaluation Questions:
3.

Has the candidate created a physical environment appropriate to the range of learning activities?

How has candidate created an environment that is conducive to learning? (For example, does the
candidate establish a positive atmosphere where students are encouraged to participate?

Does the candidate have good rapport with the students? Is the candidate patient with students?)
Maintains appropriate standards of behavior, mutual respect, and safety.
Evaluation Questions:

4.
Has the candidate maintained appropriate standards of behavior, mutual respect, and safety? (For
example, does the candidate communicate rules and procedures for classroom behavior to the
students? Is the candidate alert to student behavior at all times? Does the candidate stop
inappropriate behavior promptly and consistently? Does the candidate treat the students with respect
and is that respect returned?)
Manages classroom routines and procedures without loss of significant instructional time.
Evaluation Questions:

Does the candidate manage classroom routines and procedures without loss of significant
instructional time? (For example, does the candidate use appropriate time periods for checking
homework, for the body of the lesson, etc.? Are the materials needed for activities ready for
distribution and is the candidate organized in transitioning between activities?)
Standard D: Promotes Equity
1.
Encourages all students to believe that effort is a key to achievement.
Evaluation Questions:

2.
Does the candidate pay as much attention to students who are academically advanced as to those
whose work is at or below grade level?
Works to promote achievement by all students without exception.
Evaluation Questions:

Does the candidate provide opportunities for students to receive extra help outside of class time?
APPENDIX H

3.
Does the candidate provide more challenging work on a systematic or accelerated basis for
academically advanced students?
Assesses the significance of student differences in home experiences, background knowledge, learning
skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses
professional judgment to determine if instructional adjustments are necessary.
Evaluation Questions:

4.
Does student work reflect adjustments made? For example, what did the candidate do for students
who may require additional foundational knowledge or skills; or for students who have advanced
knowledge or skills?
Helps all students to understand American civic culture, its underlying ideals, founding political
principles, and political institutions and to see themselves as members of a local, state, national, and
international civic community.
Evaluation Questions:
5.

Has the candidate explained what adjustments have been made for these purposes, and why?

Does the candidate address all students as unique individuals and as Americans or potential
Americans?

Does the candidate avoid identifying students as “representatives” of particular racial, ethnic, or
gender groups?

Does the candidate help students to see themselves and each other as American citizens? Does
candidate give special writing assignments, lessons on national symbols, songs, phrases, and Pledge
of Allegiance, or special civics lessons?
Collaborates with families, recognizing the significance of native language and culture to create and
implement strategies for supporting student learning and development both at home and at school.
Evaluation Questions:

Does the candidate serve as a cultural mediator to help bridge cultural differences and promote
student success?

Can the candidate demonstrate that he or she has communicated with students’ parents and families
to gather information for lesson planning and assessment?

Does the candidate regularly communicate with parents about students’ academic progress and
English language development, as well as strategies for supporting students at home?

Does the candidate design activities and assignments that draw on cultural and linguistic “funds of
knowledge” of students’ family and culture?

Does the candidate explicitly make connections between students’ native language and English
during instruction, when possible?
Standard E: Meets Professional Responsibilities
1.
Understands his or her legal and moral responsibilities.
Evaluation Questions:

Does the candidate behave in a professional manner (including punctuality, confidentiality, and
carrying out all job-related responsibilities)?
APPENDIX H
2.
Conveys knowledge of and enthusiasm for his/her academic discipline to students.
Evaluation Questions:

3.
Is the candidate enthusiastic about his/her academic discipline during interactions with students?
Maintains interest in current theory, research, and developments in the academic discipline and exercises
judgment in accepting implications or findings as valid for application in classroom practice.
Evaluation Questions:

4.
Does the candidate take advantage of professional development opportunities provided by the
school during his/her teaching there?
Collaborates with colleagues to improve instruction, assessment, and student achievement.
Evaluation Questions:

5.
Does the candidate confer with his/her supervising practitioner and other colleagues (including
other student teachers) about improving his/her practice?
Works actively to involve parents in their child’s academic activities and performance, and communicates
clearly with them.
Evaluation Questions:

6.
Does the candidate participate in conferences with parents (under the guidance of the supervising
practitioner) when appropriate?
Reflects critically upon his or her teaching experience identifies areas for further professional
development as part of a professional development plan that is linked to grade level, school, and district
goals, and is receptive to suggestions for growth.
Evaluation Questions:

7.
Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice?
Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and
other resources.
Evaluation Questions:

