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Edit Student Teaching Final Evaluation Content Addendum Form (English) for Koh, Minna
Person Completing Form:
Form Type:
(choose one)
(choose one)
Evaluation Type:
(choose one)
School:
Grade:
Subject:
Cooperating Teacher (first/last):
Directions:
The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) and selected standards of the National Council
of Teachers of English for the preparation of secondary English Language Arts teachers provide the framework for this evaluation instrument.
Included under each standard are performance indicators for which students should be assessed. Every element of a component has five levels
of performance ranging from unsatisfactory to proficient. The levels range from student teachers who are still striving to master the
rudiments of teaching (unsatisfactory) to accomplished student teachers who demonstrate consistently high teaching skills (proficient).
Please mark the box that best describes the appropriate level of performance for each element. Please use the Written Summary and
Evaluation space both to highlight alignment with the INTASC and NCTE standards and to assess the candidate's performance in relation to
the unit's conceptual framework (Equity, Excellence, Diversity, and Community).
Scoring Rubric:
N/A: Check the N/A button if you are unable to comment on a particular element.
Unsatisfactory (1): The student teacher does not yet appear to understand the concepts underlying the component. Working on the
fundamental practices associated with the elements will enable the student teacher to grow and develop in this area.
Needs Improvement (2): The student teacher demonstrates limited understanding of concepts underlying the component.
Basic (3): The student teacher appears to understand the concepts underlying the component and attempts to implement its elements.
Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly
supported by a mentor) will enable the student teacher to become proficient in this area.
Developed (4): The student teacher demonstrates solid understanding of the concepts underlying the component and is usually successful at
implementing its elements.
Proficient (5): The student teacher clearly understands the concepts underlying the component and implements it consistently in a highly
effective manner.
NCTE STANDARDS ASSESSMENT
Standard 2.0 ELA Candidate Attitudes: Through modeling, advisement, instruction, field experiences, assessment of performance, and
involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers.
2.1 Creates and sustains an inclusive and supportive learning environment in which all students
NA
1
2
3
4
5
2.2 Uses ELA extensively and creatively to help their students to become familiar with their own
and others' cultures
NA
1
2
3
4
5
2.3 Uses the results of reflective practice not only to adapt instruction and behavior to assist all
students to learn but also to design a well-‐‑conceived plan for professional development that
features collaboration with the academic community, professional organizations, and others;
NA
1
2
3
4
5
2.4 Designs and implements instruction and assessment that assist students in developing habits
of critical thinking
NA
1
2
3
4
5
2.5 Makes meaningful and creative connections between the ELA curriculum and developments in
culture, society, and education
NA
1
2
3
4
5
2.6 Plans and carries out frequent and extended learning experiences that integrate arts and
humanities into the daily learning of their students
NA
1
2
3
4
5
can engage in learning
Standard 3.0 ELA Candidate Knowledge: Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print
and nonprint media; technology; and research theory and findings.
3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language.
NA
1
2
3
4
5
3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.
NA
1
2
3
4
5
3.3 Candidates demonstrate their knowledge of reading processes.
NA
1
2
3
4
5
3.4 Candidates demonstrate knowledge of different composing processes.
NA
1
2
3
4
5
3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature.
NA
1
2
3
4
5
3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media
and technology in contemporary culture.
NA
1
2
3
4
5
3.7 Candidates demonstrate knowledge of research theory and findings in English language arts.
NA
1
2
3
4
5
Standard 4.0 ELA . Candidate Pedagogy: Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of
English language arts, students and teaching.
