Assignments for Senior Block Teacher Candidates
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Senior Block Portfolio Notebook Elementary 4310 TEACHER EDUCATION PROGRAM NORTH GREENVILLE UNIVERSITY P. O. Box 1892 Tigerville, SC 29688-1892 FALL 2015 Together We Can Make A Difference Unity I dreamt I stood in a studio and watched two sculptors there. The clay they used was a young child’s mind and they fashioned it with care. One was a teacher --- the tools he used Were books, music and art. The other, a parent, worked with a guiding hand and a gentle loving heart. Day after day, the teacher toiled with touch That was deft and sure While the parent labored by his side and polished and smoothed it o’er. And when at last, their task was done They were proud of what they had wrought. For the things they had molded into the child Could neither be sold nor bought. And each agreed they would have failed If each had worked alone. For behind the teacher stood the school And behind the parent, the home. 2 TABLE OF CONTENTS Assignments for the Field Experience…………………………………………………. Field Experience Attendance Log……………………………………………………... Daily Log of Teaching Experiences…………………………………………………… Documentation of Assessment Strategies……………………………………………… Rubric for Assessment…………………………………………………………………. Documentation of Classroom Management Strategies………………………………... Rubric for Classroom Management……………………………………………………. Documentation of Professional Development Opportunities………………………….. Rubric for Professional Development…………………………………………………. Documentation of Teaching Strategies………………………………………………… Rubric for Teaching Strategies………………………………………………………… Documentation of Technology Uses…………………………………………………... Rubric for Technology…………………………………………………………………. p. 7 p. 9 p. 11 p. 8 p. 10 p. 11 p. 13 p. 14 p. 16 p.17 p. 19 p. 20 p. 23 TWS……………………………………………………………………………………. Scoring Rubrics p. 25 ADEPT………………………………………………………………………………… APSs explained Scoring Rubrics p.27 Student Impact Project/Unit Plan................................................................................... p. 31 Rubrics and Addendums............................................................................................. p. 35 For Seniors to Insert during Fall Semester For ADEPT notebook: Philosophy of Education, Resume, Cover letter, Business Card, photo, Organizational Plan, Classroom Management Plan, first day school schedule, Professional Development Plan, Parental Communication Plan. 3 Assignments for Senior Block Teacher Candidates Teacher Candidate is to: Document a variety of teaching strategies utilized while teaching. Document a variety of technology strategies utilized while teaching. Document a variety of assessment strategies utilized while teaching. Document in a variety of professional development activities participated in during the semester. Document a variety of classroom management strategies utilized in the classroom. Create the ADEPT notebook and Teacher Work Sample Notebook Student impact project / unit plan Classroom Teaching o After the first two weeks the teacher candidate should teach a minimum of one lesson per day in a variety of classroom settings that would include but not be limited to individual, small and whole group instruction, activities, mini lesson, etc. o By the end of the semester the teacher candidate should have taught a minimum of two lessons in each of the four content areas (math, science, social studies, and language arts) over the course of the semester. o Cooperating teachers provide written feedback about the teacher’s candidate’s lesson and teaching at least once a week through provided form. These eight lessons should include at least one observation of each of the following classes: math, social studies, science, language arts, integration of the arts, and integration of physical education. The teacher candidate is responsible for collecting these forms and turning them into the professor of record. o Mentors will complete a formal evaluation on two lessons. The teacher candidate is responsible for collecting these forms and turning them into the professor of record. Summary Weeks 1 and 2: Weeks 3 to 10: Observe and assist teacher with classroom activities Teach minimum of two lessons each week (Total 16) Cooperating teacher provides written feedback at least once a week (Total 8) Mentor provides feedback twice using the appropriate FEE. 4 North Greenville University Division of Education FIELD EXPERIENCE COHORT Senior – Elementary Name Semester: ________ School Grade __________ Cooperating Teacher ___________________________ ATTENDANCE LOG Week No. Tuesday In Out Total Number of Hours___________ Thursday In Out Teacher's Initials Total Number of Weeks __________ _____________________________ ________________________ Cooperating Teacher’s Signature Student Signature 5 Daily Log of Senior Block Teaching Experiences Date Subject Number of Students Description of Lesson 6 Date Subject Number of Students Description of Lesson Student Signature: ______________________________________________________ Date: ___________________ Cooperating Teacher Signature:_____________________________________________ Date: ____________________ 7 Assessment Strategies Used By _________________ During the ________School Year Whole Group Responses (flippers, white boards, etc) _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Anecdotal Records, Event Sampling, Time Sampling, Checklist, etc _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Graphic Organizers Used as an Assessment _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Other Informal Assessments Utilized _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Teacher Made Test Given and Graded _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Published Test Given and Graded _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ 8 Standardized Test Administered _____ __________________________________________________________ _____ __________________________________________________________ Portfolio Assessments _____ __________________________________________________________ _____ __________________________________________________________ Rubrics or Scoring Guides Developed _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Interviews with Students _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Assessments Designed to Demonstrate Growth Over Time _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Other Formative Assessments _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Other Summative Assessments _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Signature: _________________________ Date:_______ Grade: ____________________ 9 Rubric for Documentation of Assessment Strategies Reminder: All documented instances must have occurred during the present semester and must have been planned and taught by the student. ACEI Standard 4.0 Assessment for instruction— Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. Distinguished Fifteen assessment strategies are documented. Each strategy is an authentic assessment. Documentation includes whole class, small groups, and individual assessments that are developmentally appropriate. Assessments are used to enhance learning not just for the sake of grades. Accomplished Ten examples of assessment are documented. A variety of different types of assessment is utilized as well as being developmentally appropriate. Developing Five examples of assessment are documented. Beginning Fewer than three examples documented or strategies are documented that are inappropriate for the students being taught 10 Classroom Management Strategies Used By _________________ During the _______ School Year Preventive Discipline Techniques Implemented _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Techniques for Making Students Accountable For Their Own Behavior _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Changes Made in Room Arrange to Enhance Learning _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ New Procedures Developed for Non-Instructional Task _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Techniques Implemented to Enhance Smooth Transitions _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ 11 Techniques Implemented for Management of Teaching Materials _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Classroom Rules _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Classroom Consequences and Rewards _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ School Emergency Procedures Fire ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Tornado __________________________________________________________ ___________________________________________________________ ___________________________________________________________ Intruder ___________________________________________________________ ___________________________________________________________ Signature: ________________ _________ Date:______ Grade: ___________________ 12 Rubric for Documentation of Classroom Management Strategies 4 20 or more examples of classroom management strategies designed to enhance learning are documented. A variety of different types of strategies is utilized to demonstrate creativity and flexibility in thinking. 3 15 or more examples of classroom management strategies designed to enhance learning are documented. A variety of different types of strategies is utilized. 2 10 or more examples of classroom management strategies are documented. 1 Fewer than ten examples of classroom management strategies are documented or the ones documented are inappropriate for the students being taught 13 Professional Development Opportunities for _________________ During the ______ School Year PTA or PTO Meetings Attended _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Special Nights or School Functions Attended _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Planning or Class Level Meetings Attended _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ In-Service Experiences _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Workshops Attended _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Organizational or Association Meetings Attended _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ 14 Classes You have Observed _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Professionals You Have Interviewed _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Community Volunteer Work Related to Teaching _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Other Professional Opportunities _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ _____ __________________________________________________________ Signature: ________________ _________ Date:_______ Grade: ___________________ 15 Rubric for Documentation of Professional Development 4 Ten or more different professional development activities are documented including at least one planning time with other teachers, one planning time with related arts or media specialist, one service learning activity, and one evening event involving parents. 3 Seven or more different examples of professional development are documented. 2 Three or more examples of professional development are documented. 1 Fewer than three examples documented or strategies are documented that are inappropriate for the students being taught 16 Teaching Strategies Used By _________________ During the ______ School Year Children’s Literature Integrated into Core Curriculum (book and strategy) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Music Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ Art (Fine Arts) Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ Art Activities Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Drama Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Dance/Movement Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Field Trips ___________________________________________________________________ ___________________________________________________________________ 17 Team Teaching ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Inquiry Learning ___________________________________________________________________ ___________________________________________________________________ Cooperative Learning Groups ___________________________________________________________________ ___________________________________________________________________ Project Approach ___________________________________________________________________ ___________________________________________________________________ Reciprocal Learning ___________________________________________________________________ ___________________________________________________________________ Service Learning ___________________________________________________________________ ___________________________________________________________________ Reading/Literature Circles ___________________________________________________________________ ___________________________________________________________________ Writer’s Workshop ___________________________________________________________________ ___________________________________________________________________ Creative Thinking Activities Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ Problem Solving Techniques Integrated into Core Curriculum ___________________________________________________________________ ___________________________________________________________________ Signature: _____________________________ Date:_______ Grade: ___________________ 18 Rubric for Documentation of Teaching Strategies ACEI Standard ACEI 3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; ACEI 3.3 Development of critical thinking and problem solving— Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving; ACEI 2.5 Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students Distinguished Fifteen different examples of teaching strategies are documented which demonstrate best teaching practices, developmental appropriateness, and knowledge of students. At least two examples of critical thinking and creative problem solving are documented. At least one example of art integration, music integration, dance or movement integration, drama, and integration of literature is documented. Accomplished Ten examples of teaching strategies are documented which demonstrate best teaching practices, developmental appropriateness, and knowledge of students. At least one example of critical thinking and creative problem solving is documented. Developing Five examples of teaching strategies are documented which demonstrate best teaching practices, developmental appropriateness, and knowledge of students. At least one example of either critical thinking or creative problem solving is documented. Beginning Fewer than five examples or strategies are documented. At least three examples of either art integration, music integration, drama, dance or movement integration is documented. Less than three examples of either art integration, music integration, drama, dance or movement integration is documented. No examples of arts integration are documented No examples of critical thinking or creative problem solving are documented. 