STUDENT TEACHING PORTFOLIO RUBRIC

Indicator

Level 4

Level 3

Level 2

Level 1

Written comments

The depth of Content Knowledge of Concepts Evident in Learning Experiences (What is the nature/quality of your chosen learning activities?) (InTASC Standard

#4)

The teacher comprehensively understands the field's core concepts, research methods, and structures. (s) they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to ensure content mastery.

The teacher demonstrates a solid understanding of the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make these aspects of the discipline accessible for learners to ensure mastery of content.

Some learning experiences lack grounding in critical discipline aspects. The teacher partially understands concepts, inquiry tools, and structures of the taught discipline(s).;

The teacher's lack of understanding of central concepts, tools of inquiry, and structures of the discipline(s) reflected in the inadequate learning experiences provided.

Evidence/Analysis of Learner Progress

(What did the students learn from those learning activities, and how did that affect your next steps?)

(InTASC Standard #6)

The teacher understands and uses multiple and varied assessment methods to engage learners in their growth, monitor learner progress, and guide the teacher's and learner's

decision-making.

The teacher understands and uses two different assessment methods to engage learners in their growth, monitor learner progress, and guide the teacher's and learner's decision-making.

The teacher understands and uses one assessment method to engage learners in their growth, monitor learner progress, or guide the teacher's and learner's

decision-making.

The teacher does not use assessment methods to engage learners in their growth, monitor learner progress, or guide the teacher's and learner's

decision-making.

Articulation of Instructional Impact

(How did your instruction impact the students' learning?) (InTASC Standard #8)

The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections and to build skills for applying knowledge in meaningful ways.

The teacher Uses instructional strategies to develop deep understanding & skills to apply knowledge.

The teacher understands and uses an instructional strategy to encourage learners to develop an understanding of content areas and their connections and to build skills for applying knowledge in

meaningful ways.

The teacher does not demonstrate using instructional strategies to encourage learners to develop an understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.

Sensitivity to Cultural Differences and Learning Styles

The teacher is intentional in improving learning for all students. Centers on teaching styles that invite collaborative learning, multiple abilities, and different learning styles and adopt alternative assessments.

Demonstrates universal design and cultural

responsiveness.

Lesson modifications involve variations in pedagogy while adhering to standard assessments but recognizing inequalities in curriculum and assessment— minimal responsiveness to diverse learning styles.

Teacher modifies lessons for select students (i.e., ELL, Special Ed). Infrequently uses differentiated instruction or universal design. Sporadically uses technology or alternative teaching methods to engage students.

Teaching styles and practices are incongruent with student learning styles. Fails to demonstrate cultural responsiveness or universal design. Non-responsive to students' learning needs.

Instructional Practice

3

2

1

NA

Observations/Clear Examples

Planning (CAEP R1.3 InTASC #7)

-clear lesson plans

-connections to state standards

-rigorous learning outcomes

-accommodated differences-diverse teaching methods used to

engage learners

3

2

1

N/O

Assessments (CAEP R1.3 InTASC #6)

-used pre and post assessments

-used formative assessments to monitor student understanding

3

2

1

N/O

Classroom Management (CAEP R1.1 InTASC #3)

-evidence of routines and procedures

-respectful learning environment

-forms strong relationships with students

3

2

1

N/O

Student Engagement- (CAEP R1.3 InTASC 8)

-uses various techniques to foster engagement with students

-smooth delivery of instruction to maximize student learning

-questions elicit multiple responses such as choral, individual,

written, shared, and group

3

2

1

N/O

-builds off responses of students

Differentiated Instruction (CAEP R1.1 InTASC #1 & #2)

-identifies student areas of strengths and areas for improvement

-creates flexible groupings

-utilizes various instructional materials

-multiple forms of assessment

-provides explicit and systematic instruction using the gradual release model.

3

2

1

N/O

Instructional Strategies (CAEP R1.3 InTASC #8)

-organized and prepared

-uses various teaching methods

-honored diversity and equity

-incorporated technology tools and resources

-fostered active engagement

3

2

1

N/O

Content Knowledge (CAEP R1.2 InTASC #4,5)

-taught accurate information

-chose discipline-specific, central concepts

-meaningful, real-world experiences

-effective use of research-based teaching strategies

3

2

1

N/O

Professional Responsibility

Observations/Clear Examples

Overall Professionalism (CAEP R1.4 InTASC #9,10)

-confidence, enthusiasm

-punctuality, professional dress

-integrity, respect

-collaboration with mentor teacher, coach and colleagues

3

2

1

N/O

Instructional Practice

3

2

1

0

Observations/Clear Examples

Oral Language

-listening comprehension

-collaborative conversations skills

-opportunities to build understanding through peer discussion

3

2

1

N/O

Phonemic Awareness

-recognizing rhyming words

-clapping syllables

-blending, segmenting, and manipulating phonemes

3

2

1

N/O

Phonics

-sound-spelling patterns

-word analysis

-syllable patterns

3

2

1

N/O

Fluency

-reading accuracy and automaticity

-prosody

-fluency at letter, word, phrase and text level

3

2

1

N/O

Vocabulary

-modeling and use of academic words

-morphology

-connections between new words to known words

3

2

1

N/O

Comprehension

-relates ideas to experiences

-inferencing

-text structure and features

3

2

1

N/O

Writing

-grammar and language conventions

-addresses a variety of purposes and audiences

-writing process

3

2

1

N/O

How did this lesson impact Student Learning?

What did you learn from the assessment and how will this guide your future lessons:

Goals or Areas to Focus on Moving Forward:

Goals for the Semester

Beginning of the semester goals:

(Pick an area or two from the Observation form and reflect on what you want to focus on and how you will measure that you

are making progress.)

Mid-Term Check-in

You are half-way through student teaching:

What growth have you made in your area of focus? What other areas of growth have you made thus far? What do you want to keep working on to improve? Think about the feedback you have been given and your mid-assessment evaluation and

observations thus far.

Final Check-in

You are ending your student teaching experience:

What have you learned about yourself? How have you grown? What were the greatest challenges? What do you think you

need to continue to set goals around and work on?

Intern:

Date:

Mentor:

Coach:

Block: IV

School:

Intern Signature

Date

Mentor Teacher

Signature

Date

Coach Signature

Clinical Experiences Coordinator Signature

Student Teacher

Name:

Dates of Student

Teaching:

Mentor Teaching

Name:

Grade Level/

Subject:

School:

School District:

Mentor Teacher

Signature:

Student Teacher

Signature:

Number of Weeks

Dates

TEACHING:

Time spent providing direct instruction to whole classes, small groups, or individuals.

PREPARATION/PARTICIPATION:

Time involved in planning, correcting papers, evaluating, home visitations, faculty meetings, in-services, parent conferences,

attending assemblies & extra- curricular activities, home-room duties, study hall supervision, etc.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Totals

Absences:

Filled in as the Sub:

InTASC Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences

Uses knowledge of prerequisite relationships CAEP 1.1

Plans reflect little understanding of how students build on prior knowledge or develop complex concepts.

Plans to access students’ prior knowledge and

provide shared experiences.

Demonstrates an understanding of how students’ conceptual frameworks develop and how their misconceptions for an area of

knowledge can influence their learning.

Knows from experience how children’s conceptual frameworks develop in an area of knowledge and plans so that misconceptions can surface and be dispelled.

Knowledge of characteristics of age group

CAEP 1.1

Shows beginning awareness of typical

development or individual variation.

Shows awareness of typical development and individual variation.

Shows understanding of

developmental stages progressions and ranges of individual variation within each domain--physical, social, emotional, moral and cognitive.

Articulates the developmental levels of the children and profiles their individual variation.