4.1 Understands the purposes and characteristics of different kinds of curricula and related
teaching resources and selects or creates instructional materials that are consistent with what is
NA
1
2
3
4
5
NA
1
2
3
4
5
4.3 Works with teachers in other content areas to help students connect important ideas,
concepts, and skills within ELA with similar ones in other disciplines;
NA
1
2
3
4
5
4.4 Creates opportunities for students to analyze how social context affects language and to
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
currently known about student learning in ELA
4.2 Creates literate classroom communities by presenting varied structures and techniques for
group interactions by employing effective classroom management strategies and by providing
students with opportunities for feedback and reflection;
monitor their own language use and behavior in terms of demonstrating respect for individual
differences of ethnicity, race, language, culture, gender, and ability
4.5 Helps students to participate in dialogue within a community of learners by making explicit
for all students the speech and related behaviors for conversing about ideas presented through
oral, written, and/or visual forms
4.6 Engages students in critical analysis of different media and communications technologies and
their effect on students' learning;
4.7 Integrates throughout the ELA curriculum learning opportunities in which students
demonstrate their abilities to use language for a variety of purposes in communication;
4.8 Engages students in discovering personal response to texts and ways to connect such
responses to other larger meanings and critical stances
NA
1
2
3
4
5
4.9 Demonstrates how reading comprehension strategies are flexible for making and monitoring
meaning in both print and nonprint texts and teaches a wide variety of such strategies to all
students
NA
1
2
3
4
5
4.10 (a) Integrates assessment consistently in instruction by establishing criteria and developing
strategies for assessment that allow all students to understand what they know and can do in
light of their instructional experiences
NA
1
2
3
4
5
4.10 (b) Integrates assessment consistently in instruction by interpreting the individual and
group results of any assessments and drawing upon a variety of information in these
assessments to inform instruction
NA
1
2
3
4
5
4.10 (c) Integrates assessment consistently in instruction by assisting all students in becoming
monitors of their own work and growth in speaking, listening, writing, reading, enacting, and
NA
1
2
3
4
5
NA
1
2
3
4
5
viewing
4.10 (d) Integrates assessment consistently in instruction by explaining to students, parents, and
others concerned with education how students are assessed
SUMMARY
Written Summary and Evaluation (Include specific evidence where appropriate)
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Edit Student Teaching Final Evaluation Content Addendum Form (Math) for Koh, Minna
Person Completing Form:
(choose one)
School:
Grade:
Subject:
Cooperating Teacher (first/last):
Directions:
The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) and selected standards of the National Council
of Teachers of Mathematics (NCTM) provide the framework for this evaluation instrument. Included under each standard are elements by
which students should be assessed. Every element of a standard has five levels of performance ranging from unsatisfactory to proficient. The
levels range from student teachers who are still striving to master the rudiments of teaching (unsatisfactory) to accomplished student teachers
who demonstrate consistently high teaching skills (proficient).
Evaluator: Please mark the box that best describes the appropriate level of performance for each element. For each element, please write
specific evidence of the associated performance level.
Levels of Performance:
N/A: Check the N/A button if you are unable to comment on a particular element.
Unsatisfactory (1): The student teacher does not yet appear to understand the concepts underlying the component. Working on the
fundamental practices associated with the elements will enable the student teacher to grow and develop in this area.
Needs Improvement (2):The student teacher demonstrates limited understanding of concepts underlying the component.
Basic (3): The student teacher appears to understand the concepts underlying the component and attempts to implement its elements.
Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly
supported by a mentor) will enable the student teacher to become proficient in this area.
Developed (4): The student teacher demonstrates solid understanding of the concepts underlying the component and is usually successful at
implementing its elements.
Proficient (5): The student teacher clearly understands the concepts underlying the component and implements it consistently in a highly
effective manner.
Standard 1: Knowledge of Mathematical Problem Solving
Standards
The teacher demonstrates teaching new content through problem solving. (NCTM
Standard 1.3)
Scores
N/A
1
2
3
4
5
1
2
3
4
5
Comments:
Standard 3 Knowledge of Mathematical Communication
Standards
The teacher communicates to students by organizing mathematical thinking in a
logical and meaningful way. (NCTM Standard 3.3)
Comments:
Scores
N/A
Standard 6 Knowledge of Technology
Standards
The teacher designs lessons using technology that fosters the development of
secondary mathematical concepts. (NCTM Standard 6.1)
Scores
N/A
1
2
3
4
5
1
2
3
4
5
Comments:
Standard 7 Dispositions
Standards
The teacher has high expectations and provides strong support for all students.