19 Technology Strategies Used By _________________ During the ______ School Year Teacher Made Materials Designed Using Microsoft Office _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Teacher Made Materials Designed Using Active Inspire _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ _____________________________________________________________ _____ ______________________________________________________________ Teacher Made Materials Designed Using Prezi, Kidspiration, or Other Software _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ 20 Audio Tapes (Subject or Book Title) (Whole Group, Small Group or Individual) _____ ______________________________________________________________ _____ ______________________________________________________________ Videos/Movies (You Tube, Teacher Tube, United Streaming etc.) _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Computer Test _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Email Utilizations _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Internet Sites Visited or Used with Students _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Postings on NGU Student’s Website _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Computer Games Used with Students _____ ______________________________________________________________ 21 _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Use of Blogging _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Use of iPads _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Use of iTunes _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Use of Computers in a Mobile Lab or Stationary Lab _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Use of Classroom Computer(s) _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ 22 Use of Digital Camera or Video in the Classroom (Teacher or Student Assignment) _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Technology Integrated into Core Curriculum _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Other Technology Uses _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ _____ ______________________________________________________________ Signature: __________________________ Date:________ Grade: ___________________ 23 Rubric for Documentation of Technology Strategies ACEI Standard ACEI 3.5 Communication to foster collaboration— Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. Distinguished Ten or more examples of integrating technology into the curriculum are documented. A variety of different types of technology is utilized to enhance learning and collaboration. Accomplished Seven or more examples of integrating technology into the curriculum are documented. A variety of different types of technology is utilized to enhance learning and collaboration. Developing Four or more examples of technology are documented. Beginning Fewer than four examples of technology are documented. 24 Teacher Work Sample Notebook (Five Dividers for the 6 Elements (Elements 2 and 3 together)) Element One Demographic Information o Student Information consolidated and in charts or graphs APS Notebook (Four Sections and Ten Dividers for the 10 APS) Each APS described (Demonstrates creativity and knowledge) Provide a summary for each standard of teaching. (1 - 2 pages for each standard.) Introduction One page description of yourself with professional photograph Resume Philosophy (1 to 3 pages) Code of Ethics Domain 1: Planning APS 1 Long-Range Planning Demographics Student Information consolidated and in charts or graphs School Information Community Information APS 2 Short-Range Planning of Instruction APS 3 Planning Assessments and Using Data Domain 2: Instruction APS 4 Establishing and Maintaining High Expectations for Learners APS 5 Using Instructional Strategies to Facilitate Learning APS 6 Providing Content for Learners APS 7 Monitoring, Assessing, and Enhancing Learning Domain 3: Classroom Environment APS 8 Maintaining an Environment That Promotes Learning APS 9 Managing the Classroom Domain 4: Professionalism APS 10 Fulfilling Professional Responsibilities 25 Student Name: ____________________________ Semester: ______ Teacher Work Sample Notebook _____ Five Dividers for the 6 Elements (Elements 2 and 3 together) _____ Element One _____ Demographic Information Student Information consolidated and in charts or graphs APS Notebook _____ Four Domains--Ten Dividers for the 10 APS _____ Each APS described _____ Resume _____ Philosophy _____ Student Information consolidated and in charts or graphs in APS 1 _____ Community and School information included in APS 1 On a scale of 1 to 5 _____ Creativity _____ Over all appearance _____ Evidence of thought and effort _____ All parts present Total Score: ___________________ 1-5=D 6 to 14=C 15 to 18=B 19 to 20=A 26 Rubric for ADEPT notebook Evaluation and Presentation Student Teacher:________________________________________ Overall Rating Level: ___________ Date: ________________________ 0 Not Yet 1 2 Developing 3 4 Developed Level 0 ___ Standards were represented inadequately or not at all ___ Overall presentation totally unorganized, numerous errors in grammar ___ Very little or poor evidence of reflection and self-evaluation ___ Items not included for all standards ___ Student did not make a ADEPT notebook presentation/no attempt at oral communication of experience Level 1 ___ All standards were not represented ___ Overall presentation of material poorly organized, frequent errors in grammar ___ Evidence of reflection and evaluation was superficial on more than 4 standards ___ Items chosen to support standards were one dimensional ___ Inadequate attempt made to present ADEPT notebook/inadequate oral communication of experience Level 2 ___ All standards were not adequately represented ___ Overall presentation of material not consistent in organization, coherence or grammar ___ Evidence of reflection and assessment was superficial on more than 2 standards ___ Items chosen to support standards were one dimensional ___ Minimal attempt made to present ADEPT notebook/minimal oral communication of experience Level 3 ___ All standards were adequately represented ___ Presentation showed continuity and organization but some mechanical errors were observed ___ Evidence of reflection and self-evaluation was at a meaningful level but did not indicate needs for future growth and development ___ Items chosen to support standards reflected marginal uniqueness ___ Presentation is satisfactory; oral communication indicates a general knowledge of teaching. Level 4 ___ Each standard was thoroughly represented ___ Presentation showed continuity, organization, exactness, and clarity of thought ___ Evidence of reflection and self-evaluation showed integration or interconnection between standards, present development as a professional and needs for future growth and adjustment ___ Items chosen to support standards exhibited uniqueness of sources and evidence of originality ___ Presentation shows degree of excellence in student teaching experience/oral communication indicates knowledge and positive attitude about profession. _____ Overall Level of Performance (1, 2, 3, or 4) Specific comments on Standards of Teaching: Signature of Evaluator________________________________________________ 27 Student Teaching ADEPT Notebook Check-List ______ 2” 3 ring binder – larger for dual placement using one notebook or electronically using E-Portfolio (Some of the information required may need to be put in hard copy for evaluation when using E-Portfolio) ______ Cover sleeve information – title/author/school/grade level/semester ______ Title page – title/author/school/cooperating teacher/grade level ______ Theme (if used) should be carried throughout to provide cohesiveness ______ Introduction/Philosophy of Education (1 – 3 pages) ______ Copy of your resume ______ Summary of each ADEPT Performance Standard (1 pg @ APS preferred) ______ One artifact @ standard / Dual placements will have artifacts in both placements. Artifacts can include short range lesson plan with activity from plan, test project, student writing, photos w/caption ______ Reflection statement to accompany each artifact; Evaluation of the artifact and the experience it documents Show integration of APSs Present yourself as a developing professional teacher. Tell how the APSs will impact you as a future educator ______ Long Range Plans – YOUR plans for the two weeks as developed from your cooperating teacher’s LRPs (If you have two placements you need 2 LRPs) 28 College of Education Rubric for Teacher Work Sample during Student Teaching Element Target 5 Acceptable 3 Element 1 – Description of the classroom context and the students taught (including individual differences) Description of context and student characteristics contains rich, in-depth information from a variety of authoritative, documented sources, enabling the teacher to plan, implement and assess instructional activities that promote optimal learning for all students. Objective(s) are clearly stated, aligned with curriculum standards, and appropriate for needs, interests, and abilities of all students. Description of context and student characteristics includes enough information to allow the candidates to individualize planning for instruction and assessment to a limited extent. Sources are limited in number and may not be documented. Description of context and student characteristics is minimal. Few or no sources of information are documented. Objective(s) may be clearly stated and aligned with curriculum standards, but students’ needs, interests and abilities are reflected only to a limited extent or only for some students. Objective(s) are somewhat clear, but reflect only either curriculum standards or students’ characteristics but not both. Assessment plan indicates clear alignment with objectives and instructional activities. Student characteristics, including prior learning and development, are taken into account for all students. Expectations for performance are appropriately high for all students. Assessment plan indicates clear alignment with objectives and instructional activities, but student characteristics, including prior learning and development are taken into account only to a limited extent. Expectations for performance are appropriately high for some, but not all, students. Assessment plan lacks clear alignment with objectives and/or instructional activities. Student characteristics are taken into account in a very limited way. Expectations for students’ performance are mostly inappropriate. Use of appropriate technology moves analysis beyond reporting of results to in-depth analysis of individual students’ strengths and weaknesses and item analysis of assessment instruments; use of Candidate uses appropriate technology in appropriate but limited ways; fails to use available tools that would have enhanced the processing and presentation of data. Use of technology tools is very limited, i.e., does not take advantage of available technology, and tools are used inappropriately or incorrectly. 10% of TWS grade Element 2 – Description of the desired learning outcomes for this unit of instruction and Element 3 – Instructional plans (unit plan and daily lesson plans) 20% of TWS grade Element 4 – Assessment plan, including pre-and post-assessment outcomes, showing alignment with objectives and instruction 20% of TWS grade Element 5 – Evidence of student achievement (student gains, accomplishment of outcomes) acquired from analysis of preand post-assessments Developing 1 29 of all students in the class 20% of TWS grade Element 6 – Reflections on student achievement, results, unit content, instructional process, assessments 30% of TWS grade technology enables candidate to clearly interpret and communicate student performance data to all stakeholders, especially students. Candidate’s reflection indicates awareness of the variety of factors affecting student learning and of possible ways to modify such influences in ways that will enhance student learning. Reflection shows that candidate takes responsibility for finding ways to help all students learn, and that candidate identifies appropriate resources and techniques for doing so. Candidate’s reflection indicates some awareness of the variety of factors affecting student learning, including factors at the community, school, classroom and individual levels. Reflection shows that candidate takes responsibility for finding ways to help all students learn. Candidate’s reflection shows minimal consideration of varied aspects of the classroom situation. Candidate takes little responsibility for enhancing student learning. 30 The Standard of Excellence in Teacher Preparation TEACHER EDUCATION PROGRAM NORTH GREENVILLE UNIVERSITY STUDENT IMPACT PROJECT Senior Block, Semester 1: Candidate will carry out a small group and whole class instruction. The candidate in close agreement with the cooperating teacher will identify students who need assistance. The candidate will pre-assess students in some way, analyze the assessment, research ways to meet the students’ needs, carry out small group work and individual work, reassess and monitor progress and analyze the overall impact on the group. Additionally, the candidate will select one lesson and pre-assess students prior to the lesson. Build a lesson utilizing the pre-assessment or at least adjust the lesson using the pre-assessment, teach the lesson, give a post-assessment, analyze the gains, and reflect on the results. Ideally, two lesson periods could go toward the project, but that may not be possible; therefore, working closely with the cooperating teacher is a must. Senior year, Student Teaching: Candidates will carry out the Teacher Work Sample as described in the Student Teacher Handbook. The student impact projects will assist the candidate in terms of readiness for this extensive, in-depth, two week unit that must demonstrate impact on student learning. The experience gained in the smaller projects will help the candidate assess students, analyze assessments, plan for instruction, carry out formative assessments, modify instruction, and post-asses students analyzing the impact on student learning. These unique experiences prepare candidates the important responsibility of instructing students, analyzing assessment data and differentiating instruction. This project is tied to the field experience and will be scored by a qualified instructor or course instructor as needed. Data will be collected as evidence that Candidates in the Teacher Education Program of NGU impact student learning and develop abilities to assess, research, plan, and analyze student performance and needs. Senior Block: 1. Candidates, in close consultation with their cooperating teachers, select a small group of students for targeted instruction. Candidates answer the questions: How were the students identified? List the criteria and pre-assessment data used to identify students for targeted instruction. Candidates plan and carry out one or more lessons with a pre and post assessment and analysis of student performance. It may be best to target reading assessment and intervention. 