Knowledge of class’ history as a learning community

CAEP 1.1

Building a profile of the class and their background knowledge. Starting to

have ideas about how to

Makes explicit connections to previous experiences

Plans for students to make connections to previous experiences or lessons. Plans

Predicts where connections are likely to occur based on experience with children. Predicts what new learning or performance mode is in

stretch their learning and performances.

or lessons. Demonstrates expanded learning and performance modes.

to scaffold expanded learning and performance modes for the class.

the learners’ zone of proximal development.

Knowledge of students’ skills and knowledge CAEP 1.1

Knows that students have different skills and

knowledge and knows ways to assessing these.

Demonstrates skills and knowledge that are

developmentally appropriate for the class.

Identifies individual students’ zones of proximal development. Values and builds on the strengths, interests, or knowledge of individual students.

Plans engagements that will meet students in their zone of proximal development and stretch their learning.

Continuity CAEP 1.1

Lessons are related, but the planned learning engagements may not form a progression or build on prior knowledge.

Lessons reflect the larger goals of the unit.

Progression of activities in the unit is potentially meaningful.

Lessons move students toward goals of unit. Progression of activities in the unit is clearly meaningful.

Effectively sequences topics and concepts so that the students build on prior knowledge.

Lessons designed to support students as they work their way through a cycle of social

knowledge construction.

Communicating with families

CAEP 1.1

Reluctant to make contact with family except with concern for failure or misbehavior.

Provides feedback to families about students’ progress according to school policy.

Communicates with parents about students’ progress on a regular basis and seeks to develop cooperative partnerships in support of student learning and well-being.

Partnerships with families support a parallel practice wherein students benefit from a consistency of approach both at home and at school.

InTASC Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Knowledge of students’ interests and cultural

heritage CAEP 1.1

Gathers information about students’ interests and

cultural backgrounds.

Plans engagements that are culturally relevant and interesting to the students.

Connects to students’ worlds. Shows understanding of students’ families, cultures, and communities.

Bridges students’ worlds developing understanding among the students about their families, cultures, and community.

Suitability for diverse students

CAEP 1.1

Goals defined primarily for class as a whole.

Begins to differentiate instruction according to learners’ stages of development, strengths, and interests.

Designs instruction appropriate to students’ stages of development, strengths, and interests.

Goals effectively address the diversity of learning needs so that learners progress along different pathways.

Sensitivity to diversity CAEP 1.1

Relies on stereotypes to understand cultural and gender differences.

Can demonstrate sensitivity to cultural and gender difference, but may be inconsistent.

Communicates in ways that

demonstrate a sensitivity to cultural and gender differences (e.g.

appropriate eye contact, reading body language, responsiveness to different modes of communication).

Creates a classroom environment where students show respect and sensitivity to each other and to adults.

Strategies CAEP 1.1

Relies primarily on single teaching strategy and takes full responsibility for identifying resources for learning.

Experiments with teaching and learning strategies and makes observations about how the strategies help the students to learn. Solicits students for input about

what they can bring to the learning of the class (e.g. resources, knowledge).

Uses multiple teaching and learning strategies to engage students in

active learning that promotes critical thinking, problem solving, and

performance capabilities and that helps students assume responsibility for identifying and using learning resources.

Students effectively choose from an array of strategies to promote their own intellectual growth.

Technology and media to sustain diversity and meet diverse needs

CAEP 1.5

ISTE Standards for Educators 3, 5, 6

Uses technology and media to disseminate information, activities, or resources with little or no attention paid to the diversity of students in the classroom.

Demonstrates the occasional use of technology and media to differentiate educational materials according to the needs, abilities and backgrounds of diverse students in the classroom.

Systematically uses technology and media to differentiate materials and provide additional individualized supports and scaffolding to facilitate the inclusion and growth for the

range of diverse students in the classroom.

Intentionally, responsively and consistently leverages technology and media to differentiate materials, provide supports and scaffolding, and provide opportunities for a range of students to connect with and build upon the unique needs, abilities and backgrounds of diverse students in the classroom.

InTASC Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Collaboration, cooperation, and communication CAEP 1.1

Not attempting to develop students’ abilities to work in small groups. May be teaching the interested students and losing the remaining students.

Desires collaborative working arrangements, but is only partially successful in orchestrating groups.

Organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.

Establishes a culture wherein students are engaged and on-task in all variety of group and individual work. Students are aware of each other’s needs and know when it is appropriate to help one another.

Setting up an

interactive learning environment CAEP 1.1

The learning environment is not designed to be interactive.

Occasionally organizes interactive learning activities.

Organizes the classroom so that learning resources invite student inquiry and creative thinking. Uses such strategies as learning centers, experiments, manipulatives, games, invitations, bulletin boards, or computer stations to promote active learning supported by peer interaction.

Promotes student responsibility for creating the learning environment, encouraging students to reflect on the quality of the learning

environment and to share their problems or questions, to create invitations or challenges, and to share suggestions for needed resources or experiences.

Intentional use of technology and media in context

Uses technology and media as an add-on or reward (unrelated to broader

educational goals), to

Brings appropriate technology and media to learning experiences that connect with broader

Leverages technology and media as a way to enhance learning experiences and deepen inquiry,

serve as a trigger for classroom

Facilitates a classroom culture in which technology and media regularly serve as a resource for deep inquiry and methodical

CAEP 1.5

ISTE Standards for Educators 5, 6

reinforce basic skills, or solely as a medium for transfer of information (such as slides to accompany a lecture).

educational goals and

support student learning.

dialogue, and engage students in the curation of content and the creation of meaning.

collaboration, classroom dialogue, reflective practice, and the curation of content and the creation of meaning.

InTASC Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Knowledge of content CAEP 1.1

Displays limited or inaccurate content knowledge. Not yet

addressing significant concepts or processes of inquiry.

Displays a beginning understanding of in-depth content knowledge, concepts, processes of inquiry, and ways of knowing central to a

discipline or unit .

Displays accurate, in-depth content knowledge, working with major concepts, processes of inquiry, and ways of knowing central to a

discipline or unit of study.

Displays sophisticated, in-depth content knowledge. Works easily

with major concepts, processes of inquiry, and ways of knowing

central to a discipline or unit.

Making content comprehensible CAEP 1.1

Rarely develops specific examples, presentations, or experiences to

communicate knowledge.

Plans concrete examples and experiences using manipulatives and authentic materials.

Develops clear, accurate presentations and representations of concepts. Effectively uses multiple examples and explanations that

capture key ideas and link to students’ prior knowledge.

Can present clear and accurate presentations extemporaneously, responding to students’ questions and understanding.

InTASC Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Ability to integrate knowledge

CAEP 1.1

Plans to develop students’ skills and subject area

knowledge simultaneously.

Creates learning experiences that have interdisciplinary potential.

Creates interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.

Prepares to support students in demonstrating integrated knowledge, skills, and methods of inquiry.

Multiple perspectives CAEP 1.1

Content is presented

without discussion of its relationship to lived experience, other disciplines, or cultural norms. Individual differences are ignored.

Demonstrates an awareness of multiple perspectives and opens discussions about

subject matter to the class so that the multiple perspectives of the learners can emerge.

Brings multiple perspectives to the discussion of subject matter, including attention to students’ personal, family, and community experiences and cultural norms and other disciplines. Individual differences are respected.

Strategically introduces resources and experiences that challenge the learners beliefs and assumptions

about common understandings thereby creating a community

where critical thinking is a habit.

InTASC Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Variety of assessment strategies

CAEP 1.1

Exploring a variety of formal and informal assessments.

Uses more than one form of assessment during a unit of study.

Appropriately uses a variety of formal and informal assessment techniques (e.g. observation,

Plans a system of assessment that uses a variety of formal and

informal assessment techniques.

portfolios, teacher-made tests,

performance tasks, projects, student self-assessments, peer assessments, and standardized tests) to enhance his or her knowledge of learners.

Monitoring for understanding CAEP 1.1

Makes few attempts at determining whether students are understanding.