(NCTM Standard 7.1)
Comments:
Scores
N/A
The teacher demonstrates the use of a coherent curriculum that effectively
organizes and integrates important mathematical ideas so that students can see
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
how the ideas build on, or connect with, other ideas, thus enabling them to
develop new understandings and skills. (NCTM Standard 7.2)
Comments:
The teacher demonstrates that they know and understand the mathematics they
are teaching and be able to draw on that knowledge with flexibility in their
teaching tasks. (NCTM Standard 7.3)
Comments:
The teacher demonstrates that students must learn mathematics concepts and
procedures with understanding, actively building new knowledge from experience
and prior knowledge. (NCTM Standard 7.4)
Comments:
Standard 8 Knowledge of Mathematics Pedagogy
Standards
The teacher implements the local school district or state mathematics curriculum
and chooses from activities available that are most appropriate to meet the needs
of their students. (NCTM Standard 8.1)
Scores
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
Comments:
The teacher uses manipulatives/models effectively and daily to provide students
the opportunity to develop an understanding of sophisticated mathematical ideas.
(NCTM Standard 8.2)
Comments:
The teacher listens to student explanations and/or responds to student reflections
regarding their mathematical thinking and can determine level of content mastery
as a result of these strategies. (NCTM Standard 8.3)
Comments:
The teacher uses problem solving techniques daily to engage the students to draw
on their knowledge and develop new mathematical understandings. (NCTM
N/A
1
2
3
4
5
N/A
1
2
3
4
5
Standard 8.8)
Comments:
The teacher is a member of NCTM and/or local affiliates and attends meetings of
these organizations; also documents use of resources in lesson planning and
activity development (NCTM Standard 8.5)
Comments:
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Edit Student Teaching Final Evaluation Content Addendum Form (Science) for Koh, Minna
Person Completing Form:
(choose one)
School:
Grade:
Subject:
Cooperating Teacher (first/last):
Directions:
Please mark the box that best describes the appropriate level of performance for each element.
SAFETY & WELFARE COMPETENCY
(A) The candidate demonstrates safe & proper techniques for the preparation, storage, dispensing, supervision and disposal of all
materials used within subject area science instruction.
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Does not demonstrate safe & proper techniques for preparation, storage, dispensing, supervision and disposal of materials
used.
Basic (2 points)
Generally demonstrates safe & proper techniques for preparation, storage, dispensing, supervision and disposal of materials
used.
Proficient (3 points)
Consistently demonstrates safe & proper techniques for preparation, storage, dispensing, supervision and disposal of
materials used.
Score
N/A
1
2
3
Comments:
(B) The candidate demonstrates an ability to implement emergency procedures and the maintenance of safety equipment, policies
and procedures that comply with established state or national guidelines. All activities are safe & appropriate for abilities of
students.
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Does not responsibly plan, practice or enforce safety procedures in all activities in the classroom. OR
Is unaware of actions to take during an emergency and to prevent or report an emergency. OR
Fails to appropriately respond to hazardous situations once identified.
Basic (2 points)
Plans, practices and enforces safety procedures in all activities in the classroom. AND
Knows actions to take during an emergency and to prevent or report an emergency. AND
Appropriately responds to hazardous situations once identified.
Proficient (3 points)
Consistently plans, practices and enforces safety procedures in all activities in the classroom. AND
Demonstrates in the classroom that safety is a priority in science. AND
Takes action to prevent hazards and communicates need and potential problems to administrators.
Score
N/A
1
2
3
Comments:
(C) The candidate treats all living organisms in and out of the classroom in an ethical manner and emphasizes safe, humane and
ethical treatment of animals. Complies with the legal restrictions on the collection, keeping and use of living organisms.
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Does not responsibly attend to, obey or enforce rules for the safe, proper, and ethical treatment of animals. OR
Does not comply with legal restrictions on keeping and use of living organisms.
Basic (2 points)
Attends to, obeys and enforces rules for the safe, proper, and ethical treatment of animals. Complies with legal restrictions
on keeping of animals.
Proficient (3 points)
Consistently attends to, obeys and enforces rules for the safe, proper, and ethical treatment of animals. AND
Discusses reasons for such rules with students.