2. Candidates, in consultation with their cooperating teacher, assess the learning needs of 31 the students. What pre-assessment or assessment data was used to determine the need for targeted instruction? What information did the assessments yield when they were analyzed? What other information is needed to determine a course of action? Candidates explain how they assessed the learning needs and what input came from the cooperating teacher. This is carried out with the small group over a minimum of four sessions or activities and over at least one or more lessons for the whole class. The purpose is to learn how to assess, analyze student learning needs and then plan the intervention. 3. Candidates research the learning needs of the students and find resources to meet the students’ needs. Candidate lists the needs identified. Candidate lists the research information sought and used. Candidates list all resources used to plan the intervention. In close cooperation with the teacher, a plan is outlined and will include a minimum of four activities or sessions with the small group and one or more lessons with the whole class. 4. Candidates formulate an action plan and get approval of the cooperating teacher. The candidate carries out the action plan with the students collecting some type of formative assessment data after each session or activity. The candidate analyzes the formative assessments along with comparing to the pre-assessment data. The candidate modifies the plan based on data. The candidate writes a reflection concerning each tutoring session listing what was the focus, what was tried, and what were the results. Further reflection indicates what changes if any need to be made for the next tutoring session. Candidates pre-assess and include formative assessments in whole class lessons. Candidates analyze student performance on assessments. 5. Candidates re-assess after the tutoring period. Together with the cooperating teacher, candidates analyze the results and determine if the goals were reached and if the students learned. Candidates then write a reflection explaining the results and provide the results to the cooperating teacher. Candidates reflect on what further action should be taken. Candidates carefully describe the impact their plans had on the students’ learning. Candidates document each step of the process with the small group and with the whole class instruction. 32 Unit Plan: The unit plan will be in conjunction with the student impact project. You will create an assessment or assessments to analyze the needs of the students in the project. You will create demographic data and charts for the group of students in the project. You will create learning activities and experiences based upon your assessment of the students and their demographic information. You will have detailed lesson plans for each activity carried out. At the end of each lesson there will be a formative assessment and the data gathered on the students’ progress. You will reflect on the progress of the students after each lesson. After you have completed the four or five lessons with the students, you will once again assess the students and chart their progress using data and graphs. You will reflect on your ability to impact student learning based upon student performance. Advantages of this approach: 1.You are planning for a real group of students. 2. You will learn to adjust lessons and approaches based on what works best for a particular group of students. 3. You will learn how to reflect on student progress and adjust lessons to meet student needs. 4. You will learn how to be reflective and to analyze student data to drive instructional decisions. 5. This process in miniscule is what the Teacher Work Sample is in student teaching. 6. You will gain valuable understanding of how students learn, where students struggle, timing and pacing, assessments and analyzing data, and making informed instructional decisions. Once you have mapped out your plan, you will demonstrate how analysis of student progress has shaped changed and led to different instructional approaches. You will analyze your effectiveness in impacting student learning based on assessment data. 33 Actions to Assist in ADEPT Performance Standards APS 1 Long-Range Planning An effective teacher facilitates student achievement by establishing appropriate long-range learning goals and by identifying the instructional, assessment, and management strategies necessary to help all students progress toward meeting these goals. Long-range planning requires the teacher to combine a knowledge of content, standards, and curriculum with a knowledge of specific learning-teaching contexts and student characteristics. Although long-range planning is an essential process for all teachers, long-range plans (LRPs) will differ according to variables such as content (i.e., subject matter, concepts, principles, process, and related skills) and context (e.g., setting, learning needs of the students). In developing LRPs, the teacher should work both independently and collaboratively. LRPs are dynamic documents that should be reviewed continuously and revised, as necessary, throughout the school year. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 1.A The teacher obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning. The teacher begins the long-range planning process by gaining a thorough understanding of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests. The teacher gathers this information from a variety of sources, including student records (e.g., permanent records, individualized education programs) and individuals such as other teachers, special-area professionals, administrators, service providers, parents, and the students themselves. From this information, the teacher identifies the factors that are likely to impact student learning. The teacher then uses this information to develop appropriate plans for meeting the diverse needs of his or her students. 1.B The teacher establishes appropriate standards-based long-range learning and developmental goals for all students. The teacher’s goals are aligned with relevant federal, state, and local requirements and reflect the applicable grade-level academic standards. For preschool children and 34 students with severe disabilities, the teacher’s goals align with appropriate developmental and/or functional expectations. 1.C The teacher identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals. In this context, an instructional unit is a set of integrated lessons that is designed to accomplish learning objectives related to a curricular theme, an area of knowledge, or a general skill or process. Consistent with relevant federal, state, and local curriculum and/or academic standards, the teacher’s instructional units provide for appropriate coverage of the key themes, concepts, skills, and standards related to the subject area(s) and are designed to expose students to a variety of intellectual, social, and cultural perspectives. The sequence of the teacher’s units (as presented through timelines, curriculum maps, planning and pacing guides, and so forth) follows a logical progression, with an appropriate amount of time allocated to each instructional unit. 1.D The teacher develops appropriate processes for evaluating and recording students’ progress and achievement. The teacher’s evaluation process includes the major formal and informal assessments to be used (e.g., observations, exams, research papers, performance, projects, portfolios) and the evaluation criteria for each. The teacher’s evaluation methods are appropriate for the learning goals and the content. The evaluation criteria match state, local, and/or individually determined expectations for student progress and achievement. The teacher’s record-keeping system provides a confidential and well-organized system for storing, retrieving, and analyzing all necessary student data. 1.E The teacher plans appropriate procedures for managing the classroom. The teacher’s rules and procedures for managing student behavior, whether developed independently by the teacher or collaboratively with the students, are clearly stated, appropriate for the students, and consistent with school and district policies. The rules are stated in positive terms, when possible, and focus on behaviors rather than on students. The teacher’s procedures for managing essential noninstructional routines (e.g., transitioning between activities and/or subjects, taking roll, collecting student work, preparing learning centers or labs, retrieving instructional materials or resources) promote efficiency and minimize the loss of instructional time. 35 APS 2 Short-Range Planning of Instruction An effective teacher facilitates student achievement by planning appropriate learning objectives; selecting appropriate content, strategies, and materials for each instructional unit; and systematically using student performance data to guide instructional decision making. In this context, the term instructional unit is defined as a set of integrated lessons that is designed to accomplish learning objectives related to a curricular theme, an area of knowledge, or a general skill or process. The length of instructional units—that is, the number of days or lessons they cover—will vary in accordance with such factors as the number of objectives to be accomplished; the complexity of the content to be covered; and the ability levels of the particular students. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 2.A The teacher develops unit objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals. The teacher’s objectives define what the students should know (i.e., the factual, conceptual, procedural, and/or metacognitive knowledge) and be able to do (e.g., the cognitive processes—remembering, understanding, applying, analyzing, evaluating, and/or creating) upon completing the unit. The teacher’s objectives are studentoriented, explicit, and assessable statements of intended learning outcomes. There is a clear connection between the unit objectives and grade-level academic standards (or, for preschool children or students with severe disabilities, between the unit objectives and appropriate developmental and/or functional expectations). The unit objectives are consistent with the long-range goals, assessment results from previous instructional units, state and local curriculum guidelines, individualized education programs (IEPs), and the needs and interests of the students. The unit objectives are logically linked to previous and future learning objectives. 2.B The teacher develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students. The content of the teacher’s instructional plans is drawn from multiple sources that are accurate and current and is applicable to the students’ grade-level academic standards, instructional needs, ability and developmental levels, and interests. The sources of the content expose students to a variety of intellectual, social, and cultural perspectives as appropriate. The teacher selects a variety of instructional strategies and materials in order to present content in formats that accommodate learning differences and that 36 translate into real-life contexts for the students. Instructional technology is included as appropriate. The instructional strategies are logically sequenced and include sufficient opportunities for initial learning, application and practice, and review. The strategies lead the students to increasingly higher levels of thinking and problem solving. They promote active student engagement during both independent and collaborative learning tasks, and they provide opportunities for the teacher and students to vary their roles in the instructional process (e.g., instructor, facilitator, coach, audience). 2.C The teacher routinely uses student performance data to guide short-range planning of instruction. The teacher develops lesson and unit plans on the basis of accurate conclusions that he or she has drawn from analyses of the particular students’ prior performance (i.e., their behavior, progress, and achievement). APS 3 Planning Assessments and Using Data An effective teacher facilitates student achievement by assessing and analyzing student performance and using this information to measure student progress and guide instructional planning. In this context, the term assessment refers to any formal or informal measurement tool, activity, assignment, or procedure used by a classroom teacher to evaluate student performance. Assessments may be commercially produced or developed by the teacher, but all should be valid, reliable, and maximally free from bias. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 3.A The teacher develops/selects and administers a variety of appropriate assessments. The assessments used by the teacher are technically sound indicators of students’ progress and achievement in terms of the unit objectives, the grade-level (or individually determined) academic standards, and the student achievement goals. The assessments align with the learning objectives and the instruction in terms of the type(s) of knowledge (i.e., factual, conceptual, procedural, and/or metacognitive) and the cognitive processes (i.e., remembering, understanding, applying, analyzing, evaluating, 37 and/or creating). The teacher is not overly reliant on commercially produced assessments, but when he or she uses them, the teacher is careful to ensure that any necessary modifications are made. Assessment materials are free of content errors, and all assessments include verbal and/or written directions, models, and/or prompts that clearly define what the students are expected to do. The assessments are appropriate for the ability and developmental levels of the students in the class. The teacher provides appropriate accommodations for individual students who require them in order to participate in assessments. 3.B At appropriate intervals, the teacher gathers and accurately analyzes student performance data and uses this information to guide instructional planning. The teacher routinely obtains student baseline data, analyzes the data to determine student learning needs, and uses this information to develop appropriate instructional plans. At appropriate intervals throughout instruction, the teacher analyzes student performance on informal assessments (e.g., individual and group performance tasks, quizzes, assignments) and formal assessments (e.g., tests, projects, portfolios, research papers, performances) to determine the extent to which both individual students and groups of students are progressing toward accomplishing the learning objectives. On the basis of these analyses, the teacher determines the impact of instruction on student learning and makes appropriate decisions about the need to modify his or her instructional plans. 3.C The teacher uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement. The teacher makes decisions about student performance, progress, and achievement on the basis of explicit expectations that clearly align with the learning objectives and achievement goals, the assessments, and the students’ level of ability. The teacher may present his or her evaluation criteria in the form of scoring rubrics, vignettes, grading standards, answer keys, rating scales, and the like. Assessments are appropriately weighted on the basis of the relative importance of each in determining overall progress and achievement. The teacher maintains accurate, current, well-organized, and confidential records of assessment results. The teacher uses available information technology to store and assist with the analysis of student data. 38 APS 4 Establishing and Maintaining High Expectations for Learners An effective teacher establishes, clearly communicates, and maintains appropriate expectations for student learning, participation, and responsibility. In this context, the term participation refers to student effort. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 4.A The teacher establishes, communicates, and maintains high expectations for student achievement. The teacher’s expectations are appropriately challenging for the grade and/or ability levels of the particular students. The teacher communicates the learning objectives so that students clearly understand what they are expected to know and be able to do. The teacher reviews and/or clarifies the objectives as necessary. 4.B The teacher establishes, communicates, and maintains high expectations for student participation. The teacher’s expectations are appropriate for the grade and/or ability levels of the particular students and for the subject area. The teacher effectively communicates these expectations so that his or her students will readily apply them to instructional activities and events during the lessons and to assignments and tasks both in and out of the classroom. 4.C The teacher helps students assume responsibility for their own participation and learning. The teacher clearly communicates the importance and relevance of the academic standards and learning objectives as well as the way the standards and objectives relate to the students’ previous and/or future learning. The teacher encourages the students to become the active agents of their own learning and to take the initiative to follow through with their work. The teacher provides appropriate opportunities for the students to engage in self- assessment and reflection on their learning and to develop a metacognitive awareness of their own strengths and weaknesses. The teacher assists the students in developing strategies to compensate for their weaknesses when it is necessary. 39 APS 5 Using Instructional Strategies to Facilitate Learning An effective teacher promotes student learning through the effective use of appropriate instructional strategies. The term instructional strategies refers to the methods, techniques, technologies, activities, or assignments that the teacher uses to help his or her students achieve the learning objectives. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 5.A The teacher uses appropriate instructional strategies. The teacher’s strategies are appropriate for the particular objectives and content and the particular students’ grade, developmental, and ability levels. The strategies build on the students’ interests and prior learning and are appropriate for the students’ stage of learning (e.g., initial, application, practice, review) with regard to the particular material. The teacher’s strategies promote higher levels of thinking and/or performance. 5.B The teacher uses a variety of instructional strategies. The teacher draws from a substantial repertoire of instructional strategies, varying his or her strategies both within and among lessons according to the particular objectives and content and the students’ ability levels, learning styles, rates of learning, and special needs. The teacher conveys information in a variety of formats (e.g., lectures, videotapes, texts, DVDs) and approaches (e.g., demonstrations, guided practice, guided discovery, simulations). As appropriate to the learners and the learning, the teacher’s instructional strategies include sharing instructional responsibilities with other teachers, guest speakers, and/or parents; varying and/or exchanging roles (e.g., instructor, facilitator, coach, observer) with students; and creating opportunities for both independent and collaborative learning experiences. 5.C The teacher uses instructional strategies effectively. The teacher uses instructional strategies that actively engage his or her students and that ultimately result in meaningful learning for them. All students receive opportunities to experience success. 40 APS 6 Providing Content for Learners An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or she is able to provide the appropriate content for the learners. In this context, the term content refers to the particular aspects of the discipline that are being taught, including subject matter, concepts, principles, processes, and related skills. Central to this standard is the content competence of the teacher. From this in-depth knowledge of the discipline, the teacher must select the content that is appropriate for his or her students and then organize the content in ways that best facilitate student learning. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 6.A The teacher demonstrates a thorough command of the discipline that he or she teaches. The teacher provides content that is accurate and current. The teacher’s presentations, demonstrations, discussions, responses to students’ questions, and methods of engaging the students indicate a thorough knowledge and understanding of the content. The teacher identifies and explains/demonstrates conceptual relationships and/or procedural steps. The teacher identifies and corrects students’ content errors. 6.B The teacher provides appropriate content. The content of the teacher’s lessons is aligned with the applicable curriculum requirements, grade-level academic standards, and/or student learning objectives. Whenever possible, the teacher draws lesson content from multiple sources and presents it in ways that expose students to a variety of intellectual, social, and/or cultural perspectives. 6.C The teacher structures the content to promote meaningful learning. The teacher’s instruction goes beyond the simple presentation of factual knowledge. The teacher aligns the content with the learning objectives and ensures that students are provided with opportunities to acquire the knowledge and to use the cognitive processes that are necessary for successful problem solving. The teacher is able to identify and to explain and/or demonstrate key concepts and skills as well as their broader relationships and applications. The teacher guides student learning by presenting concepts and/or procedures in a logical sequence and in clear and sufficient detail. The teacher uses appropriate examples to help make the content relevant, meaningful, and applicable to the students. When students experience difficulties in 41 mastering the content, the teacher is able to identify and address the sources of the problems. An effective teacher maintains a constant awareness of student performance throughout the lesson in order to guide instruction and provide appropriate feedback to students. APS 7 Monitoring, Assessing, and Enhancing Learning An effective teacher maintains a constant awareness of student performance throughout the lesson in order to guide instruction and provide appropriate feedback to students. In this context, the term monitoring refers to any methods the teacher uses during the lesson to collect information about his or her students’ understanding of the content. Assessing includes any formal or informal measurement tools, activities, assignments, or procedures a teacher uses during the lesson to evaluate the students’ performance and their progress toward meeting the learning objectives. Enhancing learning refers to actions a teacher takes during the lesson as a direct result of monitoring and assessing in order to improve or extend student learning. Both APS 3 (Planning Assessments and Using Data) and APS 7 involve teacher decision making on the basis of the results of student assessments. However, APS 3 deals with decision making that occurs prior to and after instruction. In contrast, APS 7 deals with the decision making that occurs during the actual lesson. In other words, the key elements of APS 7 occur “in flight.” KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 7.A The teacher continually monitors student learning during instruction by using a variety of informal and formal assessment strategies. The teacher maintains a constant awareness of student learning by engaging the students in classroom activities such as discussions, projects, performances, assignments, and quizzes. During these activities, the teacher uses effective questioning techniques to sample a representative cross section of students. The teacher’s questions 42 are appropriate to the content, the activities, and the students. The teacher determines the students’ level of understanding of key concepts and skills by carefully observing/listening to and analyzing students’ verbal and nonverbal responses and reactions, inquiries, approaches to the task, performance, and final products. 7.B The teacher enhances student learning by using information from informal and formal assessments to guide instruction. The teacher systematically collects, analyzes, and summarizes assessment data to monitor students’ progress. On the basis of formal and informal assessment information, the teacher makes appropriate decisions regarding instruction. When his or her students have difficulty answering questions, the teacher provides appropriate response time, rephrases the question, and/or provides prompts or other such assistance. The teacher provides additional explanations, demonstrations, or assistance, and modifies the content and/or the instructional strategies when necessary. The teacher adjusts the pace of the lessons to conform to the needs of the students. The teacher promotes student retention of the content by actively engaging the students in reviews of the key elements, steps, or procedures as necessary. The teacher extends students’ learning and development through appropriate enrichment activities. 7.C The teacher enhances student learning by providing appropriate instructional feedback to all students. The teacher provides feedback to the students throughout the lesson. The teacher also provides feedback on all significant student work. The teacher’s feedback—whether oral, written, or nonverbal—is equitable (i.e., provided to all students) and individualized. The feedback is accurate, constructive, substantive, specific, and timely. The feedback is effective in helping correct students’ misunderstandings or errors, reinforcing their knowledge and skills, and/or extending their learning. APS 8 Maintaining an Environment That Promotes Learning An effective teacher creates and maintains a classroom environment that encourages and supports student learning. In this context, the term environment refers to both the physical surroundings and the affective climate of the classroom. This standard focuses on environmental factors that a teacher can reasonably be expected to control. 43 KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 8.A The teacher creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning. The teacher’s classroom arrangement allows all students to see, hear, and participate during instruction. The classroom is free from clutter and distractions that impede learning. The teacher ensures that all materials are safely and properly stored and that all applicable safety regulations and precautions are followed. Classroom displays feature items of educational relevance and interest, including current samples of student work as appropriate. 8.B The teacher creates and maintains a positive affective climate in his or her classroom. The teacher conveys confidence in his or her ability to teach the lesson content and to work with diverse groups of students. The teacher exhibits the enthusiasm necessary to generate interest in the subject matter and the patience and sensitivity necessary to assist and support all students, regardless of their social and cultural backgrounds or intellectual abilities. The teacher shows respect for the feelings, ideas, and contributions of all students and encourages the students to do likewise. 8.C The teacher creates and maintains a culture of learning in his or her classroom. The teacher exemplifies and emphasizes initiative, industriousness, inquisitiveness, and excellence and, by doing so, encourages the students to do likewise. The teacher facilitates cooperation and teamwork among students and provides them with appropriate incentives and rewards for learning. The teacher works to ensure that every student feels a sense of belonging in the classroom. To the extent appropriate, the teacher invites student input and suggestions when designing instructional activities and events. APS 9 Managing the Classroom An effective teacher maximizes instructional time by efficiently managing student behavior, instructional routines and materials, and essential noninstructional tasks. 44 KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 9.A The teacher manages student behavior appropriately. The teacher’s behavioral rules and consequences are appropriate for the students and are consistent with district and school policies. These rules and consequences are clearly conveyed to the students and are enforced in a fair and consistent manner. The teacher maintains a constant awareness of classroom events and activities. The teacher uses effective preventive discipline techniques (e.g., eye contact, facial expressions, proximity) and handles any disruptions in an appropriate and timely manner. Disciplinary actions focus on the inappropriate behaviors and not on the students themselves. The teacher encourages students to monitor and assume responsibility for their own behavior. 9.B The teacher makes maximal use of instructional time. The teacher ensures that his or her students are engaged in meaningful academic learning throughout the instructional period. Instructional materials, resources, and technologies are useable, well organized, and accessible. In general, instruction is characterized by a smooth flow of activity. 9.C The teacher manages essential noninstructional routines in an efficient manner. It is evident that the teacher has clearly communicated to his or her students the rules and procedures for safety routines (e.g., fire drills, tornado drills, emergency preparedness) and classroom operations (e.g., roll call, collecting or turning in assignments, obtaining and distributing instructional materials, keeping work stations or lab areas in order). Transitions between activities or classes are handled in an efficient and orderly manner, with supervision provided as is necessary and appropriate. APS 10 Fulfilling Professional Responsibilities An effective teacher is an ethical, responsible, contributing, and ever-learning member of the profession. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 45 10.A The teacher is an advocate for the students. The teacher collaborates with colleagues, administrators, and other student-oriented professionals (e.g., curriculum specialists, counselors, library media specialists, speechlanguage therapists, nurses) to determine the needs of his or her students and to plan and provide them with the appropriate learning experiences and assessments. The teacher establishes appropriate professional relationships with agencies, businesses, and community groups that support the well-being of students. 