Sometimes monitors for understanding, but may not provide enough opportunities for students to share their perceptions and make connections.

Probes for learner understanding. Helps students articulate their ideas and thinking processes.

Teaches students to monitor their own comprehension and to ask questions when their understanding breaks down.

Evaluation of progress and performance CAEP 1.1

Records minimally support student evaluation.

Feedback focused on end of grading period.

Ample documentation of

student work. Conferences are intermittent and teacher directed.

Maintains useful records of student work and performance and can

communicate student progress knowledgeably and responsibly on an ongoing basis.

Students readily give and receive feedback to/from teachers and peers to evaluate progress.

Use of research and evidence to measure

P-12 students’ progress CAEP 1.2

No evidence that the measurement and/or

analysis of P-12 students’ progress is ground in either research or evidence

Measurement and /or analysis of P-12 students’ progress is often grounded in evidence but little

evidence of the use of research

Measurement and analysis of P-12 students’ progress is consistently grounded in evidence and sometimes in research

Measurement and analysis of P-12 students’ progress is consistently grounded research and evidence

Applies content and

pedagogical knowledge in outcome assessments in response to state and national standards

CAPE 1.3

Ability to apply content and pedagogical knowledge in development of outcomes assessments is not apparent.

Applies content and

pedagogical knowledge in the development and

implementation of outcome assessment but connection to state and national standards is not apparent.

Applies content and pedagogical knowledge to develop and

implement outcome assessment that address state and national standards

Consistently applies a high level of content and pedagogical

knowledge to develop and

implement outcome assessment that address state and national standards

InTASC Standard #7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Lesson or unit structure CAEP 1.1

Lesson or unit lacks clearly defined structure, or the

structure is chaotic. Time allocations are unrealistic.

Lesson or unit has a

recognizable structure that consistently makes the teacher the central to the learning activities. Most

time allocations are reasonable.

Lesson or unit has a clearly defined structure (i.e. workshop or inquiry cycle) that turns learning over to students at least part of the time through activities and reflective work. Time allocations are reasonable.

Lesson or unit structure is varied and clear, and allows for different pathways according to student needs.

Quality learning engagements CAEP 1.1

Learning engagements

encourage conformity. All students are expected to

produce the same performance.

Learning engagements

demonstrate how students can work in a variety of modes to accomplish the same learning.

Learning engagements are open-ended, providing students choices about their modes of

performance and encouraging different, but equivalent performances.

Learning engagements address variation in students’ learning patterns and performance modes and operate on multiple levels to meet the developmental and

individual needs of diverse learners.

Meaningfulness CAEP 1.1

Lessons are planned without specifying

expectations or goals for the students.

Goals are based on general sense of what will interest learners and meet their needs.

Goals are based on assessment of learners and designed to meet learners’ developmental needs and interests.

Goals are articulated and explained in relationship to what the teacher knows about the students and their developmental needs and interests.

Address rigorous college and

career-ready standards. CAEP 1.4

Does not demonstrate an awareness of the need to address college and career-ready standards

Is aware of the need to address college and

career-ready standards and sometimes incorporates

these standards in lessons

Address college and career- ready standards in most lessons.

Lessons consistently address rigorous college and career-ready standards

Planning self-directed learning experiences for students with technology and media that provide opportunities for creatively solving problems and communicating ideas

CAEP 1.5

ISTE Standards for Educators 5, 6, 7

Learning experiences are planned that are neither self-directed nor provide opportunities for creative problem solving and communications with technology.

Learning experiences are planned that may provide opportunities for

teacher-directed problem solving or communicating ideas with technology and media through a single method of demonstrating

competency and is not based on prior assessment data and relationships with individual students.

Plans self-directed learning experiences for students that involve creative problem solving and communicating solutions, but does not provide for multiple methods of demonstrating competency or is not based on prior assessment data and relationships with individual students.

Plans self-directed learning experiences for students with

multiple methods of demonstrating competency through creative

problem solving and communicating solutions based on prior assessment data and relationships with individual students.

InTASC Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Depth CAEP 1.1

Presents a single viewpoint or theory in depth.

Textbook dependent.

Supplements textbook instruction. Finds different ways to explore subject matter concepts.

Represents and uses differing viewpoints, theories, “ways of

knowing” and methods of inquiry to teach subject matter concepts.

Expects students, in their work, to present multiple viewpoints, and use multiple ways of knowing.

Teacher as researcher CAEP 1.1

CAEP 1.2

Systematically gathers and analyses data from students and classrooms.

Based on analysis of data, formulates a hypothesis

about student learning and designs instruction to check.

Practices inquiry by systematically gathering and analyzing data from the classroom and students, and experimenting with, reflecting on, and revising practice.

Articulate about how their inquiry leads to better instruction and further inquiry about teaching and learning in the classroom.

InTASC Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Enhancement of

content knowledge and pedagogical skills CAEP 1.1

Professional development activities to enhance

knowledge or skill not a priority.

Participates in professional activities to a limited extent when they are convenient. Extends personal knowledge of content through resource materials.

Seeks opportunities for professional development to enhance content

knowledge and skills. Reads

professional literature and talks with other teachers to support his/her own development as a learner and teacher. Extends personal understanding of content through planning and interaction with children.

Seeks out opportunities for

professional development and contributes by presenting at

professional meetings and conferences.

Self-assessment CAEP 1.1

Provides occasional opportunities for reflection or self-assessment. Teacher evaluates and defines goals.

Helps students understand purpose and value of

self-assessment. Teacher and students are partners in identifying strengths and needs.

Uses assessment strategies to

involve learners in self-assessment activities, to help them become

aware of their strengths and needs, and to encourage them to set

personal goals for learning.

Students have a repertoire of

self-assessment strategies that they use routinely to define their

personal goals.

Uses research and

evidence to develop an understanding of their own professional

practice CAEP 1.2

No evidence that research or evidence is used to develop an understanding of professional practice

Development of an understanding of own

professional practice is often grounded in evidence but

little evidence of the use of research

Development of an understanding of own professional practice is consistently grounded in evidence and sometimes in research

Development of an understanding of own professional practice is consistently grounded in evidence and research

Technology as a resource for

professional

development and community participation

CAEP 1.5

Rarely and haphazardly uses technology to seek out resources and professional growth opportunities.

Uses technology to seek out new information and resources (including colleagues) to address

specific challenges and problems as they arise.

Methodically seeks out new information and resources (including colleagues) with technology in order to extend and adapt their teaching practices to

meet the needs of diverse learners.

Intentionally engages in technology-facilitated social networks and resources in order to learn from and contribute to ongoing and supportive communities of practice.

ISTE Standards for Educators 1, 2, 4

InTASC Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Collaborating with colleagues to improve learning and conditions CAEP 1.1

Prefers to keep to self.

Reluctant to share ideas or discuss problems with peers or mentor teacher.

Realizes advantages of another point of view. Begins to confide in a few others.

Openly shares ideas, cooperates with mentor teacher and peers in solving problems in the classroom and school.

Takes a proactive stance. Initiates conversations and alerts colleagues to situations that may be of concern.

Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. (NCTE STD #1)

Level 1

Level 2

Level 3

Shows a lack of understanding of how the English language arts curriculum, teachers, students and education in general are influenced by culture, social events, and

issues.

Makes meaningful connection between the English/language arts curriculum and development in culture, society and education.

Makes meaningful and creative connections between the English/language arts curriculum and development in culture, society and education.

Shows little knowledge of language structure and conventions in creating and critiquing print and non-print texts.

Demonstrates knowledge of language structure and conventions by creating and critiquing own print and nonprint texts and by assisting students tin such activities.

Uses a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and

meaning.

Shows a lack of knowledge of ways to discover and create meaning from texts.

Discovers and creates meaning from texts and guides students in the same processes.

Uses a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities and understanding to make meaning of texts.

Shows little knowledge of, or use of, a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world

literatures.

