Spring Hill College
Division of Teacher Education
PATS: Spanish
PLEASE PRINT.
INTERN: ______________________________________________
GRADE: ____________________________
COOPERATING TEACHER: _________________________________
SCHOOL: _____________________________________
Please indicate the Level : 4=Excellent, 3=Proficient, 2=Basic, 1=Unsatisfactory, 0=Not evidenced, NA=Does not
apply
Standards
(2)(a)2.
Ability to:
(2)(a)2.(i)
Receive and produce original and accurate messages in all three modes (interpersonal, interpretive,
presentational), employing knowledge of grammatical and textual organization of the target language.
(2)(a)2.(ii)
Use pragmatics to receive and produce messages in the target language that are appropriate for
different situations and for different people.
(2)(a)2.(iii)
(2)(b)2.
Observe similarities and differences between languages when immersed in authentic language settings.
Ability to:
(2)(b)2.(i)
Make and explain observations as a basis for interpreting cultural behaviors in both native and target
cultures for the purpose of comparing and contrasting perspectives of both cultures.
(2)(b)2.(ii)
Ask questions and compare answers to interpret literary and cultural texts from both native and target
cultures for the purpose of interpreting and reflecting on the perspectives of both cultures.
(2)(b)2.(iii)
Use tools of inquiry to discover similarities and differences between native and target culture products
such as geography, political institutions, and ecology.
(2)(c)
(2)(c)1.
Language acquisition theories and instructional practices.
Knowledge of:
(2)(c)1.(i)
The nature of language acquisition at various developmental levels and the meaning of target language
input and output including their effect on the developing language system.
(2)(c)1.(ii)
Strategies for creating meaningful and communicative activities for diverse learning styles that include
negotiation of meaning and meaningful interaction.
(2)(c)2.
Ability to:
(2)(c)2.(i)
Develop a variety of instructional practices that include target language input and output with
opportunities for all students to have meaningful and communicative interaction that reflects student
language learning outcomes.
(2)(c)2.(ii)
Develop articulated program models that address student developmental levels as well as diverse
learning styles.
(2)(d)
(2)(d)1.
(2)(c)2.(i)
Integration of standards into curriculum and instruction.
Knowledge of:
Develop a variety of instructional practices that include target language input and output with
opportunities for all students to have meaningful and communicative interaction that reflects student
language learning outcomes.
Level
0-4 or NA
(2)(c)2.(i)
Develop a variety of instructional practices that include target language input and output with
opportunities for all students to have meaningful and communicative interaction that reflects student
language learning outcomes.
(2)(c)2.(ii)
Develop articulated program models that address student developmental levels as well as diverse
learning styles.
(2)(d)
(2)(d)1.
Integration of standards into curriculum and instruction.
Knowledge of:
(2)(d)2.(i)
Integrate national and State standards into curricular planning.
(2)(d)2.(ii)
Use strategies to incorporate the content indicated in national and State standards into instructional
activities.
(2)(d)2.(iii)
(2)(e)
Use standards and curricular goals to evaluate, select, design, and adapt instructional resources.
Assessment of languages and cultures.
(2)(e)1.
(2)(e)1.(i)
Knowledge of:
Multiple ways to evaluate student progress using age- and level-appropriate assessments for a diverse
student population.
(2)(e)1.(ii)
(2)(e)1.(iii)
(2)(e)2.
Procedures for analyzing results of assessments to determine the direction of future instruction.
Procedures for interpreting and conveying results of student assessments to all stakeholders.
Ability to:
(2)(e)1.(i)
Multiple ways to evaluate student progress using age- and level-appropriate assessments for a diverse
student population.
(2)(e)2.(i)
Create age- and level-appropriate assessments for evaluating listening, reading, speaking, writing, and
cultural awareness in both discrete and integrative formats.
(2)(e)2.(ii)
(2)(e)2.(iii)
Analyze and reflect on results of assessments to determine the direction of future instruction.
Interpret and report results of student assessments to all stakeholders and create opportunities for
productive discussions of these results.
(2)(f)
(2)(f)1.
Professionalism.
Knowledge of:
(2)(f)1.(i)
Professional organizations at local, state, and national levels.
(2)(f)1.(ii)
The value of advocacy for learning languages other than English.
(2)(f)2.
Ability to:
(2)(f)2.(i)
Select appropriate professional development opportunities to strengthen linguistic and cultural
competence.
(2)(f)2.(ii)
Promote learning of languages other than English to help students succeed as responsible members of
a multicultural society.
Signed: _______________________________________________________
Cooperating Teacher
or
Date: ___________________________
Signed: _______________________________________________________
College Supervisor
Date: ___________________________
08/2014