10.B The teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students. The teacher regularly attends and contributes to departmental meetings, faculty meetings, strategic planning sessions, and the like. The teacher actively supports the efforts of school organizations such as parent-teacher groups and school improvement councils. To the extent that is possible and appropriate, the teacher supports extracurricular activities that contribute to the overall learning and development of students (e.g., academic clubs, student council, athletics, cultural/artistic events). 10.C The teacher is an effective communicator. Both inside and outside the classroom, the teacher’s spoken and written language is clear, correct, and appropriate for each target audience (e.g., students, parents, colleagues, related professionals). The teacher communicates with parents/guardians on a regular basis about goals and expectations for student learning, behavioral rules and consequences, assignments, suggestions for supporting student learning at home, assessment results, and student progress and performance. The teacher responds appropriately to parental concerns. The teacher uses a variety of formats (e.g., telephone contacts, meetings, conferences, letters/newsletters, Web sites, report cards, notes, e-mails, interactive journals) to maintain effective and ongoing communication with others. 46 English Language Arts: Comprehension Strategies Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, but may use some fillers such as uhm, like, you know. Does not make eye contact with students, or use correct grammar. Does not include correct content vocabulary. Uses fillers such as uhm, like, you know. Effectively teaches in-depth and at a challenging level one of the following comprehension strategies to help students construct meaning from texts: making inferences, monitoring/clarifying, identifying important information, generating and answering questions, summarizing, synthesizing, and evaluating. Uses correct terminology throughout the lesson. Teaches one of the following comprehension strategies: making inferences, monitoring/clarifying, identifying important information, generating and answering questions, summarizing, synthesizing, and evaluating. Uses correct terminology throughout the lesson, but lesson is not taught at a challenging level in order for students to think critically about constructing meaning from text. Teaches one of the following comprehension strategies: making inferences, monitoring/clarifying, identifying important information, generating and answering questions, summarizing, synthesizing, and evaluating. Does not use correct terminology throughout the lesson nor provide a challenging lesson for students to think critically about constructing meaning from text. Teaches a comprehension lesson, but does not teach accurate nor effective use of any of the following comprehension strategies to help students construct meaning from texts: making inferences, monitoring/clarifying, identifying important information, generating and answering questions, summarizing, synthesizing, and evaluating. Does not use correct terminology throughout the lesson. Refers to objectives and Essential Questions. Uses the Gradual Release of Responsibility model. Asks numerous higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Refers to objectives and Essential Questions. Uses the Gradual Release of Responsibility model. Asks some higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Refers to objectives and Essential Questions. Attempts to use the Gradual Release of Responsibility model. Asks a few higher level and depth of knowledge questions. Attempts to focus on student discourse and collaborative learning opportunities. Does not differentiate instruction according to student needs. Refers to objectives and Essential Questions. Does not use the Gradual Release of Release of Responsibility model. Asks few higher level and depth of knowledge questions. Student discourse is limited and there are no collaborative learning opportunities. Does not differentiate instruction according to student needs. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.3.A SC-NGU-COE-CF.1.C Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Closure includes some type of feedback or assessment to insure that learning took place. Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. Builds knowledge of comprehension strategies through modeling a strategy that helps students construct meaning with an appropriate text selection. Instruction is highlyinteractive and students are given ample opportunities to practice the modeled strategy in an interactive manner, engaging with peers and appropriate text. Instruction includes ongoing formative assessment and instruction is modified when necessary. Builds knowledge of comprehension strategies through modeling a strategy that helps students construct meaning with an appropriate text selection. Instruction is interactive and students are given the opportunity to practice the modeled strategy in an interactive manner. Instruction includes ongoing formative assessment. Builds knowledge of comprehension strategies through modeling a strategy that helps students construct meaning. Instruction is not highly-interactive. Students are given a limited opportunity to practice the modeled strategy in an interactive manner. Instruction includes some formative assessment. Does not effectively build understanding of a comprehension strategy. Instruction is weak--not interactive nor are students given the opportunity to practice the comprehension strategy. Instruction does not include ongoing formative assessment. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, thinks critically, solves problems, and make decisions. Students produce a product using the information learned. Provides instruction and opportunities to develop effective reading, writing and speaking skills to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Provides instruction and opportunities to develop effective writing and speaking skills in at least one of the following: to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Does not provide instruction or opportunities to develop effective reading, writing or speaking skills to communicate knowledge, ideas, understanding, insights, feelings, nor experiences in real life applications. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in Social Studies. Elaborates on student responses. Is respectful, fair, & impartial. Is enthusiastic about the topic. Interacts with students and encourages participation. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to students in at least one of the following cases: those who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions, error patterns, missing background content, and find creative ways to engage all learners through equitable distribution of time or attention. 48 Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT06.5.B SC-NGU-COECF.2.B Instructional materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGUCOE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.9.A SC-NGU-COECF.2.C Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one teaching strategy that encourages elementary students’ development of critical thinking and problem solving. Does not understand nor use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, software. Uses multiple teaching strategies and technology. Uses at least one teaching strategy and/or technology. Does not use multiple teaching strategies nor technology. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Transitions between tasks or locations are consistently orderly, smooth, and efficient. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Praises and corrects students in at least one of the following ways: in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Does not praise nor correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students. Does not make sure that each student has an opportunity to learn. Does not create a safe environment to invite learning from all students. 49 English Language Arts: Comprehension Strategies Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished (4) (3) Developing (2) Beginning (1) Comments Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and Technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 50 English Language Arts: Word Work Strategies Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, but may use some fillers such as uhm, like, you know. Does not make eye contact with students, or use correct grammar. Does not include correct content vocabulary. Uses fillers such as uhm, like, you know. Accurately models, then teaches with high-interactivity one aspect of word work appropriate to the grade level or needs of one student or a small group of students: phonics knowledge (sound-letter relationship), or more advanced features of written language (word roots, prefixes, suffixes, compound words, synonyms, antonyms, homophones, or word derivations. Accurately teaches one aspect of word work appropriate to the grade level or needs of one student or a small group of students: phonics knowledge (soundletter relationship), or more advanced features of written language (word roots, prefixes, suffixes, compound words, synonyms, antonyms, homophones, or word derivations. Instruction is not highly-interactive. Teaches an aspect of word work that is not appropriate to the grade level or needs of one student or a small group of students: phonics knowledge (sound-letter relationship), or more advanced features of written language (word roots, prefixes, suffixes, compound words, synonyms, antonyms, homophones, or word derivations. Inaccurately teaches an aspect of word work: phonics knowledge (sound-letter relationship), or more advanced features of written language (word roots, prefixes, suffixes, compound words, synonyms, antonyms, homophones, or word derivations. Refers to objectives and Essential Questions. Uses the Gradual Release of Responsibility model. Asks numerous higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Refers to objectives and Essential Questions. Uses the Gradual Release of Responsibility model. Asks some higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Refers to objectives and Essential Questions. Attempts to use the Gradual Release of Responsibility model. Asks a few higher level and depth of knowledge questions. Attempts to focus on student discourse and collaborative learning opportunities. Does not differentiate instruction according to student needs. Refers to objectives and Essential Questions. Does not use the Gradual Release of Release of Responsibility model. Asks few higher level and depth of knowledge questions. Student discourse is limited and there are no collaborative learning opportunities. Does not differentiate instruction according to student needs. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans for Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. 51 Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Closure includes some type of feedback or assessment to insure that learning took place. Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. Builds knowledge of a word work strategy through the modeling of a grade level/small group/individualized appropriate word work skill through a hands-on activity. Instruction is highlyinteractive and students are given ample opportunities to practice the modeled strategy in an interactive and collaborative manner. Instruction includes ongoing formative assessment and instruction is modified when necessary. Builds knowledge of a word work strategy through the modeling of a grade level/small group/individualized appropriate word work skill through a hands-on activity. Instruction is interactive and students are given ample opportunities to practice the modeled strategy in an interactive and collaborative manner. Instruction includes ongoing formative assessment, but instruction is not modified when necessary. Attempts to build knowledge of a word work strategy without adequate modeling. Instruction is not interactive and students are not given ample opportunities to practice the modeled strategy in an interactive and collaborative manner. Instruction includes weak formative assessment. Does not adequately build knowledge of a word work strategy. Instruction is not interactive nor are students given ample opportunities to practice the strategy in an interactive and collaborative manner. Instruction does not include formative assessment. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, thinks critically, solves problems, and make decisions. Students produce a product using the information learned. Provides instruction and opportunities to develop effective reading, writing and speaking skills to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Provides instruction and opportunities to develop effective writing and speaking skills in at least one of the following: to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Does not provide instruction or opportunities to develop effective reading, writing or speaking skills to communicate knowledge, ideas, understanding, insights, feelings, nor experiences in real life applications. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in Social Studies. Elaborates on student responses. Is respectful, fair, & impartial. Is enthusiastic about the topic. Interacts with students and encourages participation. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to students in at least one of the following cases: those who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions, error patterns, missing background content, and find creative ways to engage all learners through equitable distribution of time or attention. 52 Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT06.5.B SC-NGU-COECF.2.B Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGUCOE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.9.A SC-NGU-COECF.2.C Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one teaching strategy that encourages elementary students’ development of critical thinking and problem solving. Does not understand nor use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Transitions between tasks or locations are consistently orderly, smooth, and efficient. Uses multiple teaching strategies and technology. Uses at least one teaching strategy and/or technology. Does not use multiple teaching strategies nor technology. Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, software. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Praises and corrects students in at least one of the following ways: in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Does not praise nor correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students. Does not make sure that each student has an opportunity to learn. Does not create a safe environment to invite learning from all students. 