Does the candidate communicate appropriate use of the Internet to students whenever class activities
include Internet use?
APPENDIX I
Weekly Attendance Log
Name
Supervising Practitioner
School
Grade Level
Program Supervisor
Week of:
Week of:
Observe
Assist
Full Resp.
Total
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Week of:
Week of:
Observe
Assist
Full Resp.
Total
Monday
Tuesday
Wednesday
Thursday
Friday
Observe
Assist
Full Resp.
Total
Observe
Assist
Full Resp.
Total
Observe
Assist
Full Resp.
Total
Observe
Assist
Full Resp.
Total
Monday
Tuesday
Wednesday
Thursday
Friday
Week of:
Week of:
Observe
Assist
Full Resp.
Total
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Week of:
Week of:
Observe
Assist
Full Resp.
Total
Monday
Tuesday
Wednesday
Thursday
Friday
Total for Practicum A:
Total for Practicum B:
Monday
Tuesday
Wednesday
Thursday
Friday
Observe
Observe
Assist
Assist
Full
Full
Total:
Total:
Total Hours
APPENDIX J
Subject Matter Knowledge Requirements For Teachers
“The effective teacher is knowledgeable in the field proposed for licensure.”
Subject matter knowledge requirements for each of Framingham State University’s preparation programs
are below. Candidates for licensure may use the student teaching practicum to satisfy requirements for only
one license level.
Biology (Levels: 5-8; 8-12)
(a) Biology of organisms, especially that of humans, including characteristics and classifications of
organisms
(b) Cells and cell theory
(c) Ecology and evolutionary biology
(d) Matter and energy in ecosystems
(e) Genetics, including chromosome structure and function and inheritance
(f) Molecular biology
(g) Related aspects of chemistry, physics, earth science, and mathematics, such as statistics
(h) Engineering and technical applications of biology
(i) History and philosophy of science
(j) Methods of research in the sciences, including laboratory techniques and the use of computers
Chemistry Teacher (Levels: 8-12)
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(i)
(j)
Inorganic chemistry
Organic chemistry
Analytical chemistry
Physical chemistry
Biochemistry
Related aspects of biology, physics, earth science, and mathematics, such as statistics and calculus
Engineering and technical applications of chemistry
History and philosophy of science
Methods of research in the sciences, including laboratory techniques and the use of computers
Early Childhood: Teacher of Students With and Without Disabilities (Levels: PreK-2)
(a) The following topics will be addressed on the Foundations of Reading test:
1. Reading theory, research, and practice.
a. Knowledge of the significant theories, approaches, practices, and programs for developing
reading skills and reading comprehension.
b. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
c. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and
informal assessment instruments.
2. Development of a listening, speaking and reading vocabulary.
3. Theories on the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.
(b) The following topics will be addressed on a test of other subject matter knowledge:
1. English language arts
a. Children's literature: genres, literary elements, literary techniques, vocabulary demands.
b. Approaches and practices for developing skill in using writing tools.
c. Writing process and formal elements of writing.
2. Basic principles and concepts related to PreK-2 grade mathematics in number sense and numeration,
patterns and functions, geometry and measurement, and data analysis.
3. Basic principles and concepts of the physical and life sciences appropriate to the PreK-2 grades.
4. Basic principles and concepts of history, geography, government, and economics appropriate to the
PreK-2 grades.
5. Basic theories of cognitive, social, physical, language, and emotional development in children and
adolescents, including learning through play, as they apply to children with and without disabilities.
APPENDIX J
6. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).
(c) Topics in basic principles and concepts of the arts, health, and physical education appropriate to the
PreK-2 grades shall be included in an approved program but will not be addressed on a written test of
subject matter knowledge.
Earth Science Teacher (Levels: 5-8)
(a) Geology
(b) Oceanography
(c) Astronomy
(d) Environmental biology, physics and chemistry
(e) Meteorology
(f) Related aspects of chemistry, physics, biology, and mathematics
(g) Engineering and technical aspects of earth science
(h) History and philosophy of science
(i) Methods of research in sciences, including laboratory techniques and the use of computers
Elementary (Levels: 1-6)
(a) The following topics will be addressed on the Foundations of Reading test:
1. Reading theory, research, and practice.
a. Knowledge of the significant theories, practices, and programs for developing reading skills and
reading comprehension.
b. Phonemic awareness and phonics: principles, knowledge, and instructional practices.
c. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and
informal assessment instruments.
2. Development of a listening, speaking, and reading vocabulary.
3. Theories on the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.
(b) The following topics will be addressed on the General Curriculum test:
1. English
a. Children's and young adult literature.
b. Adult literature, classical and contemporary works.
c. Genres, literary elements, and literary techniques.
d. Nature, history, and structure of the English language: lexicon and grammar.
e. Approaches and practices for developing skill in using writing tools.
f. Writing process and formal elements of writing and composition.
2. Mathematics
a. Basic principles and concepts important for teaching elementary school mathematics in the
following areas:
i.
Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).
ii.
Functions and algebra.
iii.
Geometry and measurement.
iv.
Statistics and probability.
b. Candidates shall demonstrate that they possess both fundamental computation skills and
comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only
that they know how to do elementary mathematics, but that they understand and can explain to
students, in multiple ways, why it makes sense.
c. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue
guidelines for the scope and depth of knowledge expected in mathematics, described in 603
CMR 7.06 (7) (b) 2 a. and b.
APPENDIX J
3. History and Social Science
a. Major developments and figures in Massachusetts and U.S. history from colonial times to the
present.
b. Major developments and figures in world history, with stress on Western civilization.
c. Basic economic principles and concepts.
d. Basic geographical principles and concepts.
e. U.S. political principles, ideals, founding documents, institutions, and processes, their history
and development.
4. Science and Technology/Engineering.
a. Basic principles and concepts of the life sciences appropriate to the elementary school
curriculum.
b. Basic principles and concepts of the physical sciences appropriate to the elementary school
curriculum.
c. Principles and procedures of scientific inquiry.
d. History of major scientific and technological discoveries or inventions.
e. Safety issues related to science investigations.
(c) The following topics shall be included in an approved program but will not be addressed on a written test
of subject matter knowledge:
1. Science laboratory work.
2. Child development.
a. Basic theories of cognitive, social, emotional, language, and physical development from
childhood through adolescence.
b. Characteristics and instructional implications of moderately and severely disabling
conditions.
3. Basic principles and concepts in each of the visual and performing arts (art, music,
drama/theater, dance).
4. Basic principles and practices in physical education.
5. Basic principles and practices related to personal and family health.
English Teacher
(Levels: 5-8; 8-12)
(a) Literature
1. American literature including the Colonial Period; the Revolutionary Period; American
Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville,
Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, drama from
the early 20th century to the present
2. World literature including British literature (including the Anglo-Saxon period, the Middle
Ages, the Renaissance, the Restoration and the 18th century) and other European literature;
literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as
literature; world myths and folktales
3. Characteristics of the different genres of literature
4. Various schools of literary criticism
(b) Language
1. History and structure of the English language
2. Knowledge of the rules and conventions of standard written and spoken English
(c) Rhetoric and Composition
1. Principles of classical rhetoric
2. Modern and contemporary theories of rhetoric
3. Similarities and differences between oral and written communication
(d) Reading Theory, Research, and Practice at the Middle and High School Level
APPENDIX J
Foreign Languages (5-12)
(b) The topics set forth in 603 CMR 7.06 (11) (a) 1., 6., and 7 and the following topics will be addressed
on a subject matter knowledge test for the 5-12 level:
1. Knowledge of culturally and historically significant literary and non-literary texts and authors
associated with the country of origin of the target language; literary traditions, periods, and
genres
2. Introductory knowledge of the other arts (historical traditions, genres, and major artists)
associated with the country of origin of the target language
3. Introductory knowledge of the political, social and intellectual history of the country or culture
with which the target language is or was originally associated
4. Introductory knowledge of significant literary and non-literary texts, the arts, and history of at
least one other country or people with which the target language may now be associated
History Teacher
(Levels: 5-8; 8-12)
(b) The following topics will be addressed on a subject matter knowledge test for the 5-8 and 8-12 levels:
1. United States History: indigenous people of North America; European settlements and colonies; the
American Revolution; expansion; reform, and economic growth of the United States up to the Civil
War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and
technological progress; the two World Wars; and the United States from 1945 to the present
2. World History: human beginnings and early civilizations (Africa, Babylonia, Egypt, India, China);
roots of Western civilization (Israel, Greece, Rome); English and Western European History;
Renaissance and the age of exploration; development of Asia, Africa, and South America; age of
revolutionary change in Europe; the world in the era of two World Wars; and the world from 1945 to
the present
3. Geography
a. Major physical features of the world
b. Key concepts of geography and its effects on various peoples
4. Economics
a. Fundamental economic concepts and economic reasoning
b. American economic history
5. Government
a. Principles of American government and the Founding Documents of the United States
b. Comparative government
6. History and Philosophy of Science
7. Methods and Sources for Research in History
Mathematics Teacher (Levels: 5-8, 8-12)
(b) The following topics will be addressed on a subject matter knowledge test for the 5-8 level:
1.
2.
3.
4.
5.
6.
Algebra
Euclidean geometry
Trigonometry
Discrete/finite mathematics
Introductory calculus through integration
History of mathematics
(c) The topics set forth in 603 CMR 7.06 (15) (b) and the following topics will be addressed on a subject
matter knowledge test for the 8-12 level:
1.
2.
3.
4.
5.
6.
Abstract algebra
Number Theory
Calculus through differential equations
Probability and statistics
Non-Euclidean and transformational geometries
Applied mathematics or mathematics modeling
APPENDIX J
Visual Art (Levels: PreK-8; 5-12)
a. Elements of art and the principles of design
b. Methods, materials, and techniques unique to the visual arts in : drawing, painting, sculpture,
printmaking, collage, crafts, photography, film, and electronic technologies.
c. Observation, abstractions, invention, and representation in visual art
d. Theories of artistic creativity and aesthetics; philosophies of prominent artists and art educators
e. Art criticism: concepts of style and stylistic change
f. Artistic development in children and adolescents
g. Major developments, periods, and artists in Western traditions in art and architecture
h. Major developments, periods, and artists in American art and architecture from c. 1650 to present
i. Characteristics of art and architecture in two non-Western artistic traditions stylistically different
from each other
j. Influences of non-Western artistic traditions on Western art; influences of Western art on nonWestern artistic traditions
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
APPENDIX K
Instructions for Evaluators of the Massachusetts Preservice Performance Assessment (PPA)
Introduction. This rubric is based on language from the DESE Guidelines for Preservice Performance Assessment (July 2013). All programs will use the same rubric
to evaluate candidates on the MA Professional Standards for Teachers, A through E. All programs will also use customized rubrics, aligned to their SPA
standards for their discipline, for the License-Specific Questions to evaluate candidate performance for Standard B2 (c). These Instructions cover both the
general PPA and the License-Specific Questions, unless otherwise noted.
Scoring. Language from the DESE Guidelines for Preservice Performance Assessment (July 2013) forms the basis of the descriptors for the Meets Standard level of
each rubric item.
In order to score at the Meets Standard (a score of 2), the candidate must provide evidence that would be acceptable for a beginning teacher who has
graduated from Framingham State University. In other words, performance should be at a level that indicates the teacher can fulfill those particular
professional responsibilities in his or her teaching field, but with the understanding that performance will become more effective and successful as the
teacher gains experience in the classroom and other professional roles. In order to score of this level, the evidence examined should adequately address the
preponderance of criteria noted in the Meets Standards column. (Also see comments below on Evidence.)
A score of Does Not Meet Standard (a score of 1) indicates that overall evidence does not support that the candidate meets the standard indicator, as that
