|
I. Candidates demonstrate ability to impact
student learning concerning
ACTFL
Standard 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
cultures, literatures, or cross disciplinary concepts 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
how the target language can provide access to many distinctive
viewpoints 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 cultures, literatures, or cross disciplinary concepts
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 how the target language can provide access to
many distinctive viewpoints not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
cultures, literatures, or cross disciplinary concepts 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
how the target language can provide access to many distinctive
viewpoints were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
cultures, literatures, or cross disciplinary concepts 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 such ideas as the target
language can provide access to many distinctive viewpoints
were provided. |
|
II. Candidates demonstrate ability to
impact student learning concerning
ACTFL
Standard 3
(& 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
language acquisition 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 provide a variety of
instructional practices addressing the needs of diverse language
learners 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 language acquisition 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 provide a variety of
instructional practices addressing the needs of diverse language
learners 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
language acquisition 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 provide a variety of
instructional practices addressing the needs of diverse language
learners were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
language acquisition 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 addressing the needs of diverse language learners were
provided and improvements were considered by applying
pedagogical theory. |
|
III.
Candidates
demonstrate ability to impact student learning concerning an
ACTFL standard 3.b
(& 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 demonstrating
differentiated 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 or description of learning experience
demonstrating differentiated 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 or description of learning experience demonstrating
differentiated 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 or description of learning experience demonstrating
differentiated 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 an ACTFL standard 4c
(& 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 using
authentic learning materials 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
using authentic learning materials 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 using
authentic learning materials 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 using
authentic learning materials 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 ACTFL standard 3.a
(& INTASC Principle 5)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
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 promoting a
supportive environment and meaningful interaction 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 a supportive environment and meaningful interaction
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 a
supportive environment and meaningful interaction 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 a
supportive environment and meaningful interaction 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. |
|
VI. Candidates demonstrate ability
to impact student learning concerning
an ACTFL
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
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
this INTASC standards and an ACTFL 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 this INTASC standard and an ACTFL 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
this INTASC standard and an ACTFL 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
this INTASC standard and an ACTFL 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
ACTFL Standard 4 (& 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.
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
ACTFL 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
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 ACTFL 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 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
ACTFL 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 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
ACTFL 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
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. |
|
VIII.
Candidates demonstrate ability to impact
student learning concerning ACTFL
Standard 5 (& 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. |