53 English Language Arts: Word Work Strategies Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and Technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 54 English Language Arts: Fluency Strategies Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, but may use some fillers such as uhm, like, you know.. Does not make eye contact with students, or use correct grammar. Does not include correct content vocabulary. Uses fillers such as uhm, like, you know. Teaches accurate and appropriate content to promote students' ability to read fluently. Teaches and models components of oral reading fluency: expression, accuracy, intonation, and phrasing Teaches and models three of the following components of oral reading fluency: expression, accuracy, intonation, and phrasing. Teaches and models two of the following components of oral reading fluency: expression, accuracy, intonation, and phrasing. Teaches and models one of the following components of oral reading fluency: expression, accuracy, intonation, and phrasing. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Refers to objectives, EQs and essential understanding in ELA. Uses a variety of approaches to learning such as phonics, context reading, reading text that has meaning for students, many reading, writing, and listening experiences, selfmonitoring, exploration of the different types of reading, writing, and speaking for different audiences/situations. Uses at least one approach to learning such as phonics, context reading, reading text that has meaning for students, many reading, writing, and listening experiences, self-monitoring, exploration of the different types of reading, writing, and speaking for different audiences/situations. Does not use a variety of approaches to learning such as phonics, context reading, reading text that has meaning for students, many reading, writing, nor listening experiences, selfmonitoring, exploration of the different types of reading, writing, and speaking for different audiences/situations. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. 55 Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Builds knowledge by organizing, using, modeling, and teaching students to use a variety of resources such as Reader's Theater or other dramatic readings, repeated readings, Fluency Rating Scales, including technology-based fluency applications. Instruction is interactive. Is familiar with, able to use, and build knowledge by organizing, using, modeling, and teaching students to use a variety of resources such as Reader's Theater or other dramatic readings, repeated readings, and Fluency Rating Scales. Instruction is interactive, but does not include a fluencybased technology application. Is familiar with, able to use, and recommend to students at least one of the following fluency-building resources: Reader's Theater or other dramatic readings, repeated readings, or Fluency Rating Scales. Instruction is interactive, but does not include a fluency-based technology application. Is not familiar with, able to use, nor recommend to students any of the following fluency-building resources: Reader's Theater or other dramatic readings, repeated readings, or Fluency Rating Scales. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, thinks critically, solves problems, and make decisions. Students produce a product using the information learned. Provides instruction and opportunities to develop effective reading, writing and speaking skills to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Provides instruction and opportunities to develop effective writing and speaking skills in at least one of the following: to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Does not provide instruction or opportunities to develop effective reading, writing or speaking skills to communicate knowledge, ideas, understanding, insights, feelings, nor experiences in real life applications. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in ELA. Elaborates on student responses. Is respectful, fair, & impartial. Is enthusiastic about the topic. Interacts with students and encourages participation. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to students in at least one of the following cases: those who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions, error patterns, missing background content, and find creative ways to engage all learners through equitable distribution of time or attention. Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a proactive, nonthreatening learning environment. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one teaching strategy that encourages elementary students’ development of critical thinking and problem solving. Does not understand nor use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. 56 Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT06.5.B SC-NGU-COECF.2.B Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGUCOE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.9.A SC-NGU-COECF.2.C Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one teaching strategy that encourages elementary students’ development of critical thinking and problem solving. Does not understand nor use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, software. Uses multiple teaching strategies and technology. Uses at least one teaching strategy and/or technology. Does not use multiple teaching strategies nor technology. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Transitions between tasks or locations are consistently orderly, smooth, and efficient. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Praises and corrects students in at least one of the following ways: in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Does not praise nor correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students. Does not make sure that each student has an opportunity to learn. Does not create a safe environment to invite learning from all students. 57 English Language Arts: Fluency Strategies Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and Technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 58 English Language Arts: Writing Strategies Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, but may use some fillers such as uhm, like, you know. Does not make eye contact with students, or use correct grammar. Does not include correct content vocabulary. Uses fillers such as uhm, like, you know.. Builds knowledge of the writing process through grade appropriate/differentiated writing instruction. Lesson clearly focuses on one type of writing instruction: Shared Writing, Guided Writing, or Independent Writing. Content is connected to state standards and directly relates to a content area. Builds knowledge of the writing process through grade appropriate/differentiated writing instruction. Lesson clearly focuses on one type of writing instruction: Shared Writing, Guided Writing, or Independent Writing. Content is connected to state standards but does not directly relate to a content area. Attempts to build knowledge of the writing process through grade appropriate/differentiated writing instruction. Lesson does not clearly focus on one type of writing instruction: Shared Writing, Guided Writing, or Independent Writing. Attempts to build knowledge of the writing process. Content is not grade appropriate or differentiated according to the needs of the learner(s). Refers to objectives and Essential Questions. Uses the Gradual Release of Responsibility model. Asks numerous higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Refers to objectives and Essential Questions. Uses the Gradual Release of Responsibility model. Asks some higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Refers to objectives and Essential Questions. Attempts to use the Gradual Release of Responsibility model. Asks a few higher level and depth of knowledge questions. Attempts to focus on student discourse and collaborative learning opportunities. Does not differentiate instruction according to student needs. Refers to objectives and Essential Questions. Does not use the Gradual Release of Release of Responsibility model. Asks few higher level and depth of knowledge questions. Student discourse is limited and there are no collaborative learning opportunities. Does not differentiate instruction according to student needs. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. 59 Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Closure includes some type of feedback or assessment to insure that learning took place. Is aware of time needed to start, complete, and close the lesson, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. Builds knowledge of grade appropriate/differentiated writing (Shared, Guided, or Independent) through strong scaffolding of instruction (prompting, demonstrating, modeling, praising, describing strategies, offering feedback). Builds knowledge of grade appropriate/differentiated writing (Shared, Guided, or Independent). Strong scaffolding of instruction (prompting, demonstrating, modeling, praising, describing strategies, offering feedback) is evident in most areas. Attempts to build knowledge of grade appropriate/differentiated writing (Shared, Guided, or Independent). Strong scaffolding of instruction (prompting, demonstrating, modeling, praising, describing strategies, offering feedback) is evident in 2-3 areas. Demonstrates a weak attempt to build knowledge of grade appropriate/differentiated writing (Shared, Guided, or Independent). Scaffolding of instruction (prompting, demonstrating, modeling, praising, describing strategies, offering feedback) is not evident. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, thinks critically, solves problems, and make decisions. Students produce a product using the information learned. Provides instruction and opportunities to develop effective reading, writing and speaking skills to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Provides instruction and opportunities to develop effective writing and speaking skills in at least one of the following: to communicate knowledge, ideas, understanding, insights, feelings, and experiences in real life applications. Does not provide instruction or opportunities to develop effective reading, writing or speaking skills to communicate knowledge, ideas, understanding, insights, feelings, nor experiences in real life applications. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in Social Studies. Elaborates on student responses. Is respectful, fair, & impartial. Is enthusiastic about the topic. Interacts with students and encourages participation. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to students in at least one of the following cases: those who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions, error patterns, missing background content, and find creative ways to engage all learners through equitable distribution of time or attention. 60 Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT06.5.B SC-NGU-COECF.2.B Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.9.A SC-NGU-COECF.2.C Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGUCOE-CF.1.E Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one teaching strategy that encourages elementary students’ development of critical thinking and problem solving. Does not understand nor use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Transitions between tasks or locations are consistently orderly, smooth, and efficient. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Praises and corrects students in at least one of the following ways: in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Does not praise nor correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students. Does not make sure that each student has an opportunity to learn. Does not create a safe environment to invite learning from all students. Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, software. Uses multiple teaching strategies and technology. Uses at least one teaching strategy and/or technology. Does not use multiple teaching strategies nor technology. 61 English Language Arts: Writing Strategies Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and Technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 62 ELED Social Studies Communication(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A methodologies(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A SC-NGU-Diversity .Outcome 1: F Time and pacing(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A SC-NGU-Diversity .Outcome 1: F Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar,uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar,uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar,uses correct content vocabulary, but may use some fillers such as uhm, like, you know. Does not make eye contact with students, or use correct grammar. Does not include correct content vocabulary. Uses fillers such as uhm, like, you know. Teaches accurate and appropriate content across the disciplines of history, social sciences, geography, economics, civics, and governance to promote students' abilities to make informed decisions as citizens in a culturally diverse democratic society and interdependent world.. Uses appropriate concrete examples. Connects to prior learning and makes application to real world contexts. Teaches accurate content across disciplines of history, social sciences, geography, economics, and civics and governance to promote students' abilities to make informed decisions as citizens in a culturally diverse democratic society and interdependent world. Usually teaches accurate content across disciplines of history, social sciences, geography, economics, and civics and governance to promote students' abilities to make informed decisions as citizens in a culturally diverse democratic society and interdependent world. Does not teach accurate content across disciplines of history, social sciences, geography, economics, nor civics or governance to promote students' abilities to make informed decisions as citizens in a culturally diverse democratic society and interdependent world. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Refers to objectives, EQs and essential understanding in social studies. Uses technology effectively and productively, a variety of integrated methods, inquiry, gathering data, drawing conclusions, and activating students' prior knowledge to build background knowledge. Uses two or three of the following approaches to build background knowledge: effective and productive use of technology, integrated methods, inquiry, gathering data, drawing conclusions, and activating students' prior knowledge. Does not use technology effectively and productively, a variety of integrated methods, inquiry, gathering data, drawing conclusions, nor activating students' prior knowledge to build background knowledge. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Closure includes some type of feedback or assessment to insure that learning took place. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete, and bring closure to the lesson. Knows how to keep students on task, plans for varied levels of competency and speed of students.Materials are organized and ready for the lesson. Paces the lesson about right with some of the students completing the assignment in the required time. Materials are not organized and ready. Does not plan adequate time for the activity or plans too much time for the activity. Students are not on task. 63 Instruction(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive / Rapport(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C SC-NGU-Diversity .Outcome 2: D Engages students(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B SC-NGU-Diversity .Outcome 2: B Builds knowledge by organizing, using, and teaching students to use a variety of resources such as primary and secondary sources, maps, statistical data, literature, hands-on materials, and technology-based information. Instruction is interactive. Builds knowledge through at least two of the following: organizing, using, and teaching students to use a variety of resources such as primary and secondary sources, maps, statistical data, literature, hands-on materials, and technology-based information. Builds knowledge through at least one of the following: organizing, using, and teaching students to use a variety of resources such as primary and secondary sources, maps, statistical data, literature, hands-on materials, and technologybased information. Does not organize, use, nor teach students to use a variety of resources such as primary and secondary sources, maps, statistical data, literature, hands-on materials, or technologybased information. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, thinks critically, solves problems, and make decisions. Students produce a product using the information learned. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, think critically, solve problems, and make decisions. Develops experiences in at least one of the following: demonstrates creativity and innovation, values communication and collaboration, conducts research and uses information, thinks critically, solve problems, and makes decisions. Does not develop experiences in which students demonstrate creativity or innovation, value communication or collaboration, conduct research or use information, think critically, solve problems, nor make decisions. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on tract to meet standards in Social Studies. Elaborates on student responses. Is respectful, fair and impartial. Provides feedback. Interacts with students and encourages participation. Is enthusiastic about the topic. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides some feedback. Responds to students in at least one of the following cases: those who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions, error patterns, missing background content, nor find ways to engage all learners through equitable distribution of time or attention. Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work.Understands and uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Fosters active engagement of most students. Students are engaged in the lesson during whole group, small group or independent work. Understands and uses at least one teaching strategy that encourages elementary students’ development of critical thinking and problem solving. Does not actively engage students. Does not understand nor uses a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. 64 Instructional Materials and Technologies(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.5.B SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.2.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C SC-NGU-Diversity .Outcome 2: C Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, software. Uses multiple teaching strategies and technology. Uses at least one teaching strategy and/or technology. Does not use multiple teaching strategies and /or technology. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Transitions between tasks or locations are consistently orderly, smooth, and efficient. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from students. Praises and corrects some students in the following ways: motivates and encourages, does not embarrass or intimidate students, makes sure that each student has an opportunity to learn, creates a safe environment to invite learning from some students. Does not praise of correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students.Does not make sure that each student has an opportunity to learn. Does not create a safe environment to invite learning from students. 65 ELED Social Studies Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 66 ELED Science Communication(1.000, 10%) ACEI-2007.2.2 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2007.2.2 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.2 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.2 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A SC-NGU-COE-CF.1.F Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Uses correct grammar, content vocabulary, and specialized scientific terminology, is articulate and avoids fillers such as uhm, like, you know. Is articulate and able to keep students engaged in learning. Communicates on students' developmental level, but challenges them to go further. Uses correct grammar, content vocabulary, and specialized scientific terminology, is articulate and avoids fillers such as uhm, like, you know. Usually uses correct grammar, content vocabulary, and specialized scientific terminology, but uses some fillers such as uhm, like, you know. Does not use correct grammar, content vocabulary, nor specialized scientific terminology, articulate and uses fillers such as uhm, like, you know. Teaches accurate content, safety and scientific inquiry across all science disciplines including physical, life, earth, and space sciences. Demonstrates a deep understanding of the processes, techniques, and approaches of the study of science. Teaches accurate content, safety and scientific inquiry across all science disciplines including physical, life, earth, and space sciences. Teaches accurate content, safety and scientific inquiry across all science disciplines including at least one of the following: physical, life, earth, and space sciences. Does not teach accurate content, safety, or scientific inquiry accross all science disciplines including physical, life, earth, nor space sciences. Uses a variety of models, methods, and disciplines such as scientific method, technology, experimentation, inquiry, Plans lessons that engage students in exploration and building knowledge through inquiry. Focuses on hands-on activities that create deeper understandings. Uses a variety of models, methods, and disciplines such as scientific method, technology, experimentation, inquiry, investigations, gathering data, drawing conclusions, and building arguments. Uses a variety of models, methods, and disciplines including at least one of the following: such as scientific method, technology, experimentation, inquiry, investigations, gathering data, drawing conclusions, and building arguments. Does not use a variety of models, methods, and disciplines such as scientific method, technology, experimentation, inquiry, investigations, gathering data, drawing conclusions, nor building arguments. Is aware of the time needed to start, complete and wrap- up activity, knows how to keep students on task, plans for varied levels of competency and speed of students. Includes routines that insure smooth and efficient transitions. Is aware of the time needed to start, complete and wrap- up activity, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with most students completing the assignment in the required time. Does not plan adequate time for activity or plans too much time for the activity. 67 Builds knowledge(1.000, 10%) ACEI-2007.2.2 SCADEPT-06.6.B SC-NGUCOE-CF.1.A Application(1.000, 10%) ACEI-2007.2.2 SCADEPT-06.6.B SC-NGUCOE-CF.1.A Responsive(1.000, 10%) ACEI-2007.3.2 SCADEPT-06.8.A SC-NGUCOE-CF.2.C Engages(1.000, 10%) ACEI-2007.3.3 SCADEPT-06.4.B SC-NGUCOE-CF.2.B Through an age appropriate inquiry lesson the candidate builds the students' understanding and knowledge of the nature of science. Utilizes approaches where students demonstrate knowledge such as expert projects or science fair projects. Through an age appropriate inquiry lesson the candidate builds the students' understanding and knowledge of the nature of science. Through an age appropriate lesson, but not an inquiry lesson by design, the candidate builds the students’ understanding and knowledge of the nature of science. The lesson does not build the students’ understanding and knowledge of the nature of science. Builds on students prior knowledge and understanding in order for personal and social applications such as personal health and safety, improvement of the environment, acting responsibly, ethical judgments about science, and improvement of society. Brings in real world problems and demonstrates how science can lead to solving problems and improving the environment. Builds on students prior knowledge and understanding in order for personal and social applications such as personal health and safety, improvement of the environment, acting responsibly, ethical judgments about science, and improvement of society. Builds on students prior knowledge and understanding in order for personal and social applications in at least one of the following applications: as personal health and safety, improvement of the environment, acting responsibly, ethical judgments about science, and improvement of society. Does not build on students prior knowledge and understanding in order for personal and social applications such as personal health and safety, improvement of the environment, acting responsibly, ethical judgments about science, nor the improvement of society. Responds to students who have misconceptions, naive theories, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to student natural curiosity and leads them to greater understandings of science. Responds to students who have misconceptions, naive theories, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to studentsin at least one of the following cases: misconceptions, naive theories, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions, naive theories, missing background content, nor find creative ways to engage all learners through equitable distribution of time and attention. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Uses project based strategies applied to real world settings. Students are engaged in their own inquiries. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one teaching strategy that encourages elementary students' development of critical thinking and problem solving. Does not understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. 68 Instructional materials and technologies(1.000, 10%) ACEI-2007.3.5 SC-NGUCOE-CF.3.C Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.9.A SC-NGU-COECF.2.C Uses technology in a variety of ways such as maintaining assessments, demonstrating scientific representations, using appropriate software programs, to communicate with students and families, to enhance scientific understanding, and for professional growth and development. Utilizes a variety of materials and technologies to enhance science. Students explore in real and virtual contexts scientific topics. Uses technology in a variety of ways such as maintaining assessments, demonstrating scientific representations, using appropriate software programs, to communicate with students and families, to enhance scientific understanding, and for professional growth and development. Uses technology in at least two ways such as maintaining assessments, demonstrating scientific representations, using appropriate software programs, to communicate with students and families, to enhance scientific understanding, and for professional growth and development. Does not use technology in a variety of ways such as maintaining assessments, demonstrating scientific representations, using appropriate software programs, to communicate with students and families, to enhance scientific understanding, nor for professional growth and development. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn.Creates a safe environment to invite learning from all students. Works to help students self-regulate. Uses an effective classroom management plan and adjusts as necessary. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn.Creates a safe environment to invite learning from all students. Praises and corrects students in at least two of the following ways: in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn.Creates a safe environment to invite learning from all students. Does not praise of correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students.Does not make sure that each student has an opportunity to learn.Does not create a safe environment to invite learning from all students. 69 ELED Science Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 70 ELED Math Communication(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.10.C SC-NGU-COE-CF-sp14.1.B Content(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.6.A SC-NGU-COE-CF-sp14.1.A Methodologies(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.5.A SC-NGU-COE-CF-sp14.1.F SC-NGU-Diversity .Outcome 1: F Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and specialized mathematical symbols, articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and specialized mathematical symbols, articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and specialized mathematical symbols, articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and specialized mathematical symbols, articulates and avoids fillers such as uhm, like, you know. Teaches accurate and appropriate content and processes in mathematics. Uses appropriate concrete examples. Makes connections in mathematics and to other content areas. Connects to prior learning and makes application to real world contexts. Teaches accurate and appropriate content and processes in mathematics. Uses appropriate concrete examples. Makes connections in mathematics and to other content areas. Teaches accurate and appropriate content and processes in mathematics. Uses some appropriate concrete examples. Does not teach accurate and appropriate content and processes in mathematics nor use appropriate concrete examples nor make connections in mathematics and to other content areas. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. Models mathematical representations, problem solving, reasoning and proof, and makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Refers to objectives, EQs and essential mathematics. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. Models mathematical representations, problem solving, reasoning and proof, and makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. Models mathematical representations, problem solving, reasoning and proof, and makes connections to other disciplines. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. 