is defined in the Meets Standard column. Any score in this category (at the indicator or standard level) must be thoroughly explained in the comments
section at the end of the standard.
A score of Exceeds Standard (a score of 3) should only be given if there are multiple (more than one) sources of evidence that document an accomplished
level of performance. Performance in this category may be characterized by creativity, resourcefulness, maturity and confidence, and/or talent – as
demonstrated by two or more sources of evidence. However, it is not expected that even the most promising of student teachers will score “3” for the
majority of indicators or Standards.
Evidence. Guidelines and examples for the types of evidence used to document scoring decisions are provided in the final row of each standard. The rubrics –
particularly the language for the Does Not Meet Standard and Exceeds Standard – also provide guidance as to whether an indicator is intended to be
evaluated by means of observation and/or inclusion of artifacts provided by the candidate. Each scoring decision should be based on source(s) of evidence
(one or more) that cover a preponderance of criteria articulated in the Meets Standard column. (Note: A “source of evidence” may be a component of a larger
comprehensive assessment or document such as a unit plan, teacher work sample, reflection notebook, etc.)
If a candidate has no evidence to support an indicator at the midterm evaluation (for example, the candidate may be placed in a classroom where there is no
access to technology), then arrangements should be made that will allow the candidate to demonstrate competence in the indicator during the remainder of
the student teaching semester. If that fails, other options could be agreed upon by the FSU supervisor, the supervising practitioner and the student teacher
that will demonstrate mastery of the indicator, (e.g. a written reflection or sample lesson activity provided by the student teacher, on the indicator topic).
Overall Rating for the Standard. Evaluators will determine an overall rating (a score of 1-3) for each of the Standards (A-E). These are based on a summative
evaluation of the indicators under each Standard. The final PPA should not include any “not observed” indicators under a Standard.
Comments. Although evaluators are not required to add any information in this section of the PPA, they may feel free to add notes that will contribute to an
understanding of the scores awarded.
APPENDIX K
Standard A - Plans Curriculum and Instruction
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
1. Draws on content standards of the relevant
Evidence does not
Documentation shows evidence of
curriculum frameworks to plan sequential units of
support that the
activities planned as lessons in
study, individual lessons, and learning activities that candidate meets this sequenced units of study. Specific
make learning cumulative and advance students’
standard at a
standards in the MA Curriculum
level of content knowledge.
minimal level that
Frameworks are noted. An
would be expected
explanation is provided to support
of a beginning
why the standards and unit are
teacher.
being taught.
2. Draws on results of formal and informal
assessments as well as knowledge of human
development to identify teaching strategies and
learning activities appropriate to the specific
discipline, age, level of English language proficiency,
and range of cognitive levels being taught.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
3. Identifies appropriate reading materials, other
resources, and writing activities for promoting
further learning by the full range of students within
the classroom.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
4. Identifies prerequisite skills, concepts, and
vocabulary needed for the learning activities and
design lessons that strengthen student reading and
writing skills.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
Exceeds Standard (3)
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
Documentation identifies what
assessments are used and how
assessment results guided
planning. Planned lessons include
a rationale grounded in research,
and teaching strategies
appropriate for the content and
grade level. Learning strategies are
modified for ability levels.
Lessons and activities designed by
the candidate can be or are
supported by knowledge of
human development and learning.
Texts, other media resources, and
writing activities are identified
with an explanation of their
suitable challenge for students at
various ability levels, including
English language learners.
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
Documentation lists skills,
concepts and vocabulary needed
for the topic being studied, with
modifications indicated for ability
levels and exceptional needs.
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
APPENDIX K
Indicators
Standard A - Plans Curriculum and Instruction
Does Not Meet
Meets Standard (2)
Standard (1)
of a beginning
teacher.
5. Plans lessons with clear objectives and relevant
measurable outcomes.
6. Draws on resources from colleagues, families, and
the community to enhance learning.
7. Incorporates appropriate technology and media
in lesson planning.
8. Uses information in Individualized Education
Programs (IEPs) to plan strategies for integrating
students with disabilities into general education
classrooms.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
Exceeds Standard (3)
thoroughly professional
manner.
Documentation includes objectives
for each planned lesson,
measurable outcomes, and
explanation of how outcomes will
be measured. Homework, learning
activities and assessments reflect
the objectives. Objectives are
suitable and/or modified for
differentiated learning needs.
Examples of resources from
colleagues, families and the
community are identified, along
with an explanation of how and
why resources will be used in the
enhancement of student learning.
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
Technology and/or media are
identified for incorporation into a
unit of study, to include their use
in meeting lesson objectives.
Technology or media resources
used are appropriate to the
discipline, learning objectives, and
grade level.
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
The student teacher has used
information from IEPs to plan
units of study, and it is clear how
strategies and resources chosen are
appropriate for applicable
students as informed by the IEPs.
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
All sources of evidence
reviewed support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
APPENDIX K
Indicators
9. Uses instructional planning, materials, and
student engagement approaches that support
students of diverse cultural and linguistic
backgrounds, strengths, and challenges.
Standard A - Plans Curriculum and Instruction
Does Not Meet
Meets Standard (2)
Standard (1)
teacher.
Exceeds Standard (3)
manner.
Evidence does not
support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
The student has used instructional All sources of evidence
planning, materials and student
reviewed support that the
engagement approaches that
candidate meets
support students of diverse
expectations of this
cultural and linguistic
standard in an
backgrounds. Lesson plans have
accomplished and
objectives that consider language
thoroughly professional
proficiency. Unit of study contain
manner.
activities and assessments that
align with language and content
objectives.
Evidence for Standard A could include but is not limited to individual lesson plans, components of unit plans or the TWS, reflections or
reflective papers, resource packets.
Overall rating for Standard A (Does Not Meet, Meets, or Exceeds Standard)?
Comments for Standard A. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the
indicators under Standard A. Otherwise a comment is optional.
APPENDIX K
Standard B – Delivers Effective Instruction
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
1: Communicates high standards and expectations when beginning the lesson:
1(a). Makes learning objectives clear to the student.
Observations do not Learning objectives for lessons are
support that the
clearly communicated to the
candidate meets this student at applicable transition
standard at a
points (i.e. at the beginning of each
minimal level that
lesson or at the transition to a new
would be expected
topic).
of a beginning
teacher.
1(b). Communicates clearly in writing and
Observations and
The candidate communicates
speaking.
other evidence do
clearly in writing and speaking,
not support that the using correct and developmentally
candidate meets this appropriate grammatical usage
standard at a
and sentence structure. Written
minimal level that
and oral instructions given to
would be expected
students are clearly stated.
of a beginning
teacher.
1(c). Uses engaging ways to begin a new unit of
Observations do not The candidate uses engaging and
study or lesson.
support that the
appropriate opening activities that
candidate meets this serve to frame the lesson, and
standard at a
engage the students’ attention and
minimal level that
curiosity.
would be expected
of a beginning
teacher.
1(d). Builds on students’ prior knowledge and
Observations do not The candidate designs and
experience.
support that the
delivers the lesson in a way that
candidate meets this builds on students’ prior
standard at a
knowledge and experience.
minimal level that
would be expected
of a beginning
teacher.
2. Communicates high standards and expectations when carrying out the lesson:
2(a). Uses a balanced approach to teaching skills
Observations and
As appropriate to the grade level
and concepts of elementary reading and writing.
other evidence do
and lesson type, the candidate
Exceeds Standard (3)
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and
evidence related to this
APPENDIX K
Standard B – Delivers Effective Instruction
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
not support that the teaches phonemic awareness,
candidate meets this phonics and vocabulary skills both
standard at a
separately as well as together with
minimal level that
comprehension skills. The
would be expected
candidate uses components of a
of a beginning
balanced approach to teaching
teacher.
reading and writing that includes
shared reading, read-alouds,
guided reading, independent
reading, as well as shared writing,
modeled writing, process writing
and independent writing.
2(b). Employs a variety of content-based and
Observations do not The candidate uses more than one
content-oriented teaching techniques, from more
support that the
teaching technique, as identified
teacher-directed strategies such as direct
candidate meets this by the standard, to address the
instruction, practice, and Socratic dialogue, to less
standard at a
range of student skills. Techniques
teacher-directed approaches such as discussion,
minimal level that
used are appropriate for the
problem solving, cooperative learning, and research
would be expected
objectives of the lesson and for
projects (among others).
of a beginning
different groups of students.
teacher.
2(c). Demonstrates adequate knowledge of and
approach to the academic content of lessons.
2(d). Employs a variety of reading and writing
strategies for addressing the learning objectives.
2(e). Uses questioning to stimulate thinking and
encourages all students to respond.
See Standard B2(c)
– License Specific
Evaluation
Questions
Observations and
other evidence do
not support that the
candidate meets this
standard at a
minimal level that
would be expected
of a beginning
teacher.
Observations do not
support that the
candidate meets this
See Standard B2(c) – License
Specific Evaluation Questions
Exceeds Standard (3)
indicator support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
The candidate uses a range
of techniques. In addition,
all observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
See Standard B2(c) –
License Specific Evaluation
Questions
The candidate includes reading
and writing activities in the body
of the lesson and/or in homework.
Students are asked to describe,
explain and justify their ideas.
All observations and
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
The candidate uses probing
questions to help students
understand concepts. The
All observations support
that the candidate meets
expectations of this
APPENDIX K
Standard B – Delivers Effective Instruction
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
standard at a
candidate addresses questions to
minimal level that
all students to encourage
would be expected
participation.
of a beginning
teacher.
2(f). Uses instructional technology appropriately.
Observations do not The candidate is knowledgeable in
support that the
the use of technology, and makes a
candidate meets this smooth transition to and from
standard at a
technology use. The candidate
minimal level that
incorporates technology into
would be expected
instruction in such a way that all
of a beginning
students have access, and the
teacher.
candidate is able to guide or assist
students in its use. Technology is
used as a tool to develop and
reinforce knowledge and skills.
2(g). Uses effective strategies and techniques for
Observations and
The student teacher uses effective
making content accessible for English language
evidence do not
strategies and techniques for
learners.
support that the
making content accessible for
candidate meets this English language learners. The
standard at a
student teacher adapts grade level
minimal level that
content in ways that make it
would be expected
comprehensible for students at
of a beginning
different proficiency levels. The
teacher.
student teacher models proper
English usage.
2(h). Demonstrates knowledge of the difference
Observations and
The student teacher demonstrates
between social and academic language and the
evidence do not
knowledge of the different
importance of this difference in planning,
support that the
between social and academic
differentiating and delivering effective instruction
candidate meets this language and the importance of
for English language learners at various levels of
standard at a
this difference in planning and
English language proficiency and literacy.
minimal level that
delivering instruction for English
would be expected
language learners. The student
of a beginning
teacher provides opportunities to
teacher.
practice both types of language
and receive feedback. The student
teacher chooses and implements
Exceeds Standard (3)
standard in an
accomplished and
thoroughly professional
manner.