Knows and uses a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world literatures.

Demonstrates an in-depth knowledge of, and an ability to use, varied teaching applications for works representing a broad historical and contemporary spectrum of United States, British,

and world literatures.

Shows little knowledge of, or use of, a variety of teaching applications of works from a wide variety of genres and cultures, works by female authors, and works by authors of color.

Knows and uses a variety of teaching applications for works from a wide variety of genres and cultures, works by female authors, and works by authors of color.

Demonstrates an in-depth knowledge of, and an ability to use, varied teaching applications from a wide variety of genres and cultures, works by female authors, and works by authors of colors.

Exhibits a lack of understanding of the influence of media on culture and on people’s actions and communication.

Understands how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students’ composing processes, communication and learning.

Understands media’s influences on culture and people’s actions and communications, reflecting that knowledge not only in own work, but also in teaching.

Shows little understanding of how to construct meaning from media and nonprint texts.

Shows an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes.

Uses a variety of approaches for teaching students how to construct meaning from media and nonprint texts and integrates learning opportunities into classroom experiences that promote composing and responding to such

texts.

Shows limited experience in examining, and selecting resources for instruction, such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English

language arts.

Examines and selects resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.

Understands the purposes and characteristics of different kinds of curricula and related teaching resources and selects or creates instructional materials that are consistent with what is currently known about student learning in

English language arts.

Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users

(NCTE STD #2)

Level 1

Level 2

Level 3

Shows a lack of respect for and little knowledge of diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic groups, geographic regions, and social roles.

Knows and respects diversity in languages use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles and show attention to accommodating such diversity in teaching.

Shows extensive knowledge of how and why language varies and changes in different regions, across different cultural groups, and across different time periods and incorporates that knowledge into classroom instruction and assessment that acknowledges and shows consistent respect for language diversity.

Demonstrates little knowledge of the evolution of the English language and the historical influences on its various forms.

Demonstrates knowledge of the evolution of the English language and the historical influences on its various forms and uses this knowledge in teaching.

Demonstrates in-depth knowledge of the evolution of the English language and historical influences on its forms and how to integrate this knowledge into student

learning.

Exhibits a lack of knowledge of English grammars and their application to teaching.

Uses knowledge of English grammars in teaching students both oral and written forms of the language.

Incorporates an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond effectively to written, oral,

and other texts.

Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students. (NCTE STD #3)

Level 1

Level 2

Level 3

Shows little evidence in using English/language arts in helping students to become familiar with their own and other’s cultures.

Use English/language arts to help students become familiar with their own and others’ cultures.

Uses English/language arts extensively and creatively to help their students become more familiar with their own and others, cultures.

Engages in few practices designed to assist students in developing habits of critical thinking and

judgment.

Uses practices designed to assist students in developing habits of critical thinking and judgment.

Designs and implements instruction and assessments that assist students in developing

habits of critical thinking.

Demonstrates little evidence of promoting the arts and humanities in the learning of the students.

Engages students in activities that demonstrate the role of arts and humanities in learning.

Plans and carries out frequent and extended learning experiences that integrate arts and humanities into

the daily learning of students.

Demonstrates a limited knowledge of students’ language acquisition and development processes.

Uses knowledge of students’ language acquisition and development as a basis for designing appropriate learning activities that promote student learning.

Integrates knowledge of students; language acquisition and development into instruction and assessment designed to enhance students; learning.

Demonstrates little understanding of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of English/language arts.

Demonstrates how reading writing, speaking, listening, viewing, and thinking are interrelated in students;’ leaning of English/language arts.

Designs, implements, and assesses instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimension of the learning experience in English /language arts.

Shows limited ability to respond to and interpret what is read.

Responds to and interprets in varied ways, what is read, teaching students how to do this as well.

Integrates into teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty.

Uses few strategies to comprehend, interpret, evaluate, and appreciate text.

Uses a wide variety of strategies to comprehend, interpret, evaluate and appreciate texts and teach those strategies to students.

Integrates into students' learning experiences a wide variety of strategies to interpret, evaluate, and appreciate texts and assesses the effectiveness of such strategies in promoting student

learning.

Shows little knowledge of, or use of, a variety of teaching applications of numerous works specifically written for older children or younger adults.

Knows and uses a variety of teaching applications for numerous works specifically written for older children or younger adults.

Demonstrates an in-depth knowledge of, and an ability to use, varied teaching applications from numerous works specifically written for older children or

younger adults.

Shows little knowledge of, or use of, a variety of teaching applications for a range of works of literary theory and criticism.

Knows and uses a variety of teaching applications for a range of works of literary theory and criticism.

Demonstrates an in-depth knowledge of, and an ability to use, varied teaching applications for a range of works of literary theory

and criticism.

Uses few interdisciplinary teaching strategies and materials.

Integrates interdisciplinary teaching strategies and materials into the teaching and learning process for students.

Works with teachers in other content areas to help students connect important ideas, concepts, and skills with English language arts with similar ones in other

disciplines.

Shows limited ability to create learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender and ability.

Creates and sustains leaning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender

and ability.

Creates opportunities for students to analyze how social context affects language and to monitor he/her own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability.

Demonstrates limited ability to engage students in making meaning of texts through personal responses.

Engages students in making meaning of texts through personal response.

Engages students in discovering their personal response to texts and ways to connect such responses to other larger

meanings and critical stances.

Demonstrates limited ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.

Demonstrates that students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.

Demonstrates how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teaches a wide variety of such strategies to all students.

Fails to use formal and informal assessment activities and instruments to evaluate student work for literature and reading.

Uses a variety of formal and informal assessment activities and instruments to evaluate processes and products.

Establishes criteria and develops strategies for assessment that allows all students to understand what they know and can do in light of their instructional experiences.

Level 1

Level 2

Level 3

Shows little knowledge of semantics, syntax, morphology and phonology or their application to teaching.

Uses knowledge of semantics, syntax, morphology, and phonology in teaching students how to use oral and written languages.

Demonstrates an in-depth knowledge of semantics, syntax, morphology, and phonology through effective use of languages and integrates that knowledge into teaching students to use oral and

written languages effectively.

Demonstrates a lack of understanding of the influence that language and visual images have on thinking and composing.

Uses understanding of the influence of language and visual images on thinking and composing in own work and in teaching.

Creates opportunities and develops strategies that permit students to demonstrate, through their worn work, the influence of language and visual images on thinking and composing.

Shows infrequent uses of writing, speaking and observing as major forms of inquiry, reflection and expression.

Uses writing, speaking and observing as major forms of inquiry, reflection and expression in teaching.

Creates opportunities and develops strategies for enabling students to demonstrate how they integrate writing, speaking, and observing to their own learning processes.

Exhibits infrequent uses of the processes of composing to create various forms of oral, visual, and written literacy.

Uses composing processes in creating various forms or oral, visual and written literacy of his/her own and engages students in

these processes.

Demonstrates a variety of ways to teach students composing processes that result in his/her creating various forms of oral,

visual, and written literacy.

Uses writing, visual images, and speaking for a variety of audiences and purposes.

Demonstrates, through own learning and teaching, how writing, visual images and speaking can effectively perform a

variety of functions for varied audiences and purposes.

Engages students in activities that provide opportunities for demonstrating their skills in writing, speaking and creating visual images for a variety of audiences

and purposes.

Uses a limited number of writing strategies to generate meaning and clarify understanding.

Uses a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in teaching.

Develops in students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding.

Produces a very limited number of forms of written discourse and shows little understanding of how written discourse can influence thought and action.

Produces different forms of written discourse and understand how written discourse can influence thought and action.

Teaches students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action.

Demonstrates infrequent use of instruction that promotes understanding of varied uses and purposed for language in communication.

Engages students in learning experiences that consistently emphasizes varied uses and purposes for language in communication.

Integrates throughout the English language arts curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes

in communication.