71 Time and pacing(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.6.A SC-NGU-COE-CF-sp14.1.F Math fluency(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.6.B SC-NGU-COE-CF-sp14.1.A Application(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.5.A SC-NGU-COE-CF-sp14.1.E Paces lesson to maintain focused attention and maximize time on task. Materials organized and ready for the lesson. Is aware of the time needed to start, complete and closure, plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Closure includes some type of feedback or assessment to insure that learning took place. Paces lesson to maintain focused attention and maximize time on task. Materials organized and ready for the lesson. Is aware of the time needed to start, complete and closure, plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Paces lesson to maintain focused attention and maximize time on task. Materials organized and ready for the lesson. Is aware of the time needed to start, complete and closure, plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Paces lesson to maintain focused attention and maximize time on task. Materials organized and ready for the lesson. Is aware of the time needed to start, complete and closure, plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Enhances computational fluency of four basic operations, working with whole numbers, fractions, decimals, percent, and their relationships. Utilizes technology and other means to increase efficiency and conceptual understanding for students. Enhances computational fluency of four basic operations, working with whole numbers, fractions, decimals, percent, and their relationships. Enhances computational fluency of at least three of the following: four basic operations, working with whole numbers, fractions, decimals, percent, and their relationships. Enhances computational fluency of at least two of the following: four basic operations, working with whole numbers, fractions, decimals, percent, and their relationships. Applies mathematical solutions to a variety of real world problems such as probability, statistical analysis, commercial arithmetic, business applications, and teaches students how mathematics is related to many occupations. Uses examples that resonate with students and finds creative ways to make learning more meaningful. Applies mathematical solutions to a variety of real world problems such as probability, statistical analysis, commercial arithmetic, business applications, and teaches students how mathematics is related to many occupations. Applies mathematical solutions to at least one types of real world problems such as probability, statistical analysis, commercial arithmetic, business applications, and teaches students how mathematics is related to many occupations. Does not apply mathematical solutions to a variety of real world problems such as probability, statistical analysis, commercial arithmetic, business applications, nor teach students how mathematics is related to many occupations. 72 Responsive/rapport(1.000, 10%) ACEI-2007.2.3 SC-ADEPT-06.8.A SC-NGU-COE-CF-sp14.2.B SC-NGU-Diversity .Outcome 2: D Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF-sp14.1.B SC-NGU-Diversity .Outcome 2: B Instructional materials and technology(1.000, 10%) ACEI-2007.3.5 ISTE-NETS-T-2008.2.a SC-NGU-COE-CF-sp14.1.E classroom management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF-sp14.2.C Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in mathematics. Elaborates on student responses. Is respectful, fair and impartial. Provides feedback. Interacts with students and encourages participation. Is enthusiastic. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in mathematics. Elaborates on student responses. Is respectful, fair and impartial. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in mathematics. Responds to students who have misconceptions, error patterns, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Exhibits sensitivity to students' diversity including ELL, Gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Exhibits sensitivity to students' diversity including ELL, Gender, exceptionalities. Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Fosters active engagement of all students. Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: calculators, manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, and/or software. Candidates use multiple sources including electronic and nonelectronic resources. Includes manipulatives and concrete technologies. For example: calculators, manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, and/or software. Candidates use multiple sources including electronic and non-electronic resources. For example: calculators, manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, and/or software. Candidates use one or two sources including electronic and nonelectronic resources. . For example: calculators, manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, and/or software. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe 73 ELED Mathematics Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 74 ELED Integration of the Arts Communication(1.000, 10%) ACEI-2006.2.5 SC-ADEPT-06.10.C SC-NGU-COE-CF.1.B Content(1.000, 10%) ACEI-2006.2.5 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2006.2.5 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.F Time and pacing(1.000, 10%) ACEI-2006.2.5 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Distinguished (4.000 pts) Accomplished (3.000 pts) Developing (2.000 pts) Beginning (1.000 pt) Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Candidates use strong voice projection so that all students can hear and are motivated and engaged. Uses proper enunciation. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, and articulates and avoids fillers such as uhm, like, you know. Demonstrates good command of language that motivates and engages students. Candidate provides clear instructions for all students. Makes eye contact with students, uses correct grammar, uses correct content vocabulary, but may use some fillers such as uhm, like, you know. Does not make eye contact with students, or use correct grammar. Does not include correct content vocabulary. Uses fillers such as uhm, like, you know.. Teaches accurate and appropriate content across the disciplines of history, social sciences, geography, economics, civics, and governance to promote students' abilities to make informed decisions as citizens in a culturally diverse democratic society and interdependent world. Uses appropriate concrete examples. Connects to prior learning and makes application to real world contexts. Uses the content and skills related to the visual and performing arts (theater, music, and dance) while engaging students in learning. Uses skills related to the visual and performing arts (theater, music, and dance) while engaging students in learning. Does not use the visual or performing arts (theater, music, and dance) while engaging students in learning. Differentiates instruction according to student needs. Asks higher level and depth of knowledge questions. Makes connections to other disciplines. Focuses on student discourse and collaborative learning opportunities. Refers to objectives, EQs and essential understanding in social studies. Uses at least two different visual and performing arts approaches while teaching the content areas that will enhance the understanding and experience of the fine arts. Uses at least one visual and performing arts approach while teaching the content areas that will enhance the understanding and experience of the fine arts. Does not use visual and performing arts approach while teaching the content areas without enhancing the understanding or experience of the fine arts. Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is Is aware of time needed to start, complete, and wrap-up activity, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. Students are not on task. 75 Time and pacing(1.000, 10%) ACEI-2006.2.5 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Paces lesson to maintain focused attention and maximize time on task. Is aware of the time needed to start, complete and bring closure to the lesson. Materials are organized and ready for the lesson. Plans for varied levels of competency and speed of students. Is prepared for early finishers and those who work at a slower pace. Uses wait time effectively. Pace is appropriate during whole group or small group. Closure includes some type of feedback or assessment to insure that learning took place Is aware of time needed to start, complete, and wrap-up activity, knows how to keep students on task, plans for varied levels of competency and speed of students. Paces the lesson about right with some of the students completing the assignment in the required time. Does not plan adequate time for the activity or plans too much time for the activity. Students are not on task. Builds knowledge and experience of the arts through analysis of major works, recognition of exemplary art from across cultures and mediums, and relating art to other disciplines. Builds knowledge and experience of the arts in at least one of the following ways: analysis of major works, recognition of exemplary art from across cultures and mediums, and relating art to other disciplines. Does not build knowledge and experience of the arts with analysis of major works, recognition of exemplary art from across cultures or mediums, or relates art to other disciplines. Develops experiences in which students demonstrate creativity and innovation, value communication and collaboration, conducts research and uses information, thinks critically, solves problems, and make decisions. Students produce a product using the information learned. Provides instruction and opportunities to develop effective utilization of the arts to communicate knowledge, ideas, understanding, insights, feelings, and experiences. Provides instruction and opportunities to develop effective utilization of the arts in at least one of the following to communicate knowledge, ideas, understanding, insights, feelings, and experiences. Does not provide instruction or opportunities to develop effective utilization of the arts to communicate knowledge, ideas, understanding, insights, feelings, or experiences. Responds to students who have misconceptions, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Provides additional resources and opportunities to keep students on track to meet standards in Social Studies. Elaborates on student responses. Is respectful, fair, & impartial. Is enthusiastic about the topic. Interacts with students and encourages participation. Responds to students who have misconceptions about art, difficulty in performing various arts, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Responds to students who have one of the following cases: misconceptions about art, difficulty in performing various arts, missing background content, and finds creative ways to engage all learners through equitable distribution of time and attention. Does not respond to students who have misconceptions about art, difficulty in performing various arts, missing background content, nor finds creative ways to engage all learners through equitable distribution of time or attention. Integration(1.000, 10%) ACEI-2006.2.5 SC-ADEPT-06.5.B SC-NGU-COE-CF.1.F Application(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C 76 Engage students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT06.4.B SC-NGU-COECF.2.B Instructional Materials and Technology(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.5.B SC-NGU-COECF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT06.9.A SC-NGU-COECF.2.C Fosters active engagement of all students. Students are engaged in the lesson during whole group, small group and independent work. Uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Exhibits sensitivity to students' diversity including ELL, gender, exceptionalities, and creates a pro-active, nonthreatening learning environment. Understands and uses a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Understands and uses at least one of teaching strategies that encourage elementary students' development of critical thinking and problem solving. Does not understand nor use a variety of teaching strategies that encourage elementary students' development of critical thinking or problem solving. Candidates use multiple sources including electronic and non-electronic resources. Includes manipulatives and concrete technologies. Is familiar with a variety of resources and uses them to meet student learning needs. For example: manipulatives, activity sheets, flip charts, white board, student created material, textbook, video, websites, worksheets, software. Uses strategies to teach the knowledge and skills in the use of basic vocabularies, materials, traditional and technology-based tools, techniques, and thinking processes of each arts discipline. Uses strategies to teach the knowledge and skills in at least two of the following areas: the use of basic vocabularies, materials, traditional and technologybased tools, techniques, and thinking processes of each arts discipline. Does not use strategies to teach the knowledge and skills in the use of basic vocabularies, materials, traditional and technology-based tools, techniques, and thinking processes of each arts discipline. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Uses a discipline plan that is effective. Tries to understand what students need to cooperate and learn. Transitions between tasks or locations are consistently orderly, smooth, and efficient. Praises and corrects students in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Praises and corrects students in at least one of the following ways: in order to motivate and encourage. Does not embarrass or intimidate students. Makes sure that each student has an opportunity to learn. Creates a safe environment to invite learning from all students. Does not praise of correct students in order to motivate and encourage. Does not avoid embarrassing or intimidating students. Does not make sure that each student has an opportunity to learn. Does not create a safe environment to invite learning from all students. 77 ELED Integration of the Arts Candidate’s Name: _______________________________________________ Date:__________________ Score:__________________________ School:________________________________________________________ Grade level: ____________Teacher:__________________________ Criteria Distinguished Accomplished Developing Beginning Comments (4) (3) (2) (1) Communication(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.10.C SC-NGU-COECF.1.B Content(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Methodologies(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Time and pacing(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.A SC-NGU-COE-CF.1.A Instruction(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.6.B SC-NGU-COE-CF.1.A Application(1.000, 10%) ACEI-2007.2.1 SC-ADEPT-06.5.A SC-NGU-COE-CF.1.A Responsive/Rapport(1.000, 10%) ACEI-2007.3.2 SC-ADEPT-06.8.A SC-NGU-COE-CF.2.C Engages Students(1.000, 10%) ACEI-2007.3.3 SC-ADEPT-06.5.B SC-NGU-COE-CF.2.B Instructional Materials and technology(1.000, 10%) ACEI-2007.3.5 SC-NGU-COE-CF.1.E Classroom Management(1.000, 10%) ACEI-2007.3.4 SC-ADEPT-06.9.A SC-NGU-COE-CF.2.C Comments:_________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ Evaluator:________________________________________________ Revised Fall 15 78