All observations applicable
to this indicator support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and
evidence applicable to this
indicator support that the
candidate meets
expectations in an
accomplished and
thoroughly professional
manner.
All observations and
evidence applicable to this
indicator support that the
candidate meets
expectations in an
accomplished and
thoroughly professional
manner.
APPENDIX K
Standard B – Delivers Effective Instruction
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
assessments appropriate for
students’ proficiency levels. The
student teacher provides support
in response to the needs and
proficiency levels of ELL students.
3. Communicates high standards and expectations when extending and completing the lesson:
3(a). Assigns homework or practice that furthers
Observations and
The candidate provides evidence
student learning and checks it.
other evidence do
of differential homework
not support that the assignments or practice that is
candidate meets this designed to further the learning of
standard at a
students of different ability levels.
minimal level that
Evidence includes classroom sets
would be expected
of student homework that has
of a beginning
been evaluated by the candidate.
teacher.
3(b). Provides regular and frequent feedback to
Observations do not The candidate accurately
students on their progress.
support that the
summarizes what students have
candidate meets this been expected to learn at the end
standard at a
of the lesson, or elicits such a
minimal level that
summary from students.
would be expected
of a beginning
teacher.
3(c). Provides many and varied opportunities for
Observations and
The candidate guides students to
students to achieve competence.
evidence do not
adequate or useful conclusions to
support that the
the lesson. The candidate provides
candidate meets this examples of how student work is
standard at a
evaluated and how that evaluation
minimal level that
is communicated to students.
would be expected
of a beginning
teacher.
4. Communicates high standards and expectations when evaluating student learning:
4(a). Accurately measures student achievement of,
Evidence does not
The candidate provides examples
and progress toward, the learning objectives with a
support that the
of informal and formal
variety of formal and informal assessments, and uses candidate meets this assessments, including (1) at least
results to plan further instruction.
standard at a
one performance-based
Exceeds Standard (3)
All evidence supports that
the candidate consistently
meets expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All evidence supports that
the candidate meets
expectations of this
standard in an
APPENDIX K
Standard B – Delivers Effective Instruction
Indicators
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
minimal level that
assignment given to students (e.g.
accomplished and
would be expected
portfolio, project) and (2) at least
thoroughly professional
of a beginning
one assessment designed and
manner.
teacher.
written by the candidate. All
assessments include scoring
guides, rubrics, and answer sheets
as applicable. The candidate
employs or is able to reference the
use of formal tests provided or
required by the district.
4(b). Translates evaluations of student work into
Evidence does not
Grades for student learning are
All evidence supports that
records that accurately convey the level of
support that the
provided using established
the candidate meets
achievement for parents or guardians, and school
candidate meets this procedures that ensure accuracy
expectations of this
personnel.
standard at a
and fairness. Written feedback and standard in an
minimal level that
corrections provided to students
accomplished and
would be expected
on tests, homework assignments
thoroughly professional
of a beginning
or other are helpful and
manner.
teacher.
supportive.
Evidence for Standard B could include but is not limited to observation of the student’s teaching performance in the practicum setting,
reflective journal entries, lesson or unit plans, graded student homework assignments, and components of the TWS including assessments.
Candidates should review individual assignment rubrics for guidance as to what evidence is required to support various indica tors.
Candidate’s overall rating for Standard B (Does Not Meet, Meets, or Exceeds Standard)?
Comments for Standard B. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the
indicators under Standard B. Otherwise a comment is optional.
APPENDIX K
Standard C – Manages Classroom Climate Operation
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
1. Creates and maintains a safe and collaborative
Observations do not The candidate establishes a
learning environment that values diversity and
support that the
positive atmosphere where
motivates students to meet high standards of
candidate meets this students are encouraged to
conduct, effort and performance.
standard at a
participate. The student teacher
minimal level that
has good rapport with students.
would be expected
The student teacher has
of a beginning
appropriate linguistic expectations
teacher.
for students based on their English
proficiency level. The student
teacher utilizes flexible grouping
strategies to promote a classroom
culture of inclusion. The student
teacher recognizes when
classroom management issues
stem from cultural issues and
addresses these appropriately.
2, Creates a physical environment appropriate to the Observations do not The candidate, to the extent that he
range of learning activities.
support that the
or she is able to do so, creates or
candidate meets this makes best creative use of the
standard at a
physical environment to enhance
minimal level that
the range of learning activities.
would be expected
of a beginning
teacher.
3. Maintains appropriate standards of behavior,
Observations do not The candidate maintains
mutual respect, and safety.
support that the
appropriate standards of behavior,
candidate meets this mutual respect, and safety in the
standard at a
classroom. This is evidenced by
minimal level that
the candidate’s communication of
would be expected
rules and procedures for
of a beginning
classroom behavior, alertness to
teacher.
and prompt and effective response
to inappropriate student behavior,
and treating students with respect
and being treated with respect in
return.
4. Manages classroom routines and procedures
Observations do not The candidate makes maximum
Exceeds Standard (3)
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
APPENDIX K
Standard C – Manages Classroom Climate Operation
Indicators
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
without loss of significant instructional time.
support that the
use of classroom time for
that the candidate meets
candidate meets this instruction. Materials needed for
expectations of this
standard at a
activities are ready for
standard in an
minimal level that
distribution, and the candidate has accomplished and
would be expected
made preparations and is
thoroughly professional
of a beginning
organized for transitions between
manner.
teacher.
activities.
Evidence for Standard C could include but is not limited to observations of the candidate’s teaching performance in the practicum setting.
Evidence may be supported by artifacts such as lesson plans, photos accompanied by explanatory captions, journal reflections, classroom
organizational plans.
Candidate’s overall rating for Standard C (Does Not Meet, Meets, or Exceeds Standard)?
Comments for Standard C. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the
indicators under Standard C. Otherwise a comment is optional.
APPENDIX K
Indicators
1. Encourages all students to believe that effort is a
key to achievement.
2. Works to promote achievement by all students
without exception.
3. Assesses the significance of student differences in
home experiences, background knowledge, learning
skills, learning pace and proficiency in the English
language for learning the curriculum at hand and
uses professional judgment to determine if
instructional adjustments are necessary.
4. Helps all students to understand American civic
culture, its underlying ideals, founding political
principles, and political institutions and to see
themselves as members of a local, state, national,
and international civic community.
Standard D – Promotes Equity
Does Not Meet
Meets Standard (2)
Standard (1)
Observations and
The candidate pays equitable
other evidence do
attention to all students, and
not support that the
encourages all students to believe
candidate meets this that effort is important.
standard at a
minimal level that
would be expected
of a beginning
teacher.
Observations and
The candidate provides
other evidence do
opportunities for students to
not support that the
receive extra help outside of the
candidate meets this classroom period, and takes
standard at a
actions to assure that all students
minimal level that
are challenged to their full
would be expected
potential.
of a beginning
teacher.
Observations and
The candidate makes adjustments
other evidence do
as necessary for the range of
not support that the
individual student needs, learning
candidate meets this styles, ability levels, exceptional
standard at a
needs, knowledge of English, and
minimal level that
home environments.
would be expected
of a beginning
teacher.
Observations and
The candidate employs practices
other evidence do
designed to help students
not support that the
understand principles and
candidate meets this practices of democracy, equality
standard at a
and equal opportunity, freedom of
minimal level that
speech and other freedoms,
would be expected
respect and appreciation of
of a beginning
diversity, and the meaning and
teacher.
practice of responsible citizenship.
The candidate makes connections
Exceeds Standard (3)
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
APPENDIX K
between practices that emulate
American ideals and the history,
culture, and primary sources that
are the source or symbol of those
ideals (e.g. the Constitution, the
Statue of Liberty, the Pledge of
Allegiance). In doing so, the
candidate is respectful and
mindful of students in the class
who are not or may not be
American citizens.
5. Collaborates with families, recognizing the
Observations and
The student teacher collaborates
All observations and other
significance of native language and culture to create other evidence do
with families and recognizes the
evidence support that the
and implement strategies for supporting student
not support that the
significance of native language
candidate meets
learning and development both at home and at
candidate meets this and culture to create and
expectations of this
school.
standard at a
implement strategies for
standard in an
minimal level that
supporting student learning at
accomplished and
would be expected
home and at school. The student
thoroughly professional
of a beginning
teacher communicates with
manner.
teacher.
students’ parents and families to
gather information for lesson
planning. The student teacher
communicates with parents and
families about students’ academic
progress.
Evidence for Standard D could include but is not limited to observations of student teaching, lesson plans and/or lesson activities, student
assignments, reflective journal entries, and evidence (reflective or other) of interaction with parents.
Candidate’s overall rating for Standard D (Does Not Meet, Meets, or Exceeds Standard)?
Comments for Standard D. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the
indicators under Standard D. Otherwise a comment is optional.
APPENDIX K
Standard E – Meets Professional Responsibilities
Indicators
Does Not Meet
Meets Standard (2)
Standard (1)
1. Understands his or her legal and moral
Observations and
The candidate behaves in a
responsibilities.
other evidence do
professional manner in areas
not support that the
including punctuality,
candidate meets this confidentiality, professional
standard at a
appearance and demeanor, and
minimal level that
carrying out all job-related
would be expected
responsibilities.
of a beginning
teacher.
2. Conveys knowledge of and enthusiasm for
Observations do not The candidate shows enthusiasm
his/her academic discipline to students.
support that the
about his/her academic discipline
candidate meets this during interactions with students.
standard at a
minimal level that
would be expected
of a beginning
teacher.
3. Maintains interest in current theory, research,
Evidence does not
The candidate takes advantage of
and developments in the academic discipline and
support that the
professional development
exercises judgment in accepting implications or
candidate meets this opportunities provided by the
findings as valid for application in classroom
standard at a
practicum school or district, FSU,
practice.
minimal level that
professional organizations or the
would be expected
community, during his/her
of a beginning
student teaching experience.
teacher.
4. Collaborates with colleagues to improve
Observations and
The candidate confers with
instruction, assessment, and student achievement.
other evidence do
his/her supervising practitioner
not support that the
and other colleagues (including
candidate meets this other student teachers) about
standard at a
improving his/her practice.
minimal level that
would be expected
of a beginning
teacher.
5. Works actively to involve parents in their child’s
Evidence does not
The candidate participates in
academic activities and performance, and
support that the
conferences with parents (under
communicates clearly with them.
candidate meets this the guidance of the supervising
Exceeds Standard (3)
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations support
that the candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
Evidence supports that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
All observations and other
evidence support that the
candidate meets
expectations of this
standard in an
accomplished and
thoroughly professional
manner.
Evidence supports that the
candidate meets
expectations of this
APPENDIX K
Standard E – Meets Professional Responsibilities
Indicators
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
standard at a
practitioner) when appropriate.
standard in an
minimal level that
accomplished and
would be expected
thoroughly professional
of a beginning
manner.
teacher.
6. Reflects critically upon his or her teaching
Evidence does not
The candidate provides evidence
Evidence supports that the
experience, identifies areas for further professional
support that the
