|
I. Candidates demonstrate ability to impact
student learning concerning
NCTE
Standard
3.3 & 3.4
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 concerning the composing process & no evidence of
integrating reading 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 such things as the
different composing processes not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan concerning the composing process &
evidence of integrating reading 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 such things as the
different composing processes not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan concerning the composing process & evidence of
integrating reading 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 such things as the different composing
processes were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan concerning the composing process & evidence of
integrating reading 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 such things as the different composing processes
are seen. Methods for engaging students’ prior knowledge prior
to reading and methods for post-reading instruction are
considered. |
|
II. Candidates demonstrate ability to
impact student learning concerning
NCTE 2.5
(& 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 ELA
curriculum and development in culture 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 connections between ELA
curriculum and developments in culture, society and education
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
concerning ELA curriculum and development in culture 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 connections between ELA
curriculum and developments in culture, society and education
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning ELA
curriculum and development in culture 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 connections between ELA
curriculum and developments in culture, society and education
were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning ELA
curriculum and development in culture 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 provide a variety of
instructional practices concerning connections between ELA
curriculum and developments in culture, society and education
were provided and improvements were considered by applying
pedagogical theory. |
|
III.
Candidates
demonstrate ability to impact student learning concerning
NCTE Standards 4.4
(& 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
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience promoting
respect for individual differences 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
promoting respect for individual differences 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 promoting
respect for individual differences 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 promoting
respect for individual differences 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 NCTE 3.2
(& INTASC Principle 4)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
demonstrate they understand how students learn
and use a
variety of
instructional
strategies to
encourage
students’
development of
critical thinking,
problem
solving and performance skills including
considerations
of risks, costs, and benefits of alternative solutions; relating
these to the knowledge, goals and values of the students
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience integrating
other content areas into a lesson 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
integrating other content areas into a lesson 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 integrating
other content areas into a lesson 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 integrating
other content areas into a lesson 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 NCTE 4.3
(& INTASC Principle 5)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
align curriculum goals and teaching and use an
understanding
of individual and
group
motivation and behavior 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 involving
writing, speaking, & observing 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
involving writing, speaking, & observing 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 involving
writing, speaking, & observing 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 involving
writing, speaking, & observing 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
NCTE 4.6
(& 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 designed to engage students in critical analysis of
different media and communications 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 designed to engage students in critical
analysis of different media and communications 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 designed to engage students in critical analysis of
different media and communications 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 designed to engage students in critical analysis of
different media and communications 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
NCTE Standard 4.2, 4.5 (& INTASC
Principle 7)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
plan instruction
based on
knowledge of subject
matter,
students, the
community and
curriculum
goals and
involve students successfully in activities (such as
discussions).
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan that included whole-class or small-group discussion
and individual work 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 that included whole-class or small-group
discussion and individual work 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 that included whole-class or small-group discussion
and individual work 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 that included whole-class or small-group discussion
and individual work 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 NCTE Standard 4.10 (& INTASC
Principle 8)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
understand and 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. |