|
I. Candidates demonstrate ability to impact
student learning concerning
ACEI 2.1
by providing lesson plan and pre and post
test evidence and reflection
|
1
No sample(s)
of student work prior to teaching the lesson are showcased, no
lesson plan concerning English language arts provided, post
teaching student work sample(s) are not showcased, and no clear
relationship exists between the teaching methods described and
the demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan concerning English language arts
provided, post teaching student work sample(s) are showcased,
however, no clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan concerning English language arts provided, post
teaching student work sample(s) are showcased, however, only a
vague relationship between the teaching methods described and
the demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan concerning English language arts provided, post
teaching student work sample(s) are showcased, and a clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching to
better motivate students by using ambiguous scenarios concerning
English language arts were provided. |
|
II. Candidates demonstrate ability to
impact student learning concerning
ACEI 2.2
(& INTASC Principle 2)
by providing lesson plan and pre and post
test evidence and reflection
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience concerning
science provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
concerning science provided, post teaching student work
sample(s) are showcased, however, no clear relationship between
the teaching methods described and the demonstrated improvement
(or lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
science provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
science provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
connections between strategies used and student learning were
considered by creatively applying pedagogical theory. |
|
III.
Candidates
demonstrate ability to impact student learning concerning
ACEI 2.3
(& INTASC Principle 3)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
demonstrate they understand how
students
differ in their
approaches to
learning and create instructional
opportunities
that are adapted
to diverse
learners ACEI 3.2
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan aligned with math ACEI content standard and no
strategy for differentiating instruction provided, post teaching
student work sample(s) are not showcased, and no clear
relationship exists between the teaching methods described and
the demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan aligned with math ACEI content standard
and no strategy for differentiating instruction provided, post
teaching student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan aligned with math ACEI content standard and no
strategy for differentiating instruction provided, post teaching
student work sample(s) are showcased, however, only a vague
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan aligned with math ACEI content standard and no
strategy for differentiating instruction provided, post teaching
student work sample(s) are showcased, and a clear relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results demonstrated the
ability to reflect on teaching and to consider improvements by
applying pedagogical theory. |
|
IV Candidates demonstrate ability to
impact student learning concerning ACEI 2.4 (& INTASC
Principle 4)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
demonstrate ACEI 3.3 by using a variety of
instructional
strategies to
encourage
students’
development of
critical thinking,
problem
solving and
performance
skills
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan developing critical thinking that is aligned with
social studies ACEI standard and appropriate State Content
Standards provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan developing critical thinking that is
aligned with social studies ACEI standard and appropriate State
Content Standards provided, post teaching student work sample(s)
are showcased, however, no clear relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan developing critical thinking that is aligned with
the social studies ACEI standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan developing critical thinking that is aligned with
the social studies ACEI standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results demonstrated the ability to reflect on
teaching and to consider improvements by applying pedagogical
theory. |
|
V. Candidates demonstrate ability to impact
student learning concerning an
ACEI 1 (& INTASC Principle 5)
by providing lesson plan and pre and post
test evidence and reflection
Candidates meet ACEI 3.4 by planning
to create a learning
environment that encourages
positive social interaction,
active engagement in learning
and self-motivation.
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
curriculum goals provided, post teaching student work sample(s)
are not showcased, and no clear relationship exists between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with curriculum goals provided, post teaching student
work sample(s) are showcased, however, no clear relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
curriculum goals provided, post teaching student work sample(s)
are showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience that is
aligned with curriculum goals provided, post teaching student
work sample(s) are showcased, and a clear relationship between
the teaching methods described and the demonstrated improvement
(or lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results demonstrated the ability to
reflect on teaching and to consider improvements by better using
whole-class, small-group, and individual work. |
|
VI. Candidates demonstrate ability
to impact student learning concerning
an ACEI content standard (& INTASC
Principle 6)
by providing lesson plan and pre and post
test evidence and reflection
Candidates use
knowledge of
effective
verbal, nonverbal and
media
communication
techniques to
foster active
inquiry,
collaboration and
supportive
interaction
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
an ACEI content standard provided, post teaching student work
sample(s) are not showcased, and no clear relationship exists
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with an ACEI content standard provided, post teaching
student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
an ACEI content standard provided, post teaching student work
sample(s) are showcased, however, only a vague relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
an ACEI content standard provided, post teaching student work
sample(s) are showcased, and a clear relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results demonstrated the ability to
reflect on teaching and to consider improvements by applying
pedagogical theory. |
|
VII.
Candidates demonstrate ability to impact
student learning concerning an
ACEI standard (& ITASC Principle
7)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
plan instruction based their knowledge of subject
matter,
students, the
community,
ACEI and PA state standards, and curriculum
goals.
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
ACEI SPA and INTASC standards and appropriate State Content
Standards provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussions to reach curriculum goals were not
provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with ACEI SPA and INTASC standard and appropriate State
Content Standards provided, post teaching student work sample(s)
are showcased, however, no clear relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on how to use discussions to reach curriculum goals
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
ACEI SPA and INTASC standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on how to better start discussions were made. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
ACEI SPA and INTASC standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use ambiguities, problems, or student’s preconceptions to
start productive discussions were made. |
|
VIII.
Candidates demonstrate ability to impact
student learning concerning ACEI standard 4 (& INTASC
Principle 8)
by providing lesson plan and pre and post
test evidence and reflection
Candidates use
formal and informal
assessment
strategies to
ensure the
continuous
intellectual,
social and physical
development of
the learner |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of formal and informal
assessments provided, post teaching student work sample(s) are
showcased, however, no clear relationship between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are showcased,
however, only a vague relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are showcased,
and a clear relationship between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on how to use
discussion as an informal assessment and, objective exams and
project grading rubrics as a formal assessment were provided. |