(e.g. a journal) of consistent
candidate meets
development as part of a professional development
candidate meets this reflection on his/her practice.
expectations of this
plan that is linked to grade level, school, and district standard at a
standard in an
goals and is receptive to suggestions for growth.
minimal level that
accomplished and
would be expected
thoroughly professional
of a beginning
manner.
teacher.
7. Understands legal and ethical issues as they
Observations and
The candidate communicates
All observations and other
apply to responsive and acceptable use of the
other evidence do
appropriate use of the Internet to
evidence related to this
Internet and other resources.
not support that the
students whenever class, project or indicator support that the
candidate meets this homework activities include
candidate meets
standard at a
Internet use.
expectations of this
minimal level that
standard in an
would be expected
accomplished and
of a beginning
thoroughly professional
teacher.
manner.
Evidence for Standard E will include but is not limited to observation of student teaching performance, reflective journal entries or other
reflective documents, lesson plans, student assignments, parent teacher conference and professional development materials and/or
summaries of parental involvement and professional development activities.
Candidate’s overall rating for Standard E (Does Not Meet, Meets, or Exceeds Standard)?
Comments for Standard E. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the
indicators under Standard E. Otherwise a comment is optional.
APPENDIX K
Foreign Languages (PreK-6)(5-12)
Standard (b)2c
Demonstrates adequate knowledge of and approach to the academic content of lessons.
Evidence Found
Evidence Not Found
License-Specific Evaluation Questions
Does the candidate demonstrate an adequate knowledge
of the target language when conducting a lesson?
Does the candidate use or refer to primary sources from
the country in which the target language is used, in
addition to the textbook, in the course of the lesson?
Does the candidate refer to appropriate learning
standards and skills in the Foreign Language Curriculum
Framework in developing a lesson?
Does the candidate use the target language effectively in
speaking and/or writing during the lesson?
Does the candidate demonstrate knowledge of stages in
second language acquisition when conducting a lesson?
Does he or she demonstrate adequate knowledge of the
culture, history, geography or literature of a country in
which the target language is used when conducting a
lesson?
Does the candidate plan and give lessons on the literary
and other artistic works taught in the K-12 curriculum of
the country in which the target language is used?
APPENDIX K
Instructions for Evaluators of the Massachusetts Preservice Performance Assessment (PPA)
Foreign Language License-Specific Questions
Standard B/Indicator 2(c)
In this rubric for “Foreign Language License-Specific Questions, Standard B/Indicator 2 (c)”, the DESE Guidelines for Preservice
Performance Assessment appear in the first column.
In the rows under each Standard indicator on the rubric, examples of the types of evidence used to document scoring decisions are
provided. Each scoring decision should be based on two or more sources of evidence.
The descriptors in the Meets Standard (2) column support both the DESE Standard indicators as well as the ACFFL expectations in
that area. In order for a candidate to score in this column, he/she must provide evidence that would be acceptable for a beginning
teacher. In other words, performance should be at a level that indicates the teacher can fulfill those particular professional
responsibilities in his/her teaching field, but with the understanding that performance will become more effective and successful as the
teacher gains experience in the classroom and other professional roles.
A score of Does Not Meet Standard (1) indicates that overall evidence does not support that the candidate meets the Standard
indicators as described in the Meets Standard column. Any score in this category must be thoroughly explained in the comments
section at the end of the standard.
A score of Exceeds Standard (3) should only be given if there are multiple (2 or more) sources of evidence that document an
accomplished level of performance as characterized by creativity, resourcefulness, maturity, confidence, and/or special talent. It is not
expected that even the most promising of student teachers will score in this column for the majority of indicators.
Standard B2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons.
License-Specific Evaluation Questions for Modern Language Education
License-Specific Questions
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
B2(c) 1. Does the candidate demonstrate an adequate
knowledge of the target language when conducting a
lesson? (ACTFL 1.a)
Observations and
evidence do not
support that the
candidate meets this
standard at a
minimal level that
In observed lessons and materials
prepared for lessons, the candidate
demonstrates a generally high
level of proficiency in the target
language and is fairly comfortable
and confident conducting the class
Observation and evidence
support that the candidate
consistently meets
expectations of this
standard in an
accomplished and
APPENDIX K
Standard B2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons.
License-Specific Evaluation Questions for Modern Language Education
License-Specific Questions
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
would be expected
and communicating with students
thoroughly professional
of a beginning
in the target language.
manner.
teacher.
Evidence for Standard Indicator B2(c) 1 should include but is not limited to observations of student teaching. Supporting sources of evidence
could include assignments or handouts written by the candidate in the target language.
B2(c) 2. Does the candidate use or refer to primary
Observations and
Across lesson plans and in most or Observation and evidence
sources from the country in which the target
evidence do not
all observed lessons, the candidate support that the candidate
language is used, in addition to the textbook, in the
support that the
integrates appropriate texts or
consistently meets
course of the lesson? (ACTFL 2.b)
candidate meets this other resources that reflect the
expectations of this
standard at a
literature and tradition of cultures
standard in an
minimal level that
who speak the target language.
accomplished and
would be expected
Choices made reflect that the
thoroughly professional
of a beginning
candidate has a suitable breadth of manner.
teacher.
knowledge of primary source
material and how to select sources
that are both developmentally
appropriate and accessible to the
students’ level and range of
language proficiency.
Evidence for Standard Indicator B2(c) 2 should include but is not limited to lesson and unit plans, lists of resources contained in unit plans, and
observations of student teaching.
Evidence does not
Lessons and/or unit plans are, for
All sources of evidence
B2(c) 3. Does the candidate refer to appropriate
support that the
the most part, grounded on
support that the candidate
learning standards and skills in the Foreign
consistently meets
Language Curriculum Framework in developing a candidate meets this appropriate standards and skills
standard at a
delineated by the FL Curriculum
expectations of this
lesson? (ACTFL 4.b)
minimal level that
Framework. It is clear that the
standard in an
would be expected
candidate understands the format
accomplished and
of a beginning
and content of the FL Curriculum
thoroughly professional
teacher.
Framework and how to integrate it manner.
APPENDIX K
Standard B2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons.
License-Specific Evaluation Questions for Modern Language Education
License-Specific Questions
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
with learning goals.
Evidence for Standard Indicator B2(c) 3 should include the components of unit plans, the TWS, or lesson plans that demonstrate the relationship
of learning objectives to the Curriculum Framework.
B2(c) 4. Does the candidate use the target language Observations and
The candidate uses the target
Observations and evidence
effectively in speaking and/or writing during the
evidence do not
language effectively and
support that the candidate
lesson? (ACTFL 1.a)
support that the
accurately in speaking and writing. consistently meets
candidate meets this The candidate’s pronunciation is
expectations of this
standard at a
generally clear and accurate, as is
standard in an
minimal level that
his/her spelling, and syntax. In
accomplished and
would be expected
addition, the candidate notes and
thoroughly professional
of a beginning
appropriately addresses student
manner.
teacher.
errors in speaking and writing in
the target language.
Evidence for Standard Indicator B2(c) 4 should include but is not limited to observation of student teaching, written assignments or handouts in
the target language, as well as written feedback to students on essays or compositions they have written in the target language.
B2(c) 5. Does the candidate demonstrate knowledge Evidence does not
The candidate demonstrates
All sources of evidence
of stages in second language acquisition when
support that the
awareness of stages in second
support that the candidate
conducting a lesson? (ACTFL 3.a)
candidate meets this language acquisition and the range consistently meets
standard at a
of proficiency across the class,
expectations of this
minimal level that
monitors the level of student
standard in an
would be expected
learning in the target language, and accomplished and
of a beginning
adjusts whole class and targeted
thoroughly professional
teacher.
instruction appropriately.
manner.
Assignments and lessons are
appropriate to the developmental
stage of language acquisition, and
generally the candidate is able to
sustain a challenging yet
APPENDIX K
Standard B2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons.
License-Specific Evaluation Questions for Modern Language Education
License-Specific Questions
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
supportive learning environment.
Evidence for Standard B2(c) 5 should include, but is not limited to, student teaching observations, as well as unit plans, and appropriate sections
of the TWS.
B2(c) 6. Does he or she demonstrate adequate
Observations and
Unit and lesson plans demonstrate Observation and evidence
knowledge of the culture, history, geography or
evidence do not
that the candidate has a solid
support that the candidate
literature of a country in which the target language is support that the
knowledge of the culture, history,
consistently meets
used when conducting a lesson? (ACTFL 2.a)
candidate meets this geography and literature of the
expectations of this
standard at a
countries and cultures in which the standard in an
minimal level that
target language is spoken. He/she accomplished and
would be expected
makes connections between the
thoroughly professional
of a beginning
practices, products, and
manner.
teacher.
perspectives of the target cultures.
All or most observed lessons
include connections made between
the target language and its culture.
Evidence for Standard Indicator B2(c) 6 should include but is not limited to lesson plans, lists of resources and materials for a unit plan, student
assignments, and observations of student teaching.
B2(c) 7. Does the candidate plan and give lessons
Evidence does not
One or more lessons include focus All sources of evidence
on the literary and other artistic works taught in the
support that the
on literary and artistic works (art,
support that the candidate
K-12 curriculum of the country in which the target
candidate meets this music, film, dance) from a country consistently meets
language is used? (ACTFL 2.a)
standard at a
in which the target language is
expectations of this
minimal level that
used. The lesson(s) include
standard in an
would be expected
contextual information on the
accomplished and
of a beginning
work(s) chosen, and have the
thoroughly professional
teacher.
potential to be successful in
manner.
enhancing students’ appreciation
of the culture while strengthening
their acquisition of the target
language.
APPENDIX K
Standard B2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons.
License-Specific Evaluation Questions for Modern Language Education
License-Specific Questions
Does Not Meet
Meets Standard (2)
Exceeds Standard (3)
Standard (1)
Evidence for Standard Indicator B2(c) 7 should include but is not limited to lesson plans, lists of resources and materials for a unit plan, student
assignments, and observations of student teaching.
Overall Comments on Standard B2(c). Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of
the sections of Standard B, indicator 2(c). Otherwise a comment is optional.
Appendix L
Framingham State University
Teacher Work Sample (TWS)
Modern Languages
The Teacher Work Sample builds upon the unit planning and assessment skills that you
developed in your Professional Preparation classes, taking them to the next level of full
implementation. The focus of the Teacher Work Sample assignment is for you to determine the
impact your instruction has on student learning. During Practicum A, you will develop a
comprehensive unit of instruction that will be implemented during Practicum B. You will assess
student learning based on the goals and objectives established in your unit plan.
The unit of study should be developed with input from your Supervising Practitioner and
approved by the University Supervisor. The content of the unit must align to the MA Curriculum
Frameworks for Foreign Languages for the grade level you are teaching.
The steps you will follow are these:
Before teaching your unit of instruction:
1. Provide an overview of the unit that includes the following: a.) contextual factors you
will consider related to the community, classroom, and students as you create your
instruction and assessment plans; b.) description of the methods and materials to be used;
and c.) description of the links to other disciplines.
2. Describe the rationale for why students should engage in this unit of study. The rationale
should make clear connections to the MA Curriculum Frameworks.
3. Establish the learning goals and objectives for your unit (aligned to MA Curriculum
Frameworks).
4. Create an assessment plan based on your goals and objectives, in which you will present
pre-assessment, formative assessments, and a final assessment for each goal. As part of