Fails to use formal and informal assessment activities and instruments to evaluate student work for composition.

Uses a variety of formal and informal assessment activities and instruments to evaluate processes and products.

Establishes criteria and develops strategies for assessment that allows all students to understand what they know and can do in light of their instructional experiences.

Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs. (NCTE STD #5)

Level 1

Level 2

Level 3

Shows little evidence of creating an inclusive and supportive learning environment in which all students can engage in learning.

Creates an inclusive and supportive learning environment in which all students can engage in learning.

Creates and sustains an inclusive and supportive learning environment in which all students can engage in learning.

Demonstrates little understanding of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of English/language arts

Demonstrates how reading writing, speaking, listening, viewing, and thinking are interrelated in students;’ leaning of English/language arts.

Designs, implements, and assesses instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimension of the learning experience in English /language arts

Shows a lack of knowledge of the major sources of research and theory related to English language arts.

Uses major sources of research and theory related to English language arts to support teaching decisions

Reflects on own teaching performances in light of research on, and theories of, how students compose and responds to text and make adjustments in teaching as

appropriate.

Shows little evidence of using teacher-researcher models of classroom inquiry.

Uses teacher-researcher models of classroom inquiry to inform own study and teaching.

Uses teacher-researcher models of classroom inquiry to analyze own teaching practices so they can better understand what enables students to speak, listen, write, read, enact and view effectively in varying learning situations.

Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts. (NCTE STD #6)

Level 1

Level 2

Level 3

Demonstrates little knowledge of how to recognize the impact of cultural, economic, political and social environments on language.

Demonstrates an awareness in teaching the impact of cultural, economic, political and social environments on language

Uses both theory and practice in helping students understand the impact of cultural, economic, political and social environments

on languages.

Demonstrates limited ability to engage students effectively in discussions for the purposes of interpreting and evaluating ideas presented through oral, written and/or visual forms.

Engages students often in meaningful discussion for the purposes of interpreting and evaluating ideas presented through oral, written and/or visual forms.

Helps students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral written, and/pr visual

forms.

Shows limited ability to enable students to respond critically to different media and communications technologies.

Engages students in critical analysis of different media and communications technologies.

Integrates throughout the English language arts curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposed in communication.

Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities and actively develop as professional educators.

(NCTE STD #7)

Level 1

Level 2

Level 3

Demonstrates inconsistency in reflective practice and seldom pursues professional growth and collaboration with colleagues and involvement with appropriate professional organization.

Demonstrates reflective practice, involvement in professional organizations, and collaboration with both faculty and other student teachers.

Uses the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a well-conceived plan for professional development that features collaboration with the academic community, professional organization, and others.

Uses few interdisciplinary teaching strategies and materials.

Integrates interdisciplinary teaching strategies and materials into the teaching and learning process for students.

Works with teachers in other content areas to help students connect important ideas, concepts, and skills with English language arts with similar ones in other

disciplines.

Standards Competency

Level 3

Level 2 Target

Level 1

Comments or NA

Identify and use

Student teacher identifies

Student teacher is

Student teacher pays

student

and uses students’

beginning the process of

little or not attention to

differences to

individual and group

understanding how the

student differences

plan (NCTM 3a)

differences to plan rigorous and engaging

mathematics instruction

diversity, strengths, and identities of students

influence how students

when planning

that support students’

learn, and consider

meaningful participation

some of these factors in

and learning

planning

Identify and use

Student teachers identify

Student teacher

Student teacher’s

students’

and use students’

identifies and uses

planning does not

mathematical

mathematical strengths to

students’ mathematical

support the regular use

strengths to

plan rigorous and

strengths for most

of students’

plan (NCTM 3b)

engaging mathematics instruction that supports

students’ meaningful

planning.

mathematical strengths for planning

participation and learning.

Use of

Student teacher

Student teacher

Student teacher does

knowledge and

understands that teachers’

demonstrates in some

not demonstrate

understanding

interactions impact

lessons an awareness of

awareness of that

of impact of

individual students by

his/her influence and

his/her tone,

Student

influencing and

ability to make a

expressions, words,

teacher’s

reinforcing students’

positive impact through

and actions influence

interaction on students when

mathematical identities, positive or negative, and

plan experiences and

planning and teaching

students’ mathematical

identities and beliefs.

planning (NCTM 3c)

instruction to develop and foster positive

mathematical identities

Learning goals (NCTM 4a)

Student teacher establishes rigorous mathematics learning goals for students based on mathematics standards and practices.

Student teacher establishes clear mathematical learning goals for students which are often but not always based on mathematics

standards.

Student teacher struggles to establish clear learning goals

Developing tasks (NCTM 4b)

Student teacher selects or develops and implements high cognitive demand tasks to engage students in mathematical learning experiences that promote

reasoning and sense making.

Student teacher selects or develops and implements tasks which often engage students in experiences that promote reasoning and sense making.

Student teacher’s tasks often do not engage students in experiences that promote reasoning and sense making

Mathematics Tools (NCTM 4c)

Student teacher selects mathematics specific tools, including technology, to support students’ learning, understanding, and application of mathematics and to

integrate tools into instruction.

Student teacher uses mathematics specific tools in some lessons but is still learning how to effectively integrate the tools into instruction.

Student teacher seldom if ever uses mathematic specific tools in lessons.

Mathematical Representations (NCTM 4d)

Student teacher selects and uses mathematical representations to engage students in examining understandings of mathematics concepts and the connections to other

representations

Student teacher is beginning to learn how to uses mathematical representation to engage students in examining understanding of mathematics concepts.

Student teacher seldom if ever uses mathematical representations to engage students in examining understanding of

mathematics concepts.

Using evidence of student thinking (NCTM 4e)

Student teacher uses multiple student responses, potential challenges, and misconceptions, and highlights students’ thinking as a central aspect of mathematics

teaching and learning

Student teacher uses some student responses, potential challenges, and/or misconceptions as aspect of teaching and learning.

Student teacher seldom uses student responses, potential challenges, or misconceptions as aspect of teaching.

Using conceptual understanding (NCTM 4f)

Student teacher uses conceptual understanding to build procedural fluency for students through instruction that includes explicit connections between concepts and procedures

Student teacher uses conceptual understanding often to build procedural fluency but is just beginning to include explicit connections between concepts and

procedures.

Student teacher’s teaching is mainly procedures with little or no conceptual understanding addressed.

Questioning skills (NCTM 4g)

Student teacher poses purposeful questions to facilitate discourse among

students that ensures that

Student teacher poses questions to facilitate discourse which is often

Student teachers seldom if ever poses questions to facilitate

discourse.

each student learns rigorous mathematics and builds a shared understanding of

mathematical ideas.

between Student teacher and student.

Assessment (NCTM 5)

Student teacher assesses and uses evidence of students’ learning of rigorous mathematics to improve instruction and subsequent student

learning.

Student teacher assesses students’ learning of mathematics and attempts to use the evidence to improve instruction.

Student teacher assesses students’ learning of mathematics but does not use the evidence to improve instruction

Student teacher reflection (NCTM 6b)

Student teacher reflects on his/her impact on students’ mathematical identities and develops professional learning goals that promote

students’ positive

mathematical identities

Student teacher reflects on his/her impact on students’ mathematical identities and develops some professional learning goals.

Student teacher struggles to reflect on his/her impact on

students’ mathematical

identities.

Communication with families (NCTM 6c)

Student teacher communicates with families to share and discuss strategies for ensuring the mathematical

success of their children

Student teacher has some communications with families about the mathematical success of their children

Student teacher avoids communicating with families.

Collaborate with colleagues (NCTM 6d)

Student teacher collaborates with colleagues to grow professionally and support student learning

of mathematics.