Score
N/A
1
2
3
Comments:
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Edit Student Teaching Final Evaluation Content Addendum Form (Social Studies) for Koh, Minna
Person Completing Form:
Form Type:
(choose one)
(choose one)
Evaluation Type:
(choose one)
School:
Grade:
Subject:
Cooperating Teacher (first/last):
Directions:
The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) and the ten thematic standards of the National
Council for the Social Studies (NCSS) provide the framework for this evaluation instrument. Included under each standard are elements by
which students should be assessed. Every element of a component has five levels of performance ranging from unsatisfactory to proficient.
The levels range from student teachers who are still striving to master the rudiments of teaching (unsatisfactory) to accomplished student
teachers who demonstrate consistently high teaching skills (proficient).
Please mark the box that best describes the appropriate level of performance for each element. Please use the Written Summary and
Evaluation space both to highlight alignment with the INTASC and NCSS standards and to assess the candidate's performance in relation to the
unit's conceptual framework (Equity, Excellence, Diversity, and Community).
Scoring Rubric:
N/A: Check the N/A button if you are unable to comment on a particular element.
Unsatisfactory (1): The student teacher does not yet appear to understand the concepts underlying the component. Working on the
fundamental practices associated with the elements will enable the student teacher to grow and develop in this area.
Needs Improvement (2): The student teacher demonstrates limited understanding of concepts underlying the component.
Basic (3): The student teacher appears to understand the concepts underlying the component and attempts to implement its elements.
Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly
supported by a mentor) will enable the student teacher to become proficient in this area.
Developed (4): The student teacher demonstrates solid understanding of the concepts underlying the component and is usually successful at
implementing its elements.
Proficient (5): The student teacher clearly understands the concepts underlying the component and implements it consistently in a highly
effective manner.
Theme I: Culture and Cultural Diversity
Candidates in social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of culture and
NA
1
2
3
4
5
NA
1
2
3
4
5
cultural diversity.
Cultures and cultural diversity are examined through the analysis and/or interpretation of
definitions of culture; how societies construct culture through beliefs, language, behavior,
traditions, the arts, and interaction with the environment; how different cultures interact; and/or,
through the application of anthropological and sociological theories of culture.
Theme II: Time, Continuity, and Change
Candidates in social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of time, continuity,
and change.
History and historical thinking are examined through chronology; patterns of change and
continuity over time; the interpretation of a variety of primary and secondary sources; and, the
role of narrative in explaining past individuals and societies operating amidst larger political,
economic, and cultural trends.
Theme III: People, Places, and Environment
Candidates in social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of people, places,
and environments.
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
People, places, and environments are geographically examined by investigating the spatial,
physical, ecological contexts of societies; interpreting and/or analyzing maps, globes,
photographs and their corresponding representations of distance, scale, and area; analyzing the
distribution of resources; and, the interaction of place and culture.
Theme IV: Individual Development and Identity
Candidates in social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of individual
development and identity
Individual development and identity are considered by examining how individuals form identities
within the group context; how individuals and groups act and interact; and, how a variety of
factors influence individuals' mental health.
Theme V: Individuals, Groups, and Institutions
Candidates in social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of individuals,
groups, and institutions.
Individuals, groups, and institutions are considered by examining how institutions develop from
and within societies; analyzing belief systems and their corresponding social structures;
examining the organization of institutions; and/or, applying sociological theories.
Theme VI: Power, Authority, and Governance
Candidates in social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of Power, Authority,
and Governance.
Power, authority, and governance are considered by examining power and authority within
governmental and legal structures; how governance systems develop over time; how values
manifest as rights; and, how decisions of justice and governance occur.
Theme VII: Production, Distribution, and Consumption.
Candidates in Social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of how people
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
organize for the production, distribution, and consumption of goods and services.
Production, distribution, and consumptions will be considered by examining a variety of
economic concepts, such as supply, demand, and specialization, and how they can explain the
production and exchange of goods and services; how beliefs influence economic decision
making; how local and international economic systems have developed and interact; and,
critiquing and applying economic theories to real world phenomena.
Theme VIII: Science, Technology, and Society
Candidates in Social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of science,
technology, and society.
Science, technology, and society are considered by examining technological development and
inventions over time; how technology has influenced societies, beliefs, social structures, and the
physical environment; how individuals interact with technology; and, how policy regarding
technology can and should be shaped.
