Secondary Urban Education
Capstone Project Grid
Intern Name:
This grid is designed to help you reflect on your coursework and activities in the Urban Education Program as you progress in your
attainment of the outcomes for the Capstone Project. What understandings will you take away from course activities? How will certain
activities impact your teaching? What else do you need to know or do to more fully attain a particular outcome or proficiency?
Think about all of the assignments and activities that you have completed throughout the program, including both informal experiences
such as class discussions and more structured activities completed in class and as assignments. In column two of the grid, list possible
activities/assignments (evidence) related to each outcome. (Note: You may not have evidence for every outcome yet, but you will likely have
more than one piece of evidence for each outcome by the due date of the Capstone Presentation).
In the second column, list possible activities/assignments (evidence) related to each particular outcome and a description of the evidence:
In two or three sentences, explain HOW the piece(s) of evidence indicates your achievement of the proficiency/outcome.
In the third column, write a reflection about the evidence:
The reflective part of the grid communicates areas you have identified as strengths and areas on which you want to gain more experience.
Consider using some of the following stems when writing your reflections.
 What I learned from this is…
 What I know now…
 What I would do differently and why…
 What I need to work on…
 What else I wish I knew about this…
 After hearing or seeing ___, it made me think_____
This is an ongoing document that should be sent to your supervising teacher and university supervisor during the weeks stated for your bi-monthly
report of progress on your Capstone Project. The purpose of this document is to enhance communication and feedback between you, your
supervising teacher, and university supervisor. For each bi-monthly report, you should continue to add evidence and reflections for each outcome
until you have evidence and reflections for each outcome.
Outcomes/Proficiencies
Evidence Selected/Description
(Are you demonstrating the proficiency? Explain!)
Reflection
(Action Steps or Help Needed to meet proficiency
during Student Teaching).
OUTCOME 1: CULTURALLY RESPONSIVE PEDAGOGY
Proficiency 1: Communication of
high expectations
1.
1.
Proficiency 2: Engaging all learners
2.
2.
Proficiency 3: Relationships with
learners
3.
3.
4.
4.
5.
5.
6.
6.
Evidence Selected/Description
(Are you demonstrating the proficiency? Explain!)
Reflection
(Action Steps or Help Needed to meet proficiency
during Student Teaching).
Proficiency 4: Dispositions towards
learners
Proficiency 5: Dispositions for
supporting learners
Proficiency 6: Understanding of
linguistic and cultural
backgrounds of linguistically and
culturally diverse learners
Outcomes/Proficiencies
OUTCOME 2: LANGUAGE AND LITERACY
Proficiency 1: Application of first
and second language acquisition
1.
theory
2.
Proficiency 2: Embedding of applied
linguistics into lesson planning and
3.
delivery
4.
Proficiency 3: Vocabulary
Development
Proficiency 4: Development of both
interpersonal communication skills
& academic language for the content
areas
1.
2.
3.
4.
Outcomes/Proficiencies
Evidence Selected/Description
(Are you demonstrating the proficiency? Explain!)
OUTCOME 3: FAMILY ENGAGEMENT
Proficiency 1: Use of family-friendly
language in correspondence with
1.
families
2.
Proficiency 2: Sustained
implementation of two-way
3.
communication with families that is
specifically connected to student
4.
learning
Reflection
(Action Steps or Help Needed to meet proficiency
during Student Teaching).
1.
2.
3.
4.
Proficiency 3: Involvement of
families in making decisions about
behavioral and academic strategies
to use with their child
Proficiency 4: Exploration of student
and family access to technology
beyond the school day and
promotion of equitable access to
technology for students and families
Outcomes/Proficiencies
Evidence Selected/Description
(Are you demonstrating the proficiency? Explain!)
OUTCOME 4: TECHNOLOGY INTEGRATION
Proficiency 1: Alignment of the
context of classroom technology with 1.
research-based best practices for
promoting deep understanding,
2.
transfer, and retention of learning
standards
Proficiency 2: Promotion of safe,
ethical, and legal uses of technology
Reflection
(Action Steps or Help Needed to meet proficiency
during Student Teaching).
1.
2.
Outcomes/Proficiencies
Evidence Selected/Description
(Are you demonstrating the proficiency? Explain!)
OUTCOME 5: DIFFERENTIATED INSTRUCTION
Proficiency 1: Use of appropriate
skills and research-based strategies
1.
to differentiate CONTENT to
maximize academic success for all
2.
learners
3.
Proficiency 2: Use of appropriate
skills and research-based strategies
4.
to differentiate PROCESS to
maximize academic success for all
learners
Reflection
(Action Steps or Help Needed to meet proficiency
during Student Teaching).
1.
2.
3.
4.
Proficiency 3: Use of appropriate
skills and research-based strategies
to differentiate PRODUCTS and
ASSESSMENTS to maximize
academic success for all learners
Proficiency 4: Use of technology to
differentiate content, process,
product and accommodate student
diversity
Outcomes/Proficiencies
Evidence Selected/Description
(Are you demonstrating the proficiency? Explain!)
OUTCOME 6: CLASSROOM MANAGEMENT
Proficiency 1: Organizing the
physical space
1.
Proficiency 2: Management routines
and procedures
Proficiency 3: Culture and
classroom management
Reflection
(Action Steps or Help Needed to meet proficiency
during Student Teaching).
1.
2.
2.
3.
3.
4.
4.
Proficiency 4: Building community
Proficiency 5: Data Management
5.
5.