Student teacher makes some attempts to collaborate with colleagues

Student teacher avoids interacting and collaborating with colleagues

Mathematics Content Knowledge

Concepts in Number (NCTM 1a)

Student teacher demonstrates and applies understandings of major mathematics concepts, procedures, knowledge, and applications of number including flexibly applying procedures, using real and rational numbers in contexts, developing solution strategies, and evaluating the correctness of conclusions

Student teacher has knowledge of major mathematics concepts, procedures, knowledge, and applications of number including flexibly applying procedures, using real and rational numbers in contexts, developing solution strategies, and evaluating the correctness of conclusions and is working to apply this

knowledge.

Student teacher struggles and/or has misconceptions about major mathematics concepts, procedures, knowledge, and applications of number

Concepts in algebra and functions (NCTM 1b)

Student teacher demonstrates and apply understandings of major mathematics concepts, procedures, knowledge, and applications of algebra and functions

including how

Student teacher has knowledge of major mathematics concepts, procedures, knowledge, and applications of algebra and functions but does not always

Student teacher struggles and/or has some misconceptions about major mathematics concepts, procedures, knowledge, and

mathematics can be used systematically to represent patterns and relationships including proportional reasoning, to analyze change, and to model everyday events and problems of life and

society

model everyday events and problems of life.

applications of algebra and functions

Concepts of Calculus (NCTM 1c)

Student teacher demonstrates and applies understandings of major mathematics concepts, procedures, knowledge, and applications of calculus including the mathematical study of the calculation of instantaneous rates of change and the summation of infinitely many small factors to

determine some whole.

Student teacher has knowledge of major mathematics concepts, procedures, and applications of calculus

Student teacher struggles and/or has some misconceptions about major mathematics concepts, procedures, knowledge, and applications of calculus

Statistics and probability (NCTM 1d)

Student teacher demonstrates and applies understandings of statistical thinking and the major concepts, procedures, knowledge, and applications of statistics and probability, including how statistical problem solving and decision making depend on understanding, explaining, and quantifying the variability in a set of data to make

decisions.

Student teacher has knowledge of statistical thinking and the major concepts, procedures, knowledge, and applications of statistics and probability,

Student teacher struggles and/or has some misconceptions about statistical thinking and the major concepts, procedures, knowledge, and applications of statistics and probability,

Geometry, Trigonometry, and Measurement (NCTM 1e)

Student teacher demonstrates and applies understandings of major mathematics concepts, procedures, knowledge, and applications of geometry including using visual representations for numerical functions and relations, data and statistics, and networks, to provide a lens for solving problems in the

physical world.

Student teacher has knowledge of major mathematics concepts, procedures, knowledge, and applications of geometry

Student teachers struggles and/or has some misconceptions about major mathematics concepts, procedures, knowledge, and applications of geometry

Secondary Science Education

Content Knowledge

1a Demonstrates and applies knowledge of major concepts, procedures, and applications in varied contexts, and connections within and among science domains.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments (Please specify content areas)

Science Practices

2a Uses problem solving to develop conceptual understanding, makes sense of a wide variety of problems and perseveres in solving them, applies and adapts a variety of strategies in solving problems

confronted within the field of science and other contexts, and formulates and tests conjectures in order to frame generalizations.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

2b Reasons abstractly, reflectively, and quantitatively, critiquing the reasoning of others; recognizes structure and expresses regularity in patterns of scientific reasoning; uses multiple representations to model and describe science; and utilizes appropriate scientific vocabulary and symbols to communicate scientific ideas to others.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

2c Formulates, represents, analyzes, and interprets scientific models derived from real-world contexts.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

2d Organizes thinking and uses the language of science to express ideas precisely, both orally and in writing to multiple audiences.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

2e Demonstrates the interconnectedness of scientific ideas and how they build on one another and recognizes and applies connections among these ideas and across various content areas.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

2f Models how the development of scientific understanding within and among science domains intersects with the practices of problem solving, reasoning, communicating, connecting, and representing.

Evidence in Planning

1

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

Content Pedagogy

3a Applies knowledge of curriculum standards for secondary science and their relationship to student learning within and across science domains.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

3b Analyzes and considers research in planning for and leading students in rich scientific learning experiences.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

3c Plans lessons and units that incorporate a variety of strategies, differentiated instruction for divers86e68

populations, and science-specific and instructional technologies in building all students’ conceptual

understanding and procedural proficiency.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

3d Provides students with opportunities to communicate about science and make connections with other content areas, everyday life, and the workplace.

Evidence in Planning

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

3e Implements techniques related to student engagement and communication including selecting high quality tasks, guiding scientific discussions, identifying key scientific ideas, identifying and addressing

student misconceptions, and employing a range of questioning strategies.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

3f Plans, selects, implements, interprets, and uses formative and summative assessments to inform instruction by reflecting on scientific proficiencies essential for all students.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

3g Monitors students’ progress, makes instructional decisions, and measures students’ understanding of science and ability using formative and summative assessments.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

Science Learning Environment

4a. Exhibits knowledge of adolescent learning, development, and behavior and demonstrates a positive disposition toward scientific processes and learning.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

4b Plans and creates developmentally appropriate, sequential, and challenging learning opportunities grounded in science education research in which students are actively engaged in building new knowledge from prior knowledge and experiences.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

4c Incorporates knowledge of individual differences and the cultural and language diversity that exists within classrooms and includes culturally relevant perspectives as a means to motivate and engage students.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

4d Demonstrates equitable and ethical treatment of and high expectations for all students.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

4e. Applies science content and pedagogical knowledge to select and use instructional tools such as physical models, drawings, virtual environments, presentation tools, and science-specific technologies; and makes sound decisions about when such tools enhance teaching and learning, recognizing both the

insights to be gained and possible limitations of such tools.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

Impact on Student Learning

5a Verifies that secondary students demonstrate conceptual understanding; procedural fluency; the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that

reasoning; productive disposition toward science; and the application of science in a variety of contexts within major scientific domains.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

5b Engages students in developmentally appropriate scientific activities and investigations that require active engagement and includes science-specific technology in building new knowledge.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

5c. Collects, organizes, analyzes, and reflects on diagnostic, formative, and summative assessment evidence and determines the extent to which students’ scientific proficiencies have increased as a result of their instruction.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

Professional Knowledge and Skills

6a. Takes an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of science.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

6b Engages in continuous and collaborative learning that draws upon research in science education to inform practice; enhance learning opportunities for all students’ scientific knowledge development; involves colleagues, other school professionals, families, and various stakeholders; and advances their development as a reflective practitioner..

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing

the Desired Student Learning

1

2

3

U/D

Comments

6c Utilizes resources from professional science education organizations.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

6d Uses knowledge of science to select and use appropriate technological tools.

Evidence in Planning

1

2

3

U/D

Evidence in Teaching

1

2

3

U/D

Evidence of Effectiveness in Producing the Desired Student Learning

1

2

3

U/D

Comments

CONTENT KNOWLEDGE

Competency

Level

Comments

Designs instruction that reflects a command of the subject matter.

Select a Level

Provides learners with accurate information/feedback.

Select a Level

Demonstrates a thorough knowledge of standards.

Select a Level

PEDAGOGICAL KNOWLEDGE/INSTRUCTION

Competency

Level

Comments

Engages all students in learning activities.

Select a Level

Designs lessons which promote student learning

Select a Level

Invites learners to employ multiple approaches, solutions, and diverse pathways to learning.

Select a Level

Sets clear goals for learning experiences.

Select a Level

Uses multiple strategies that engage students in active learning.

Select a Level

Motivates all students to learn.

Select a Level

Asks questions that promote learning.

Select a Level

Builds on students’ prior knowledge.

Select a Level

Supports learners with special needs.

Select a Level

ASSESSMENT

Competency

Level

Comments

Uses assessments that align with instruction. (Uses assessment thoughtfully and purposefully?)

Select a Level

Demonstrates teaching as an inquiry process, collecting and analyzing information about students’ learning and generating plans designed to support student learning.