Theme IX: Global Connections
Candidates in Social Studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of global
connections and interdependence.
Global connections are considered by examining geographic and economic interdependence;
factors in international cooperation and conflict; the roles of various organizations in addressing
global policy issues, such as healthcare, the environment, resource distribution, security, etc.;
connections between local and global phenomena.
Theme X: Civic Ideals and Practices
Candidates in Social studies should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of civic ideals and
practices.
NA
1
2
3
4
5
Civic ideals and practices are considered by examining the ideals and forms of democracy;
citizens rights and responsibilities; analyzing and/or evaluating public policy issues; participating
in discussions oriented toward civic issues and action.
SUMMARY
Written Summary and Evaluation (Include specific evidence where appropriate)
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Edit Student Teaching Final Evaluation Content Addendum Form (TESOL) for Koh, Minna
Person Completing Form:
Form Type:
(choose one)
(choose one)
Evaluation Type:
(choose one)
School:
Grade:
Subject:
Cooperating Teacher (first/last):
Directions:
The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five standards of the Teachers of
English to Speakers of Other Languages (TESOL) provide the framework for this evaluation instrument. Included under each standard are
elements by which students are assessed with five levels of performance, ranging from unsatisfactory to proficient. The levels range from
descriptions of student teachers that are still striving to master the rudiments of teaching (unsatisfactory) to that of accomplished student
teachers who demonstrate consistently high teaching skills (proficient). To meet the benchmark for the TESOL/NCATE Standards, a candidate
must achieve Developed (4).
Evaluator: Please mark the box that best describes the appropriate level of performance for each element. Please use the Written Summary
and Evaluation space both to highlight alignment with the INTASC and TESOL standards and to assess the candidate's performance in relation
to the unit's conceptual framework (Equity, Excellence, Diversity, and Community).
Levels of Performance:
N/A: Check the N/A button if you are unable to comment on a particular element.
Unsatisfactory (1): The student teacher does not yet appear to understand the concepts underlying the component. Working on the
fundamental practices associated with the elements will enable the student teacher to grow and develop in this area.
Needs Improvement (2): The student teacher demonstrates limited understanding of concepts underlying the component.
Basic (3 -‐‑ Acceptable): The student teacher appears to understand the concepts underlying the component and attempts to implement its
elements. Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and experience
(particularly supported by a mentor) will enable the student teacher to become proficient in this area. This level matches the TESOL/NCATE
level approaches standard.
Developed (4 -‐‑ Target): The student teacher demonstrates solid understanding of the concepts underlying the component and is usually
successful at implementing its elements. This level matches the TESOL/NCATE level meets standard.
Proficient (5): The student teacher clearly understands the concepts underlying the component and implements it consistently in a highly
effective manner. This level matches the TESOL/NCATE level exceeds standard.
1a. Describing Language:
Candidates demonstrate understanding of language as a system including phonology, morphology, syntax, pragmatics and semantics, and
support ELLs as they acquire English language and literacy in order to achieve in the content areas.
Standards
Scores
Candidate applies knowledge of phonology, morphology, syntax, semantics, and
pragmatics of English to help ESOL students develop oral and written language
skills in English.
NA
1
2
3
4
5
Candidate uses a variety of strategies to help ELLs acquire discourse features and
rhetorical patterns of oral and written English.
NA
1
2
3
4
5
Candidate is proficient in oral and written English.
NA
1
2
3
4
5
1b. Language Acquisition and Development:
Candidates understand and apply theories and research in language acquisition and development to support their ELLsʼ’ English language and
literacy learning and content area achievement.
Standards
Scores
Candidate understands and applies knowledge of second language acquisition.
NA
1
2
3
4
5
Candidate integrates knowledge of the sociocultural, psychological, and/or
political variables of English language learning into teaching.
NA
1
2
3
4
5
Candidate recognizes individual student strengths and weaknesses in learning
English and maintains reasonably high standards for all.
NA
1
2
3
4
5
2. Culture as it Affects Student Learning:
Candidates know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture and
cultural groups to construct supportive learning environments for ELLs.
Standards
Scores
Candidate affirms language variation, builds on studentsʼ’ prior linguistic
knowledge and experiences, and modifies instruction to value different cultural
perspectives.
NA
1
2
3
4
5
Candidate creates an inclusive classroom environment and encourages cross
NA
1
2
3
4
5
NA
1
2
3
4
5
cultural understanding and conflict resolution.
Candidate seeks opportunities to increase collaboration with ESOL families.
3a. Planning for Standards-‐‑Based ESL and Content Instruction:
Candidates know, understand and apply concepts, research, and best practices to plan classroom instruction in a supporting learning
environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-‐‑based ESL and content
curriculum.
Standards
Candidate plans and implements standards-‐‑based ESL and content instruction
Scores
NA
1
2
3
4
5
appropriate to students' individual needs.
Candidate uses scaffolding effectively to improve student learning.
NA
1
2
3
4
5
Candidate monitors student progress through informal and formal assessments.
NA
1
2
3
4
5
3b. Managing and Implementing Standards-‐‑Based ESL and Content Instruction:
Candidates know, manage, and implement a variety of standards-‐‑based teaching strategies and techniques for developing and integrating
English listening, speaking, reading, and writing. Candidates support ELLʼ’s access to the core curriculum as they learn language through
academic content.
Standards
Scores
Candidate uses local, state, and national standards and content frameworks in
organizing instruction.
NA
1
2
3
4
5
Candidate focuses instruction to develop students' academic language in order to
access content.
NA
1
2
3
4
5
Candidate provides standards-‐‑based instruction which develops ELLs' listening,
speaking, reading, and writing skills in an integrated manner for a variety of social
and academic purposes.
NA
1
2
3
4
5
3c. Using Resources Effectively in ESL and Content Instruction:
Candidates are familiar with a wide range of standards-‐‑based materials, resources, and technologies, and choose, adapt, and use them in
effective ESL and content teaching.
Standards
Scores
Candidate uses appropriate materials or adapts those that are not appropriate.
NA
1
2
3
4
5
Candidate incorporates a variety of materials at multiple levels.
NA
1
2
3
4
5
Candidate uses technology to enhance instruction.
NA
1
2
3
4
5
4a. Issues of Assessment for ESL:
Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education
testing, language proficiency, and accommodations in formal testing situations.
Standards
Scores
Candidate understands assessments being used and prepares students for them
appropriately.
NA
1
2
3
4
5
Candidate correctly employs assessment modifications as necessary.
NA
1
2
3
4
5
Candidate demonstrates understanding of the strengths and weaknesses of
assessments being used in the classroom.
NA
1
2
3
4
5
4b. Language Proficiency Assessment:
Candidates know and use a variety of standards-‐‑based language proficiency instruments to inform their instruction and understand their uses
for identification, placement, and demonstration of language growth of ESOL students.
Standards
Candidate uses norm-‐‑referenced assessment information about ELLs to inform
Scores
NA
1
2
3
4
5
NA
1
2
3
4
5
instruction.
Candidate assesses ELLs' language skills appropriately and accurately using a
variety of measures
4c. ClassroomBBased Assessment for ESL:
Candidates know and use a variety of performance-‐‑based assessment tools and techniques to inform instruction.
Standards
Scores
Candidate assesses ELLs' language skills and content-‐‑area knowledge and skills
using performance-‐‑based assessment tools.
NA
1
2
3
4
5
Candidate uses authentic and traditional criterion-‐‑based assessments to assess
ELLs' language and content skills.
NA
1
2
3
4
5
Candidate models or uses self-‐‑ and peer-‐‑assessment as appropriate.
NA
1
2
3
4
5
5a. ESL Research and History:
Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve
teaching and learning.
Standards
Candidate uses knowledge of guidelines, policies, and laws affecting ELLs to guide
instruction.
Scores
NA
1
2
3
4
5
5b. Partnerships and Advocacy:
Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students' families.
Standards
Scores
Candidate expresses professional goals.
NA
1
2
3
4
5
Candidate collaborates with host instructor to improve his/her own instruction.
NA
1
2
3
4
5
Candidate demonstrates disposition to advocate for ELLs.
NA
1
2
3
4
5
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