this step you will identify two students whose progress you will specifically track.
5. Create a design for instruction that includes 8-10 lesson plans that address your learning
goals and the content to be covered, and incorporates your plans for assessment.
While teaching your unit of instruction:
1. Implement your lessons, making instructional decisions based upon students’
performance on your pre-assessment and formative assessments.
2. Record student performance data for the whole class including, of course, the data for
your two focus students.
3. Write daily reflections that explain your instructional decisions and examine your
teaching and students’ learning.
Page 67 of 89
Appendix L
After teaching your unit of instruction:
1. Describe several examples of instructional decisions you made based upon your
monitoring of students’ progress throughout the unit and student performance on
your assessments.
2. Review and analyze the student data you collected on the pre and final assessment of
student learning for each goal. Create a graphic representation and narrative
interpretation of whole class learning gains and gains for the two focus students.
3. Write a narrative that encompasses your reflection on the impact your teaching had on
student learning. Include a self-evaluation of your teaching.
Each step of this process will be covered in detail in the Student Teaching Seminar and have
specific deadlines. In addition, teacher candidates will have been introduced to the TWS while
preparing the required unit for their Professional Preparation methods class in the semester prior
to student teaching.
Detailed Description of Requirements for Each Step
Step 1: Overview
a.) Contextual Factors: In a 2-3 page essay, discuss relevant factors and how they may
affect the teaching-learning process. Include any supports and challenges that affect
instruction and learning. In your discussion, include the following:
 Community, district and school factors. Address geographic location,
community, and school population socio-economic status and race/ethnicity.
You might also address such things as stability of community, political
climate, community of support for education and other environmental factors.
 Classroom factors. Address physical features, availability of technology
equipment and resources, and the extent of parental involvement. You might
also discuss other relevant factors such as classroom rules and routines,
grouping patterns, scheduling, and classroom arrangement.
 Student characteristics. Address student characteristics you should consider as
you design instruction and assess learning. Include such factors as age,
gender, race/ethnicity, special needs, proficiency/developmental levels,
English language proficiency, heritage speakers of the TL, mother tongue,
home culture, interests, learning styles, etc. In your narrative make sure you
address students’ skills and prior learning that may influence the development
of your learning goals, instruction, and assessment.
 Instructional Implications. Address how contextual characteristics of the
community, classroom, and students have implications for instructional
planning and assessment. Include specific instructional implications for at
Page 68 of 89
Appendix L
least two characteristics and any other factors that will influence how you plan
and implement your unit. If any of your students are, or are likely to be
heritage speakers of the TL, or speakers of other languages, be sure to include
that as one of the contextual characteristics in your discussion. (ACTFL 3.b)
b.) Description of Methods and Materials: Write a 1 page narrative that discusses the
various language teaching methods you will incorporate in the unit of instruction.
Provide reasons for choosing specific methods and link them to language acquisition
theory whenever possible. Then, create a list of the materials and resources you used
in the planning and implementation of the unit. This list should be logically organized
(i.e. technology resources grouped together, print resources grouped together, etc…
or listed according to each specific lesson in the unit.) (ACTFL 4.c)
c.) Interdisciplinary Connections: Create a graphic representation (i.e. a curriculum
web) that shows how your unit of instruction is integrated with several other
disciplines, including the arts. Label specific learning goals and methods that are
associated with each discipline link. (ACTFL 2.c)
Step 1 provides evidence for:
ACTFL Standard 3b: Developing Instructional Practices that Reflect Language Outcomes and Learner Diversity.
Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and
address the needs of diverse language learners.
ACTFL Standard 4c: Selecting and Designing Instructional Materials. Candidates use standards and curricular goals to
evaluate, select, design and adapt instructional resources.
ACTFL Standard 2c: Integrating Other Disciplines in Instruction. Candidates integrate knowledge of other disciplines into
foreign language instruction and identify distinctive viewpoints accessible only through the target language.
Step 2: Rationale
Write a one-page persuasive essay that explains why your chosen topic for this unit is important
for students to study. The rationale should be clear and relevant to the particular grade level of
the students. Connections should be made between the rationale and the MA Foreign Language
Curriculum Frameworks.
Step 3: Learning Goals and Objectives
a.) List the main learning goals (not activities!) that will guide the planning, delivery,
and assessment of your unit. List at least 3-5 learning goals. These goals define the
“big ideas” of the unit and essential questions students encounter (keeping in mind
the proficiency levels of your students). Goals must be challenging, varied and
appropriate. Number each learning goal so you can reference it later.
b.) Align each goal with the MA Curriculum Frameworks and the Standards for Foreign
Language Learning. (ACTFL 4.a)
c.) Under each learning goal, list specific and measurable objectives that correspond to
each goal. Think of the goal as the “big idea” and the objectives as the specifics of
what you want students to know and be able to do as a result of this unit of
instruction.
Step 3 provides evidence for:
ACTFL 4a: Understanding and Integrating Standards in Planning. Candidates demonstrate an understanding of the goal
areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these
frameworks into curricular planning.
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Appendix L
Step 4: Assessment Plan
Design an assessment plan that you will use to both monitor and determine student progress
toward each learning goal established above. (ACTFL 5.a)
a.) Create a chart or table presenting an overview of your assessment plan in which you
depict for each learning goal: the assessments (pre, formative and final) used to judge
student progress, the format of each of the assessments (i.e. quiz, essay, project,
other), and the adaptations of the assessments for individual needs of students in
consideration of contextual factors.
b.) Create a written version of each assessment, along with a scoring guide (i.e. rubric, or
guidelines for determining the grade for student performance), as well as either an
answer sheet or guidelines for what you would expect as a reasonable essay, project,
etc. If you choose to conduct oral assessments, provide a detailed plan for the
questions and techniques you use to solicit answers that give you a reasonable
understanding of each student’s proficiency level. (Note that pre and final
assessments must correlate in some way so that comparisons can be made and so that
you can accurately demonstrate learning gains made by your students on the learning
goals you established.)
c.) Select two students (at two different proficiency levels). You will specifically review
and analyze the data from these students in a later step. You may ask your SP for
help in identifying these focus students, or you may identify them after you have
completed the pre-assessment step of the Teacher Work Sample.
*** Note: You will need to develop a coded record-keeping system for keeping track
of student assessment performance. No student names or identifying information
should be included in your assessment results! ***
Step 4 provides evidence for:
ACTFL 5a: Knowing assessment models and using them appropriately. Candidates believe that assessment is ongoing, and they
demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful
measures.
Step 5: Design for Instruction
Create a content outline that represents your unit plan. Include the topics and activities you are
planning for each lesson, including the assessment activities described in Step 4 above. The
content must be logically sequenced, well developed and build in complexity. Content must also
include material from a variety of content areas.
Use the ACTFL lesson plan template on page 7 of this document to create your 8-10
lesson plans. The lessons must create a coherent and connected learning
experience for your students that lead to mastery of your learning goals. The
lesson plans must reflect a sequential development based on the content outline
and be aligned with the goals and objectives established in step 3. Lesson plans
must include a variety of developmentally appropriate teaching strategies and
reveal knowledge of how to differentiate for gifted students, and students with
other special needs. Whenever possible, technology must be used to enhance
instruction.
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Appendix L
Step 6: Instructional Decision-Making (ACTFL 5.b)
a.) Describe the results of your pre-assessments. Did the results suggest that your learning
goals are on target, or did the range of results suggest that you need to modify one or
more of those goals, and/or adapt instruction for some students? If modification or
adaption was indicated, explain the modifications made and why they were made.
b.) Provide two additional examples of instructional decisions you were required to make
based upon students’ learning or responses during the course of the unit. Think of a
time during your unit when a particular response or reaction from some students, or
even one student (i.e. student inability to grasp the concept being taught, student
misunderstanding or lack of prior knowledge of a concept, or other signals such as
boredom, inattentiveness and frustration) caused you to change your current or
subsequent lesson plans. Be specific about the circumstance and your response in
both examples. Explain how you thought your change(s) would improve student
progress toward the learning goal.
Step 6 provides evidence for:
ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student
assessments, adjust instruction accordingly, analyze the results of assessments, and use success
and failure to determine the direction of instruction.
Step 7: Analysis of Student Learning (ACTFL 5.b)
In this section, you will provide and analyze data that reflects the progress made in achieving the
learning goals you established in Step 3.
a.) Tabulate your pre- and post-assessment data in such a way that shows assessment
results for every student on every learning goal. The data you collect will depend in
large part on the format of your assessment and your evaluation of the assessment.
However, you must have a set of pre and post data that relates specifically to each of
your learning goals. In each set of data, highlight the scores for your two focus
students as identified in Step 4.
b.) Create a graphic representation of your pre and post data for each learning goal. Use a
format that is suited to showing data comparisons. Your graphic representations, with
the help of labels and notes on the same page, should allow a reader to quickly grasp
all relevant information (use color for effect). Mark or highlight the data points for
your two focus students. Be sure the number of total students is included in the
information you provide for each graphic.
c.) In parts a and b above, you will need to factor in how to record the learning results of
students for whom assessment or scoring was modified. You may ask your SP for
help in thinking this through. If minor accommodations were made, or you believe
that the accommodation put a particular student “on par” with other students (for
example, they may have been given more time, or allowed to use a laptop instead of
paper/pencil), then there is no reason to calculate their results separately. If there is a
significant accommodation or modification (i.e. modifying the content) and results
cannot be factored into overall class data, then data should be presented and analyzed
separately. Accompany your data table with a brief description of assessment
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Appendix L
accommodations made and how they are represented in your data display; if you
made no assessment modifications that should also be noted.
d.) Create an 8-12 slide PowerPoint presentation in which you report on and draw
conclusions about your assessment results, using the graphic presentations in Step 6c
above as the basis for your presentation. Your slides should be designed for a
(hypothetical) audience of your choice of one of the following: a parent group, a
professional conference of foreign language educators, a professional development
workshop for other teachers and/ or paraprofessionals in your school, or a professional
development workshop for other FL teachers in your school district. Remember that the
target audience will impact the focus of your presentation design and how you explain
your results. Your first slide should include a title for your presentation and also identify
the audience for which the presentation is prepared. Be sure to include a question and
answer time at the end of your presentation. (ACTFL 5.c)
Step 7 provides evidence for:
ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student
assessments, adjust instruction accordingly, analyze the results of assessments, and use success
and failure to determine the direction of instruction.
ACTFL 5c: Reporting Assessment Results. Candidates interpret and report the results of
student performances to all stakeholders and provide opportunity for discussion.
Step 8: Reflection and Self-Evaluation (ACTFL 5.b)
Reflect on your performance as a teacher and link your performance to student learning results.
Evaluate your performance and identify future actions for improved practice and professional
growth. Your essay should include the following:

Write about the learning goal for which your students (as a group) were most
successful. Provide two or more possible reasons for this success. Consider your
goals, instructional strategies, assessment choices and student characteristics or
other contextual factors.

Write about the learning goal where your students (as a group) were least
successful. Provide two or more possible reasons for this lack of success. Again,
consider your goals, instructional strategies, assessment choices and student
characteristics or other contextual factors. Discuss what you could do differently
or better in the future to improve student learning of this goal.

Write about any other significant patterns that emerged from the data and explain
possible reasons for the trend(s).

Finally, reflect on how you have grown as a teacher from completing this TWS.
Identify two professional goals that you have set for yourself based on this
assignment. Describe the steps you will take to meet your goals and improve your
performance.
Step 8 provides evidence for:
ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student
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Appendix L
assessments, adjust instruction accordingly, analyze the results of assessments, and use success
and failure to determine the direction of instruction.
DAILY LESSON PLAN TEMPLATE (for use with ACTFL Unit Plan )
Name:
Date:
Context/Theme:
Class/Level:
Central focus of this lesson: Vocabulary
Reading
Writing
Culture
Unit:
Language/Grammar
Listening
Speaking
Goal:
Mastery Objective:
MA Curriculum Frameworks addressed:
PROCEDURES
Lesson opener—get
attention, state
objectives, warm-up or
recall
Providing Input—
Engaging learners,
teaching new concepts
Guided
Participation—
Student output
(Mechanical,
meaningful)
Application—Free
communication
Closure – wraps up
the lesson
Assessment – formal
and informal
Extension
Activities—
Homework, projects,
etc.
TIME
MATERIALS,
RESOURCES,
TECHNOLOGY
Give additional information to clarify
what you and students will do.
Describe such things as:
Curriculum Frameworks; Bloom’s
Taxonomy; multiple intelligences;
performance goals, etc.
Modifications or adaptations; active and
passive vocabulary; etc.
Learning strategies; communicative
modes, etc.
Communicative mode—Interpretative,
Interpersonal, Presentational, etc.
Brief recap of what was covered in the
lesson, and connecting to real world –
shows students the value of what they
have learned.
Assessment instruments or formats used
for informal assessments, rubrics, etc.
Bloom’s Taxonomy; multiple
intelligences; performance goals, etc.
CULTURAL CONTENT (Perspectives, Practices, Products)
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Appendix L
CONNECTIONS to other content areas:
for lesson
effectiveness:
Page 74 of 89
Self-reflection on potential
Appendix L
Rubric
Criteria
Step 1. Overview
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
a. Contextual Factors:
Overall Essay
Candidate’s essay is missing
critical information without which
it is not possible to grasp a
complete picture of the context in
which instruction is to be
delivered. Essay does not give
sufficient attention to diversitybased considerations. Essay draws
biased or inaccurate conclusions
based on factors selected for
discussion. Essay does not
logically, fully or clearly make
connections between contextual
factors and their implications on
instruction, or does not provide a
minimum of two plausible
examples.
The essay does not provide
thorough or accurate information
on the range of diversity that will
likely be included in the
candidate’s classroom. The
candidate’s examples of modified
or enhanced instruction were
unclear or incomplete. The essay
may present evidence of bias or
unsupported conclusions about
instructional adaptations or
supports needed.
Candidate describes at least the
essential characteristics of
community, school, classroom and
students, and describes the
instructional implications of at
least two contextual factors. The
essay includes some attention to
the range of diversity represented
(age, language, special needs,
cultural and socioeconomic
factors). The essay is sufficiently
detailed, cogent, and coherent.
The candidate has succinctly but
comprehensively described critical
contextual factors with full
attention given to each of the three
categories (community/ district/
school; classroom; and student
characteristics). The essay
demonstrates sensitivity and
attention to the range of diversity
and diversity-based implications.
The candidate’s discussion of
instructional implications is
thoughtful, detailed, and clearly
has been applied in some way to
the Design for Instruction section
of this assessment.
The section of the essay that
relates to student characteristics
provides accurate or reliable
information on the range and type
of diversity that will be included
in the candidate’s classes, and
differentiates between heritage
and non-heritage speakers of the
target language. The candidate
provides at least two examples of
how instruction will be modified
and/or enhanced in ways that meet
the individual learning needs in
such a way that promotes respect
and sensitivity for students.
The essay thoroughly but
succinctly describes the range of
diversity that will likely be
represented in his/her class(es).
Examples related to instructional
implications are thoughtfully
developed and give consideration
to building a learning environment
that promotes respectful and
collaborative learning. The
candidate has explored the
instructional implications of
teaching heritage and nonheritage speakers of the TL.
a. Contextual Factors:
Description of Student
Characteristics and Instructional
Implications
ACTFL Standard 3b: Developing
Instructional Practices that Reflect
Language Outcomes and Learner
Diversity. Candidates develop a variety
of instructional practices that reflect
language outcomes and articulated
program models and address the needs of
diverse language learners.
.
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Appendix L
Criteria
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
b. Methods and Materials
The candidate has not included a
complete or organizationally
coherent list of methods and
materials to be used. There is a
very limited range of instructional
methods or resources listed, and/or
choices do not appear to be well
suited to the developmental range
of students or their level of
language acquisition. The list of
methods and materials is
inconsistent with the Design for
Instruction. The candidate does
not include a clear explanation to
support the choices made. It is not
clear how methods or materials
align to standards and
instructional goals identified in
Step 3.
The graphic representation does
not clearly identify the integration
of two or more academic
disciplines and the arts, or does
not include all three areas of
focus. Learning goals and
methods associated with each
discipline are not labeled or are
unclearly stated.
Methods and materials listed are
well organized and represent at
least some variety of strategies
and tools that are developmentally
appropriate and appropriate to the
level of language acquisition. The
candidate has does a reasonably
thorough job of explaining choices
made. Methods and materials are
appropriate to and align well with
the standards and instructional
goals identified in Step 3.
The candidate has listed multiple
forms of methods and materials
that appear to make the best
possible use of resources available
in the instructional setting, and
represent a creative and
compelling variety of learning
experiences and tools.
Instructional methods are well
chosen to represent best practice
in the instruction of young
children in the learning goals
which are the focus of the unit.
The graphic display represents the
integration of two or more
academic disciplines and the arts
that will occur in the unit of
instruction. Specific learning goals
and methods that are associated
with each discipline link are
labeled. The graphic presentation
and labeling are relatively clear
and concise, so that a reader can
absorb most of the requested
information from the one-page
representation.
The graphics and labels are well
designed and laid out for easy
interpretation. The integration of
two or more academic disciplines
with the arts is well thought out
and compelling.
The essay does not clearly or
completely explain why the unit of
The essay does a reasonably
successful job of explaining why
The essay clearly and succinctly
provides a rationale for why the
ACTFL Standard 4c: Selecting and
Designing Instructional Materials.
Candidates use standards and curricular
goals to evaluate, select, design and adapt
instructional resources.
c. Interdisciplinary Techniques
ACTFL Standard 2c: Integrating Other
Disciplines in Instruction. Candidates
integrate knowledge of other disciplines
into the foreign language.
Step 2. Rationale
Essay
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Appendix L
Criteria
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
study will provide a meaningful
and important learning experience
for students. The essay does not
make a plausible enough
connection between learning goals
that are established by the
candidate and MA Curriculum
Frameworks and the ACTFL
Standards for Foreign Language
Learning. Overall, the rationale
for the unit is not clearly
established by the essay.
the unit of study will provide a
meaningful, important, and
challenging learning experience.
The rationale for the unit is well
enough articulated, and supports
the relevance of the unit to the
particular grade level of students.
Connections are be made between
the rationale and the MA
Curriculum Frameworks and the
ACTFL Standards for Foreign
Language Learning.
unit of study provides an
important learning experience for
children at the developmental and
age level for which the unit is
intended. It is obvious from
reading the rationale that the
candidate has a clear grasp and
understanding of state curriculum
standards and has designed a unit
of study that directly and
comprehensively address MA
Curriculum Frameworks and
ACTFL Standards for Foreign
Language Learning.
The candidate has listed 3-5 goals
that define the “big ideas” of the
unit and essential questions
students should encounter. The
goals reflect central concepts and
inquiry tools of the academic
discipline that is the focus of each
learning goal. Goals are
challenging, varied and
developmentally appropriate.
The candidate has aligned learning
goals to the MA Curriculum
Frameworks and to the ACTFL
Standards for Foreign Language
Learning. Alignment is evident,
but could be strengthened by more
precise definition or specificity of
one or more of the goals.
The candidate’s learning goals are
well articulated and compatible
with each other. They reflect a
sound understanding of the central
concepts and structures of the
academic disciplines they are
based in.
Step 3. Learning Goals and Objectives
a. Learning Goals
Learning goals are not stated in
such a way that they incorporate
the central concepts and essential
questions that should be the focal
points of student learning.
Learning goals are not distinct
from each other, or are not
challenging or varied.
b. Alignment to MA Curriculum
Frameworks and Standards for
Foreign Language Learning
The alignment of learning goals to
MA Curriculum Frameworks and
the ACTFL Standards for Foreign
Language Learning is not
convincing. The goals are not
written in such a way that the
alignment to the Framework is
clear. Or, the alignment is
inaccurate (attainment of goals
will not fully or specifically
ACTFL 4a: Understanding and
Integrating Standards in Planning.
Candidates demonstrate an understanding
of the goal areas and standards of the
Standards for Foreign Language
Learning and their state standards, and
they integrate these frameworks into
curricular planning.
Page 77 of 89
Goals are aligned to the MA
Curriculum Frameworks and the
ACTFL Standards for Foreign
Language Learning, and indicate
the candidate has a sound
understanding of the frameworks
and the types of learning
experiences they encompass.
Appendix L
Criteria
c. Learning Objectives
Does Not Meet Expectations
address the MA Curriculum
Framework).
Learning objectives for some or
all goals are vaguely stated and/or
are not written in such a way that
learning can be evaluated.
Meets Expectations
Exceeds Expectations
The candidate has listed at least
two objectives that align to each
learning goal. Learning goals are
reasonably specific and designed
so they can be evaluated. Some
clarification for greater specificity
and focus may be needed for some
objectives.
Objectives are well articulated and
clearly aligned to learning goals.
Learning goals are very clearly
written in measurable terms, but
also – taken overall – cover the
breadth and depth of the learning
goals they are intended to support.
Overall, the candidate has
provided a sequential assessment
plan for each learning goal, using
assessments that are appropriate to
the developmental level and to the
complexity and characteristics of
learning goals. The candidate’s
selection of two students is
appropriate and should provide a
useful and interesting contrast of
assessment data.
All assessments are presented and
include scoring guides that are
reasonably complete and
sufficiently designed to ensure
student performance will be
scored consistently. Pre- and postinstructional assessment
instruments are sufficiently
correlated and compatible so that
student learning on established
learning goals can be accurately
determined.
The candidate has carefully
constructed a plan that is
appropriate and suitable to
evaluate the depth, breadth and
specificity of each learning goal.
Step 4. Assessment Plan
a. Overview of Assessment Plan
ACTFL 5a: Knowing assessment
models and using them appropriately.
Candidates believe that assessment is
ongoing, and they demonstrate knowledge