Select a Level

ENVIRONMENT

Competency

Level

Comments

Establishes rapport with students.

Select a Level

Shows patience when working with students.

Select a Level

Shows respect for all students.

Select a Level

Creates a collaborative, supportive environment that supports learning.

Select a Level

Maintains positive home-school connections. (Interacts positively with parents, initiates contact, etc.)

Select a Level

TECHNOLOGY

Competency

Level

Comments

Utilizes a variety of media and technology to support instruction.

Select a Level

Demonstrates the ability to locate assessments from a variety of resources including the Internet, CD ROMS, etc

Select a Level

Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners

(ISTE 2)

Select a Level

PROFESSIONALISM

Competency

Level

Comments

Accurately judges personal strengths or weaknesses when self-assessing.

Select a Level

Expresses ideas clearly when speaking.

Select a Level

Establishes rapport with mentor teacher.

Select a Level

Focuses on the positive under challenging circumstances.

Select a Level

Works well with different personalities.

Select a Level

Works well with people from all cultural backgrounds.

Select a Level

Appreciates multiple perspectives.

Select a Level

Is open to receiving help and/or constructive feedback.

Select a Level

Comes to student teaching prepared.

Select a Level

Is consistently on time.

Select a Level

Collaborates with other teachers. (Integrates classroom studies, discussion regarding students’ needs, etc.)

Select a Level

The student teacher posses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for

the study of culture and cultural diversity. (NCSS 1.1)

NCSS 1.1

Level

Select a Level

Comments

The student teacher possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level

for the study of time, continuity and change. (NCSS 1.2)

NCSS 1.2

Level

Select a Level

Comments

The student teacher possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level

for the study of people, places, and environments (NCSS 1.3)

NCSS 1.3

Level

Select a Level

Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity. (NCSS 1.4)

NCSS 1.4

Level

Select a Level

Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level

for the study of individuals, groups, and institutions. (NCSS 1.5)

NCSS 1.5 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance. (NCSS 1.6)

NCSS 1.6 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level

for the study of production, distribution and consumption of good and services. (NCSS 1.7)

NCSS 1.7 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level of the study of science, technology and society. (NCSS 1.8)

NCSS 1.8 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level

for the study of global connections and interdependence. (NCSS 1.9)

NCSS 1.9 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level

of the study of civic ideals and practices. (NCSS 1.10)

NCSS 1.10 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level

for the study of history (NCSS 2.1)

NCSS 2.1 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level

for the study of geography. (NCSS 2.2)

NCSS 2.2 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level

for the study of civics and government. (NCSS 2.3)

NCSS 2.3 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of economics. (NCSS 2.4)

NCSS 2.4 Level Select a Level Comments

The student teacher possesses the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of psychology. (NCSS 2.5)

NCSS 2.5 Level Select a Level Comments

Weeks

Seminar-

Wednesday at 5:30 pm

Assignments Need to be uploaded onto CANVAS

Gradual Release of Control

1

3 days of Professional Developmen t

 Read Handbook- Sign off on CANVAS

 Create 1-2 minute Intro Video on GoReact, upload on CANVAS

 Read Introduction to “The Power of Our Words” Post a discussion on CANVAS.

 Begin Student Teaching Experience Log

 Get to know the technology you will be using

 Make sure you have access to the learning materials needed to teach (textbook, online tools, etc.)

 Talk about planning methods

 Participate in all school meetings (PD, grade level, etc.)

 Set-up your workspace to get organized

2

5 days of Professional Developmen t

 Create a welcome letter to your families (upload on CANVAS). Talk to your MT about sharing it with families.

 Review/Submit your Teaching Philosophy on CANVAS

 Read Chapter 1 “The Power of Our Words” Post a discussion on CANVAS.

 Enter time into Student Teaching Experience Log

 Get to know the technology you will be using

 Make sure you have access to the learning materials needed to teach (textbook, online tools, etc.)

 Talk about planning methods

 Participate in all school meetings (PD, grade level, etc.)

 Set-up your workspace to get organized

3

Create Professional Growth and Goals

SEMINAR-

Talk about Observation Form- (H/H)

 Journal Reflection on CANVAS- What are your first impressions of student teaching? What new learning have you had? What are you most looking forward to?

 Go Over Weekly Checklist (Make sure MT has a copy)

 Create Goals/Action Steps based on the Observation Form (Upload on CANVAS under Professional Growth and Goals document)

 Upload Class Schedule onto

CANVAS

 Enter time into Student Teaching Experience Log

 Get to know students

 Start to learn the routines and procedures of the classroom

 Jump-in and help in any way possible

4

Video on GoReact

SEMINAR-

UDL Lesson planning (H/H)

 Videotape a lesson or small group on GoReact and reflect with ten thoughtful

 Enter time into Student Teaching Experience Log

 Co-Plan and teach a small group

comments (upload to CANVAS)

 Read Chapter 3 “The Power of Our Words” Post a discussion on CANVAS.

 Plan and implement a Morning Meeting

 Start to decide on one or two subject areas you will be responsible for teaching

 Co-plan a couple of subject areas with your grade-level team or MT

5

Observe#1

SEMINAR-

Creating a strong Classroom Environment

/ Classroom Management (Whole group)

 Observation #1 -Turn in UDL lesson plan 48 hours prior on CANVAS

 Read Chapter 4 “These Kids are Out of Control” Post a discussion on CANVAS

 Divide up Chapters from “The Power of our Words” (Chapters 5,6,7) to Jigsaw at

Seminar on week 6

 Enter time into Student Teaching Experience Log

 Begin teaching one or two subject areas daily

 Teach your 1st formal observation with your coach

6

Mentor teacher Observe

SEMINAR-

Benchmark Project

Jigsaw “The Power of Words around Behavior” (H/H)

 Discuss with Mentor Teacher about Benchmark project

 Be prepared to share out about “The Power of Our Words” (Chapter 5,6,7)

 Enter time into Student Teaching Experience Log

 Continue teaching above subjects

 Fully co-plan all subject areas with your MT or grade-level team

 MT will observe and give feedback on the formal observation form (submit to coach)

7

Observe #2

SEMINAR-

Differentiatio n/ Assessment (Whole group)

 Observation # 2 -Turn in UDL lesson plan 48 hours prior on CANVAS

 Enter time into Student Teaching Experience Log

 Fully teach 2 subjects

 Keep working with small groups to provide interventions

 Teach your 2nd formal observation with your coach

8

SEMINAR- ENL /

Homelessne ss (Whole group)

 Prepare for the Mid-Term Evaluation by reflecting and completing the Final Evaluation document and prepare to discuss this with MT and Coach next week

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas with assistance as needed.

 Begin to reflect on your mid- term evaluation and think about next steps and goals you will set for yourself

9

Mid-Term Eval

 Upload Mid-Term Evaluation onto CANVAS

 Update your Mid-Term Growth Plan and Goals

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas

Document and upload onto CANVAS

 Be sure you are beginning to look and discuss Benchmark IV-Part B with your MT

10

SEMINAR-

Science of Reading review (Whole group)

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas

 Be sure you are beginning to look and discuss Benchmark IV-Part B with your MT

11

Observe # 3

 Observation #3 -Turn in UDL lesson plan 48 hours prior on CANVAS

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas

 Teach your 3rd formal observation with your coach

12

Video on GoReact

SEMINAR-

Resume/ Interview practice/ Licensure/ Graduation (H/H)

 Videotape a lesson on GoReact and reflect with ten thoughtful comments (upload to CANVAS)

 Look over your Resume

 Review/Revise your Teaching Philosophy on CANVAS

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas

 Set up a time to talk to your coach if you need support with resume, interview preparation, etc.

Fall Break

Enjoy the time off- Relax and Rejuvenate!

13

Observe #4

SEMINAR-

Trauma Informed Care (Whole Group)

 Observation #4-Turn in UDL lesson plan 48 hours prior on CANVAS

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas

 Teach your 4th formal observation with your coach

14

Mentor Teacher Observe

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas

 MT will observe and give feedback on the formal observation form (submit to coach)

 Be sure you are finalizing and completing your Benchmark IV- Part B project

15

Video on GoReact

SEMINAR-

Check-in (Break out groups or 1:1)

 Videotape a lesson on GoReact and reflect with ten thoughtful comments (upload to CANVAS)

 Enter time into Student Teaching Experience Log

 Plan with MT and assist with teaching

 Be sure you are finalizing and completing your Benchmark IV- Part B project

16

SEMINAR-

Present Benchmark project (H/H)

 Have Benchmark project ready to present and turn it into CANVAS

 Review/Revise your Teaching Philosophy on CANVAS

 Complete any School of Education Surveys

 Enter time into Student Teaching Experience Log

 Plan with MT and assist with teaching

 Work on completing final evaluation with your MT

 Check with MT and other teachers in the building about observing other grades and content areas in the building

17

Final Eval

 Upload your final evaluation onto CANVAS

 Upload your timesheets on CANVAS and send to Gena Vogelgesang: gvogelge@iu.edu

 Do a final reflection on your Professional Growth and Goals Document

 Complete any School of Education Surveys

 Enter time into Student Teaching Experience Log

 Enjoy reflecting on the growth you and your students have made

 Write a thank you to your MT and building administration

Weeks

Seminar

Wednesday at 5:30 pm

Assignments Need to be uploaded onto CANVAS

Gradual Release of Control

1

3 days of Professional Development

 Read Handbook- Sign off on CANVAS

 Create 1-2 minute Intro Video on GoReact, upload on CANVAS

 Read Introduction to “The Power of Our Words” Post a discussion on CANVAS.

 Begin Student Teaching Experience Log

 Get to know the technology you will be using

 Make sure you have access to the learning materials needed to teach (textbook, online tools, etc.)

 Talk about planning methods

 Participate in all school meetings (PD, grade level, etc.)

 Set-up your workspace to get organized

2

5 days of Professional Development

 Create a welcome letter to your families (upload on CANVAS)

 Review/Submit your Teaching Philosophy on CANVAS

 Read Chapter 1 “The

Power of Our Words” Post

a discussion on CANVAS.

 Enter time into Student Teaching Experience Log

 Get to know the technology you will be using

 Make sure you have access to the learning materials needed to teach (textbook, online tools, etc.)

 Talk about planning methods

 Participate in all school meetings (PD, grade level, etc.)

 Set-up your workspace to get organized

3

Create ProfesionalGrowth and Goals

SEMINAR-

Talk about Observation Form- (H/H)

 Journal Reflection on CANVAS- What are your first impressions of student teaching? What new learning have you had? What are you most looking forward to?

 Go Over Weekly Checklist (Make sure MT has a copy)

 Enter time into Student Teaching Experience Log

 Get to know students

 Start to learn the routines and procedures of the classroom

 Plan and implement a Morning Meeting

 Co-Plan and teach a small group

 Create Goals/Action Steps based on the Observation Form (Upload on CANVAS under Professional Growth and Goals document)

 Upload Class Schedule onto CANVAS

 Jump-in and help in any way possible

4

Video on GoReact

SEMINAR-

UDL Lesson planning (H/H)

 Videotape a lesson or small group on GoReact and reflect with ten thoughtful comments (upload to CANVAS)

 Read Chapter 3 “The

Power of Our Words” Post

a discussion on CANVAS.

 Enter time into Student Teaching Experience Log

 Start to decide on one or two subject areas you will be responsible for teaching- Begin teaching one or two subjects daily

 Co-plan a couple of subject areas with your grade-level team MT

5

Observe#1

SEMINAR-

Creating a strong Classroom Environment/ Classroom Management (Whole group)

 Observation #1 -Turn in UDL lesson plan 48 hours prior on CANVAS

 Read Chapter 4 “These Kids are Out of Control” Post a discussion on CANVAS

 Divide up Chapters from

“The Power of our Words”

(Chapters 5,6,7) to Jigsaw at Seminar on week 6

 Enter time into Student Teaching Experience Log

 Fully co-plan all subject areas with your MT or grade-level team

 Continue teaching one or two subject areas daily

 Teach your 1st formal observation with your coach

6

Mentor teacher Observe

Mid-Term Eval

SEMINAR-

Benchmark Project

(H/H)

 Discuss with Mentor Teacher about Benchmark project

 Be prepared to share out about “The Power of Our Words” (Chapter 5,6,7)

 Prepare for the Mid-Term Evaluation by reflecting and completing the Final Evaluation document and prepare to discuss this

with MT and Coach

 Enter time into Student Teaching Experience Log

 Begin teaching all content areas

 MT will observe and give feedback on the formal observation form (submit to coach)

7

Observe #2

SEMINAR-

Differentiation/ Assessment (Whole group)

 Observation # 2 -Turn in UDL lesson plan 48 hours prior on CANVAS

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas with assistance as needed.

 Keep working with small groups to provide

interventions

 Teach your 2nd formal observation with your coach

8

SEMINAR-ENL /

Homelessness

(Whole group)

 Finalize and Complete your Benchmark Project

 Enter time into Student Teaching Experience Log

 Fully plan and teach all subject areas with assistance as needed.

 Begin to reflect on your final evaluation with your MT

9

Final Eval

Video on GoReact #2

 Videotape a lesson or small group on GoReact and reflect with ten thoughtful comments (upload to CANVAS)

 Upload Final Evaluation onto CANVAS

 Update your Mid-Term Growth Plan and Goals Document and upload onto CANVAS

 Upload your timesheets on CANVAS and send to Gena Vogelgesang:

gvogelge@iu.edu

 Enter time into Student Teaching Experience Log

 Begin to turn teaching back over to your MT

 Enjoy reflecting on the growth you and your students have made

 Write a thank you to your MT and building administration

Student Name:

Lesson Date and Time:

Grade:

Subject:

Rationale: (How does this lesson connect to students current thinking? Why is it important to do this lesson at this time?)

Standards for Lesson:

Objectives/Goals for Lesson: (What do you want students to know, understand and do?) (Use this stem... Student’s

should be able to...)

Introduction & Hook: (How will you engage students to begin lesson? How will you find out what students already know about the topic? Activating prior knowledge? What teaching methods are you using? How are you actively engaging students?)

How will you support ALL learners? Give specific strategies you will implement

throughout the lesson regarding:

Engagement (The WHY of learning)

Representation (The WHAT of learning)

Multiple Means of Action and Expression (The HOW of learning)

Sequence of Activities throughout the lesson: (Be sure to include a TIMEFRAME for the mini-lesson, groups, centers, stations, etc.) Reflect on the Gradual Release: I Do, We Do, You Do (create a script for who will do what)

Assessments: (What formative or summative data will you collect? How will you know students understood the lesson?)

Wrap-Up: (How will you close out the lesson?)

Cultural Relevant Materials to Use: (Include titles of critical literacy trade books with Links, websites with links, and other materials needed to be successful teaching this lesson.)

If you are teaching a Literacy Lesson- Which components, will you address?

Please check the box for the literacy components that will be observed.

Oral Language (listening comprehension, collaborative conversations, opportunities to build

understanding through peer discussion)

Phonemic Awareness (recognizing rhyming words, clapping syllables, blending,

segmenting, and manipulating phonemes)

Phonics (sound-spelling patterns, word analysis, syllable patterns)

Fluency (reading accuracy and automaticity, prosody, fluency at letter, word, phrase and text

level)

Vocabulary (modeling and use of academic words, morphology, connection between new

words and known words)

Comprehension (relates ideas to experience, inferencing, text structure and features)

Writing (grammar and language conventions, addresses a variety of purposes and audiences,

writing process)