of multiple ways of assessment that are
age- and level-appropriate by
implementing purposeful measures.
b. Assessments
ACTFL 5a: Knowing assessment
models and using them appropriately.
Candidates believe that assessment is
ongoing, and they demonstrate knowledge
of multiple ways of assessment that are
age- and level-appropriate by
implementing purposeful measures.
Some or even all of the learning
goals are covered in the
assessment overview, but
assessment choices are not always
congruent with learning goals in
content and complexity. The
candidate did not select two
students or the reasons for the
selection of the two students are
not clear.
Not all assessments are presented,
or are presented with incomplete
or unclear scoring guides. Pre- and
post-instructional assessments are
not correlated in such a way that
student knowledge, as measured
by pre-assessments, can be
compared to student knowledge at
the end of the unit.
Assessments are well designed
and have fully developed and
compatible scoring guides.
Overall assessments are designed
to fully assess students on the
depth and breadth of learning
goals, to include performancebased assessment(s) such as
projects, performances, and/or
writing-based assignments.
Step 5. Design for Instruction (Note that evaluation of this step will primarily be based on review of the Content Outline)
Page 78 of 89
Appendix L
Criteria
Format, completeness and
alignment, and sequencing of
instruction
Strategies and Tools
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
The Content Outline is incomplete
or contains insufficient
information to give a full picture
of the flow and content of the
overall unit. There are several or
many inconsistencies between the
lesson topics and assessments
identified in the Content Outline,
and the learning plans and
objectives and assessment plan
identified in Steps 3 and 4.
Lessons do not appear to build
logically in sequence and
complexity.
The candidate submitted a content
outline for a unit consisting of 810 lessons. Topics and activities
for each lesson are included,
and align to the goals and
objectives identified in Step 3.
Assessment activities are
identified, and correlate to the
description of those activities in
the Assessment Plan in Step 4.
Overall, lesson content is logically
sequenced and builds in
complexity. Few inconsistencies
are noted between the outline and
the information provided in Steps
3 and 4.
Overall, the lessons in the unit
plan include a variety of
developmentally appropriate
teaching strategies, resources and
tools, and reveal knowledge of
how to differentiate strategies for
heritage learners, gifted students,
and students with other special
needs. (References to resources or
materials used in lessons should
be consistent with Methods and
Materials section of Step 1.)
Overall, the lessons in the unit
plan include a variety of
developmentally appropriate
teaching and learning methods.
The content outline is thorough
and includes no or very minor
inconsistencies with Steps 3 and 4.
The outline is reader friendly and
succinct. The sequencing of
lessons is logical and clearly
creates learning experiences that
build on each other and build in
complexity. The outline includes
information or references on
accommodations to be made for
the range of learning diversity in
the classroom.
The candidate drew reasonable
The candidate made perceptive
Not enough information was
provided in the Content Outline to
grasp the variety of strategies and
resources included in the unit of
study. There is little variety
included. It is not evident that the
candidate has included strategies
for the range of learning diversity
in his/ her classroom.
Repertoire of Teaching and
Learning Approaches
The range and variety of teaching
strategies and learning tools and
resources included in the Content
Outline is impressive. The
candidate has clearly thought
through how to make the unit of
study a meaningful and
challenging experience for the
range of learners in his/her
classroom.
The teaching and learning
approaches to be included across
the unit are varied and designed to
engage and keep the interest of all
students.
6. Instructional Decision-Making
a. After Pre-Assessment
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The instructional decisions made
Appendix L
Criteria
ACTFL 5b: Reflecting on
Assessment. Candidates reflect
on the results of student
assessments, adjust instruction
accordingly, analyze the results
of assessments, and use success
and failure to determine the
direction of instruction.
b. During the Unit
ACTFL 5b: Reflecting on
Assessment. Candidates reflect
on the results of student
assessments, adjust instruction
accordingly, analyze the results
of assessments, and use success
and failure to determine the
direction of instruction.
Page 80 of 89
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
by the candidate based on results
of pre-assessments were not
supported by the data derived. It is
not clear how the candidate
applied results of pre-assessments,
or the reason for changes made.
The candidate was attuned to
whole class learning results, and
did not consider adaptations to be
made for students whose results
on the pre-assessments were
atypical. The candidate’s
interpretation of data does not
reflect a clear understanding of the
benefits and use of assessment.
conclusions from data results of
the pre-assessment of each
learning goal. Based on those
conclusions, the candidate made
good decisions about whether or
not to modify one or more
learning goals (up or down). The
candidate also made good
decisions about whether or not to
modify or adapt instruction for
one or more students, and
provided reasons for decisions
made. Explanations for most
choices as well as decisions made
were reasonably well described
and indicate the candidate
understands how to use
assessment in developing and
modifying learning goals and
strategies toward achieving those
goals.
The candidate provided two
additional examples of
instructional decisions made,
during the unit, that were
informed by formal or informal
assessment of individual students
or the whole class. The candidate
described how results of
assessment in those two cases
were applied to improve learning
outcomes for individual or whole
class learning. The decisions
and/or actions taken by the
candidate seemed to be
and sound conclusions based on
the results of pre-assessments, and
made excellent decisions as a
result. Decisions made by the
candidate reflect practicality, selfconfidence, and well a keen
attention to the beginning
knowledge level of the whole
class, as well as diversity of
knowledge and ability levels for
individual learners. Conclusions
and decisions made are clearly
described and in sufficient detail
to know what changes were made,
or why changes were not made.
The candidate did not provide two
additional examples of using
assessment to inform instructional
decision-making. Examples were
not compelling, or the
actions/decisions made in
response to examples were not
understandable or were
inappropriate.
The candidate’s examples were
very well articulated and
perceptive. Decisions made by the
candidate in response to the
monitoring of student learning
were judicious, well considered,
and well integrated so as not to
disrupt the flow of the unit.
Appendix L
Criteria
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
appropriate responses.
Step 7. Analysis of Student Learning
a-c. Data display
ACTFL 5b: Reflecting on
Assessment. Candidates reflect
on the results of student
assessments, adjust instruction
accordingly, analyze the results
of assessments, and use success
and failure to determine the
direction of instruction.
Page 81 of 89
Overall, data criteria do not meet
expectations in the “Meets
Expectations” column in such a
way that data are accurate enough
for interpretation of assessment
results. (Note that meeting
expectations for this step of the
TWS is dependent on meeting
expectations for Step 4.)
-- Data are clearly presented for
the pre- and post-assessment of
each learning goal, and include
data for all students in the class
(with any exceptions duly noted
via table notes). Data for two
selected students is clearly
identified, as are data for students
whose assessment was modified
or adapted.
-- Data are presented in ways that
are mathematically accurate so
that accurate comparisons and
conclusions to be drawn. The
number of students and mean and
range of scores are provided. Data
format is consistent with the
scoring mechanisms used (e.g.
grades, scores, rubric ratings,
other)
-- Data are displayed in ways that
employ technology (e.g. Word
table tools) and are reader
friendly. Data formats used
(tables, pie charts, bar graphs,
other) are good vehicles for data.
All tables, charts or diagrams are
clearly labeled so that the reader
can absorb information needed to
interpret data.
-- Either as a note to the table
display or as an appendix, the
candidate has included a brief but
In addition to meeting criteria in
the “Meets Expectations” column,
data displays are easy to read and
interpret, and are visually
appealing. Both the mathematical
and format choices made for data
display are very good ways to
show student learning gains,
student variations, and other
findings that the candidate
chooses to highlight.
Appendix L
Criteria
d. Development of PowerPoint
presentation
ACTFL 5c: Reporting
Assessment Results.
Candidates interpret and report
the results of student
performances to all
stakeholders and provide
opportunity for discussion.
Does Not Meet Expectations
The presentation did not follow
requirements for the number of
slides, resulting in a presentation
that provides too little
information, or does not condense
and prioritize information. The
presentation did not have a clear
focus on a target audience. The
assessment of student performance
made in the presentation is not
supported by data, or does not
clearly communicate through the
lens of data. (Note that a candidate
who scores at an unsatisfactory
level for Step 7 a-c above will be
unlikely to Meet Expectations for
Step 7 d,)
Meets Expectations
detailed explanation of assessment
modifications or adaptations made
for atypical learners, including
reasons for the candidates’ choice
to include or exclude those
learners’ assessment data from
whole class results.
The PowerPoint presentation is
reasonably well organized and
appropriately focused to the
choice of target audience. The
presentation does a good job of
summarizing assessment results
for all learning goals. It is clear
from a review of the slides that the
candidate understands how to
interpret and draw reasonable
conclusions from data, and is also
able to communicate assessment
data to a target audience.
Exceeds Expectations
The PowerPoint presentation is
very well organized,. It is obvious
that the candidate put effort and
thought into designing a
presentation for a specific
audience, and geared his or her
choice of terminology and focus to
the interests and knowledge base
of the target group. The candidate
did a good job of selecting and
prioritizing information presented.
The candidate’s communication of
data results is very cogent, with a
focus on data as a “means”
towards contributing to the body
of knowledge and best practices in
FL instruction.
Step 8. Reflection and Self-Evaluation
ACTFL 5b: Reflecting on
Assessment. Candidates reflect
on the results of student
assessments, adjust instruction
accordingly, analyze the results
of assessments, and use success
and failure to determine the
direction of instruction.
Page 82 of 89
Overall, the candidate’s essay did
not provide convincing evidence
that he or she is able to reflect on
his or her teaching practice in
useful ways. Examples given were
too broadly stated or not clearly
articulated. The reflection on data
results for differing learning goals
was not clearly grounded in the
data. The candidate overstated
The candidate has written an essay
that, overall, demonstrates that he/
she is able to constructively reflect
on his/her teaching with the goal
of improving student learning. The
discussion of the learning goals
for which students were most and
least successful (as well as for the
two selected students) was
evidence-based and drew
The candidate’s essay is well
written and makes for compelling
reading. The discussion of
learning goals was thoughtful and
insightful. The candidate’s
reflection was wide-ranging and
took into consideration the
complexity of factors including in
all steps of the Teacher Work
Sample. The candidate did a good
Appendix L
Criteria
Page 83 of 89
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
student success on learning goals
and/or overlooked results of less
successful students. Conversely,
the candidate took a defensive
approach or made excuses for
students not performing well,
instead of using the overall
experience as an opportunity for
growth and improvement of
teaching.
The candidate did not include
all required parts of the essay as
outlined in instructions.
reasonable conclusions, with
consideration given to what the
candidate learned and will do
differently in future instructional
situations. The candidate
considered many of the variables
that may have been a factor in data
results, including the learning
goals themselves, instructional
strategies, assessment choices and
contextual factors. The two
professional goals identified in the
essay are consistent with the
reflection on assessment results.
job of balancing a concern for and
attention to whole class learning
with attention and response to the
learning needs of individual
students, and the essay reflected
that the candidate understands his
or her responsibility for the
learning of all students. Finally,
the professional goals identified in
the essay are well stated and well
supported by what the candidate
learned from assessment data and
conclusions drawn from the data.
NOTES: