11 - 12 Schedule Formal Observations Complete Weekly Feedback Log assessments, & classroom management Complete Weekly Feedback Log Complete Formal Observation Report & Lesson Plan Rating Scale 4 – 8 & 13 - 16 Schedule Formal Observations #3 & 4 Weeks 4 & 12: Conduct video recording of teaching segment and upload to Blackboard for feedback Complete Weekly Feedback Log Complete Log of Hours & all evaluation forms Provide feedback & suggestions on lesson plans, assessments, & classroom management Complete Weekly Feedback Log, Mid-Term or Final Evaluation Rubric, InTASC Rubric, Assmt. of Dispositions, and online evaluation forms Conduct Formal Observations # 2 & 4 Complete Formal Observation Report & Lesson Plan Rating Scale, Mid-Term or Final Evaluation Rubric, InTASC Rubric, Assmt. of Dispositions, and online evaluation forms *Items in red indicate documents due to the University Supervisor. Required Forms To be turned in to the University Supervisor by End of each School Placement (for Traditional Candidates) or End of Semester (for On-the-Job Candidates)* Appendix TC: Forms to be completed by the ESL Teacher Candidate TC-1: Log of Hours TC-2: Weekly Feedback Log TC-3: Certification Form for OTJ Teacher Candidates RM-4: Lesson Plan Template Online evaluation form to be sent by email to each intern (Blackboard: Each candidate uploads one file for highest scoring lesson plan observed by US. Please combine lesson plan outline, handouts, Powerpoint slides, and supplementary materials into one file only. US will enter only highest scoring lesson plan rating scale scores on Blackboard.) Appendix MT: Forms to be completed by the Mentor Teacher MT-1: Weekly Feedback Log
9. Checked for learner comprehension 10. Used technological resources to promote learning 11. Used language proficiency assessment results to make appropriate instructional adaptations 12. Recorded/documented formative assessment of student learning Teacher Candidate___________________________________ Mentor Teacher _____________________University Supervisor ____________________ Date: ____________________________School: ________________________________ University Supervisor: Attach lesson plans and handouts to this page
Appendix MT-3: Analytic Scoring Rubric for Evaluation of ESL Teacher Candidate Mid-Term FINAL Name of ESOL Intern:__________________________________________ DATE____________________________________ Teaching Skills 1 Does Not Meet Standard 2 Approaches Standard 3 Meets Standard 4 Exceeds Standard Planning Instruction Plans a teacher-centered classroom, does not differentiate instruction, does not address standards and does not reflect on teaching. Plans activities that may not be research-based, do not differentiate instruction, or address either ESL or standards, but may not reflect on teaching or make needed adjustments. Plans research-based classroom activities with some differentiation, bases learning activities on both ESL and standards, provides scaffolding for learning, and reflects on teaching but makes few adjustments. Plans research-based instructional activities for multilevel classrooms that are supportive of linguistically and culturally diverse students, including those with special needs, bases learning activities on both ESL and content-based standards, provides a variety of scaffolding for learning, and reflects on teaching and makes necessary adjustments. Managing & implementing instruction Does not use activities that integrate language skills and content objectives AND does not use technological resources. Demonstrates a limited range of teaching activities that may address only language objectives OR does not use technological resources. Demonstrates teaching activities that integrate language skills and content objectives, and uses technology to enhance learning. Demonstrates a range of teaching activities that integrate listening, speaking, reading, and writing with content objectives, uses cooperative learning and a range of technological resource materials effectively, and provides access to the core curriculum.
Classroom Management Skills Does not show respect for all students, is unable to manage conflicts and disruptive behavior, and applies consequences inconsistently. Shows respect for all students but is frequently unable to manage conflicts and disruptive behavior and/or applies consequences inconsistently. Ensures that most students are on task, shows respect for students, but may have problems managing minor conflicts or disruptive behavior effectively or applying consequences consistently, and sets and enforces high expectations. Ensures that most or all students are on task, shows respect for students, prevents or manages conflicts and disruptive behavior, applies consequences consistently, and sets and enforces high expectations for each student. Culture Does not demonstrate knowledge about students’ cultural values. Demonstrates knowledge of students’ cultural values and beliefs but does not incorporate these values into lesson plans or instructional activities. Applies knowledge of students’ cultural values and beliefs to promote student learning but may only occasionally integrate these into lesson plans or instructional activities. Regularly integrates students’ cultural values and beliefs into lesson plans and instructional activities to tap prior knowledge and promote student learning. Classroom-based (formative) Assessment Does not conduct formative assessments or use performance-based assessment tools. Uses few formative assessment tasks and tools, or most are not performance-based, or some of these do not provide appropriate scaffolding, and/or does not analyze results to inform instruction. Designs formative assessment tasks and tools based on classroom instruction but some may not be performance-based or may not provide appropriate or sufficient scaffolding, uses results appropriately to direct instruction. Designs and administers formative, performance-based assessment tasks and tools based on classroom instruction and curriculum objectives, provides appropriate scaffolding, and uses results appropriately to direct instruction.
LEARNER AND LEARNING InTASC 1 Learner Development The candidate 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 that include the use of technology. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 1.1 The candidate applies appropriate learning theories recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. VDOE 1 Candidate displays little or no knowledge of the developmental characteristics of the age group. Candidate displays partial knowledge of the broad developmental characteristics of the age group. Candidate displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns across the cognitive, linguistic, social, emotional, and physical areas. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, the candidate displays knowledge that individual learner development varies within and across the cognitive, linguistic, social, emotional, and physical areas. 1.2 The candidate designs and implements developmentally appropriate and challenging learning experiences that include the use of technology. VDOE 2 Candidate lacks understanding how learners learn and does not seek information about developmentally appropriate learning experiences nor uses technology as an instructional tool. Candidate recognizes the value of understanding how learners learn, but their knowledge is limited or outdated. Technology is not used as an instructional tool or the technology used is not appropriate for the task or developmental Candidate’s knowledge of how learners learn is accurate and current. Candidate designs and implements technology enhanced, developmentally appropriate and challenging learning experiences for both the class as a whole Candidate demonstrates extensive and subtle understanding of how learners learn and applies this knowledge to the classroom community. The candidate implements a range of developmentally appropriate and
Technology Diversity characteristics of the age group. and individual learner. challenging learning experiences for the class as a whole, small groups, and individual learners. Appropriate technologies are used to enhance learning, collaboration, and high order thinking. InTASC 2 Learning Differences The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 2.1 Candidate creates an environment that values individual differences and diverse cultures, and communities. VDOE 1 Diversity The candidate’s plans and practice display little understanding of the relevance of individual differences to learning. The candidate provides minimal information to families about individual learners, or the communication is inappropriate to the cultures of the families. Candidate does not respond, or responds insensitively, to family or community Candidate’s plans and practice indicate some awareness of how to address individual differences to learning, although such knowledge may be inaccurate or incomplete. Candidate adheres to required school procedures for communicating with families. Responses to family concerns are minimal or may reflect occasional insensitivity to cultural norms. Candidate’s plans and practice address individual learning differences. Candidate communicates with families about learners’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns. Candidate’s plans and practice consistently exhibit a variety of ways to meet individual differences to learning. Candidate frequently provides information to families related to learner progress, with learners contributing to the design of the system. Response to family concerns is handled with professional and cultural sensitivity.
concerns about learners. 2.2 Candidate ensures inclusive learning by addressing the needs of diverse learners. VDOE 1 Diversity Candidate does not monitor learning. Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some learners. Candidate monitors the progress of the class as a whole but elicits no diagnostic information. Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for learning and achievement. Candidate monitors the progress of groups of learners in the curriculum, making use of diagnostic prompts to elicit information. Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for learners. Candidate actively and systematically gathers and uses diagnostic information from individual learners and monitors their progress, Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all learners. InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self- motivation. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 3.1 Candidate organizes and manages create and virtual environments that support individual and collaborative learning. VDOE 5 Technology College-and-Career- Ready There is little, if any, evidence of routines, procedures, or proactive actions to establish a climate for learning. Candidate recognizes the value of a learner-centered classroom but the application of these tenets are not applied in all management situations. The classroom is a learner-centered environment that is a safe and positive environment for learning. The classroom environment supports individual and collaborative learning. The classroom conveys a safe, positive, and inclusive environment that is learner-centered, supports individual and collaborative learning and meets the needs of both the group and individual learners. 3.2 Candidate encourages positive social interaction, active engagement in learning, and self- motivation. VDOE 5 The classroom is a teacher-centered environment. Activities and assignments are inappropriate for learners’ age or background. Learners are not engaged in learning. The classroom is a teacher-centered environment. Candidate attempts to accommodate learners’ questions or interests. Activities and assignments are appropriate to some learners and engage them mentally, but other learners are not engaged or The classroom is a learner-centered environment. Candidate successfully accommodates learners’ questions or interests. Activities and assignments are appropriate to learners, and learners are cognitively engaged in exploring content. Learners are self-motivated. Candidate seizes every opportunity to enhance learning, building on learner interests or a spontaneous event. All learners are cognitively engaged in the activities and assignments in their exploration of content. Learners initiate or adapt activities and projects to enhance their understanding. Comments/Goals: CONTENT KNOWLEDGE-Also see SPA Standards. College-and-Career- Ready
InTASC 4. Content Knowledge The candidate 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 accessible and meaningful for learners to ensure content mastery. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 4.1 Candidate understands the tools of inquiry and structures of the discipline (NOTE: Tools of inquiry ad structures of the discipline are content specific strategies for instruction, e.g. manipulatives in math, inquiry in science, primary sources in social studies, and personal narrative to English.) VDOE 1 In planning and practice, candidate makes content errors or does not correct errors made by learners. Candidate’s plans and practice display little understanding of the tools of inquiry and structures of the discipline. Candidate is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. Candidate’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Candidate displays solid knowledge of the important concepts in the discipline and how concepts relate to one another. Candidate’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Candidate displays extensive knowledge of the important concepts in the discipline and how concepts relate both to one another and to other disciplines. Candidate’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by learners to ensure understanding.
4.2 Candidate creates learning experiences that make content accessible and meaningful for learners to ensure content mastery. VDOE 3 Diversity The candidate conveys a negative attitude toward the content or does not make the content meaningful for learners. The candidate accepts responsibility for the content mastery but uses only a limited repertoire of content specific instructional strategies. The candidate creates meaningful learning experiences, accepts responsibility for the success of all learners, and makes content accessible for learners to ensure content mastery. The candidate creates authentic learning experiences that make content accessible and meaningful for all learners to ensure content mastery. Learners demonstrate, through their active participation, curiosity, and initiative that demonstrate they value the importance of the content. InTASC 5. Content Application The candidate understands how to connect concepts and use different perspectives and digital resources to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 5.1 Candidate connects concepts and uses different perspectives and digital resources to engage learners in critical thinking, creativity, and collaborative problem solving. VDOE 2 Candidate does not connect concepts, address different perspectives or digital resources to engage learners in higher-level learning. Candidate connect concepts, addresses different perspectives or digital resources to engage learners but at a basic level of learning and recall. Candidate connects concepts, addresses different perspectives and digital resources to engage learners higher-level learning in at least one of these higher –order skills: critical thinking, creativity, and collaborative problem solving. Candidate creates multi-disciplinary and a range of multiple perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.
VDOE 4 Technology teacher and learner decision making. methodologies have been adapted for individual learners, and guide teacher and learner decision making. 6.2 Candidate uses formative assessment to monitor and adjust instruction and to guide the learner decision making. VDOE 4 Candidate does not incorporate formative assessment in the lesson or unit. The candidate’s approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes and does not involve the learner in decision making. The candidate’s approach to using formative assessment to monitor and adjust instruction and includes a process where the learner, as well as teacher, uses information from the assessments. Candidate has a formative assessment plan that uses formative assessment to monitor and adjust instruction. The Teacher Candidate has designed particular approaches to be used and actively involved the learner in decision making. InTASC 7. Planning for Instruction The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Performance 1 2 3 4 Evidence/Comments
Does Not Meet Standard Approaching Standard Meets Standard Exceeds Standards 7.1 Candidate plans instruction to support every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology, content areas, curriculum, skills, and pedagogy. (NOTE: Planning must include evidence of use of Virginia's Standards of Learning and College- and standards, and technology) VDOE 2 Technology Outcomes represent low expectations for learners and lack of rigor. Lesson plans do not reflect important learning in the discipline or a connection to a sequence of learning or effective pedagogy. Outcomes represent limited levels of expectations and rigor. Some plans reflect important learning in the discipline and at least some connection to a sequence of learning drawing upon knowledge of several of the following areas: digital age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy, but the application is ineffective at increasing learning. Outcomes represent high expectations and rigor and important learning in the discipline. Plans exhibit a sequence of learning with strong connections to digital age technology, content areas, curriculum, skills, and pedagogy. Instruction is effective at increasing learning. All outcomes represent high expectations and rigor and important learning across disciplines. Plans connect to a consistent sequence of learning. There is a strong connection to digital-age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy. Instruction is effective at increasing learning for all learners. 7.2 Candidates effectively plans instruction based on knowledge of learners and the community context. VDOE 2 Candidate lessons do not reflect an understanding of learners, how they learn, and the context of the community. Candidate lessons reflect a basic understanding of the learners, how they learn, and the context of the community, but the lesson addresses only a Candidate lessons reflect an understanding of their learners, how they learn, and the context of the specific communities Candidate lessons reflect a deep understanding of their learners, how they learn, and the context of the specific communities represented in the
Diversity limited knowledge of specific learners and their community. represented in the classroom. classroom. Lessons are tailored to represent the context and needs of learners and their communities. InTASC 8. Instructional Strategies The candidate 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 contemporary meaningful ways. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 8.1 The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections. VDOE 3 Candidate displays little or no understanding of the range of pedagogical approaches suitable to address the specific learning needs related to the content. Candidate’s uses a limited range of instructional strategies or pedagogical approaches that are not suitable to the discipline or to the learners. Candidate’s applies a range of effective pedagogical approaches in the discipline that encourage learners to develop deep understanding of content areas and their connections. Candidate’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, The candidate encourages learners to develop deep understanding of content areas and anticipate learner misconceptions. 8. 2 Candidates build skills to apply knowledge in contemporary meaningful ways. (NOTE: “Contemporary meaningful ways” is evidenced in making Candidate does not apply pedagogical content knowledge in contemporary or meaningful ways. Candidate uses knowledge of instruction in ways that are outdated or ineffective. Candidate applies knowledge of appropriate content instruction in contemporary meaningful ways. Candidate uses contemporary knowledge of appropriate instruction across a range of content areas to make learning meaningful.
VDOE 6 development activities to enhance knowledge or skill. activities to a limited extent when they are convenient or required by others. professional development to enhance content knowledge and pedagogical skill. development that addresses personal goals and a systematic approach to continual learning. 9.2 Candidate uses evidence to continually evaluate his or her practice, particularly the effects of teacher choices and actions on others (learners, families, other professionals, and the community). VDOE 6 Diversity Candidate has no suggestions for how a lesson could be improved if taught again. Candidate makes general suggestions about how a lesson could be improved but does not address how their choices and actions affect others. The candidate evaluates his/her practice and identifies revisions to the lesson for future use. Evaluation includes reflecting upon how the learners, families, other professionals, and the community affect teacher choices and actions. The candidate evaluates his/her practice and identifies specific revisions to the lesson for future use. Evaluation draws upon an extensive repertoire of skills. The candidate offers specific alternative actions that include the probable success of different courses of action and how the actions affect learners, families, other professionals, and the community. 9.3 Candidate adapts practice to meet the needs of each learner in an ethical and responsible manner. VDOE 6 Candidate is not honest in interactions with colleagues, learners, and the public. Candidate is honest in interactions with colleagues, and classroom instruction. Candidate displays high standards of honesty, integrity, and confidentiality in instructional planning and interactions with colleagues, learners, and the public. Candidate consistently exhibits the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues to uphold ethical practices. InTASC 10. Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues, other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession.
Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 10.1 Candidates seeks appropriate leadership roles and opportunities to take responsibility for learning. VDOE 6 Candidate engages in no professional development activities to enhance knowledge or skill. Candidate participates in leadership activities to a limited extent when they are convenient. Instructional leadership may or may not be focused on learning. Candidate accepts leadership roles that enhance learning and focus on meeting learner needs. Candidate seeks out opportunities for leadership roles that enhance content knowledge and pedagogical skill and focus on meeting learning needs. 10. 2 Candidate collaborates with learners, families, colleagues, other school professionals, and community members (using digital tools and resources) to ensure learner growth and to advance the profession. VDOE 6 Technology Diversity Candidate’s relationships with colleagues, families, school professionals and the learner are negative or Candidate maintains relationships with colleagues and the community to fulfill responsibilities required by the school or district. The candidate uses digital tools and resources to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession. The candidate takes initiative and collaborates with learners, families, colleagues, other school professionals, and the community. Candidate takes leadership among faculty to support the use of digital tools and resources to ensure learner growth and to advance the profession.
2. The candidate used digital tools to obtain feedback and to collaborate in ways that allow for reflection on educational topics to improve teaching and learning. (Suggested evidence for documenting the use of digital tools for feedback, collaboration, and reflection to improve teaching and learning includes: examples of evaluation feedback using video reflection tools, online evaluation discussions with university supervisor or mentor teacher, lesson feedback from instructors, mentor, supervisors, and/or mentors.) The candidate did not use digital technology to reflect on feedback to improve teaching and learning, nor to collaborate on educational topics to improve teaching and learning. The candidate may or may not have used digital technology to reflect on feedback. Evidence may or may not have included collaboration on educational topics to improve teaching and learning. The candidate used digital technology to reflect on feedback and collaborated on educational topics to improve teaching and learning. The candidate used digital technologies to related to feedback and collaborated to strategically improve teaching and learning.
VDOE 2 Digital Leadership Candidates model safe and ethical practices for their students. Technology College-and-Career-Ready VDOE Performance Standards 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments Candidates provide evidence on meeting the standards prior to final evaluation conference. 3. The candidate promoted safe and ethical behavior with students through collaborative online experiences, including the development of an understanding of the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources. (Suggested evidence for the identification of candidate’s promotion of safe and ethical behavior with students includes: examples of lessons on safe and ethical behaviors (cyberbullying, internet safety, etc.), completion of safe technology use training, example of ways candidate protects privacy and security of student information and data during the internship (photo releases, changing names in online posts.) The candidate did not take purposeful actions to promote safe and ethical behavior with students through collaborative online experiences. The candidate did not effectively use digital communication and collaboration tools and resources. The candidate took actions to promote safe and ethical behavior with students through collaborative experiences, but actions were not consistently observed. The technology used was often ineffective or not well aligned to digital safety and security best practices. The candidate taught safe and ethical behavior to students through collaborative online experiences. The candidate applies strategies to protect the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources. The candidate taught safe and ethical behavior to students through collaborative online experiences. The candidate consistently applies strategies to protect the rights and obligations of student privacy and security when collecting and using student data and selecting a variety of digital content, tools, and resources in all technology tasks.
4. The candidate modeled the use of technology to communicate, created appropriate digital content, (including tools and resources that meet local, state and/or federal policies), collaborated, and solved problems. (Suggested evidence for the identification of candidate’s use of technology to communicate, create appropriate digital content, collaborated, and solve problems includes: the use of virtual field trips, blogs, teaching students to use digital tools to support content mastery (web sites, online educational gaming and assessments, technology student presentations, access to outside experts using email/video conferencing, etc.) The candidate did not use available technology to communicate, create appropriate digital content, (including tools and resources that meet local, state and/or federal policies). There is no evidence of collaboration or problem solving. The candidate occasionally used available technology to make responsible instructional in knowledge of digital safety and security best practices—that pertain to various digital communication and collaboration tools and methods. The candidate used available technology to make responsible instructional in knowledge of digital safety and security best practices—that pertain to various digital communication and collaboration tools and methods. The candidate effectively used available and appropriate technology, as well as additional technology to make purposeful instructional decisions. The candidate consistently used digital communication and collaboration tools and methods in their own classroom to enhance student learning. 5. The candidate cultivated and managed his/her digital identity and reputation and displayed awareness of the permanence of his/her actions in the digital world. (Suggested evidence of a candidate’s awareness of his/her digital identity and reputation, and the permanence of The candidate made multiple choices (personal and instructional) that were evidence he/she was unaware of the permanence of his/her actions in the digital world. The candidate made personal and instructional decisions that were evidence he/she was unaware of the permanence of The candidate made appropriate personal and instructional decisions that were evidence he/she was clearly aware of the permanence of his/her actions in the digital world. The candidate made appropriate personal and instructional decisions that were evidence he/she was clearly aware of the permanence of his/her actions in the digital world. The candidate extends instruction and
his/her actions in the digital world includes: a candidate’s reflection of how he/she handle the digital identity and reputation, including the permanence of his/her actions, examples of lessons or activities about appropriate online behaviors to their students, etc.) his/her actions in the digital world. models for students the permanence of the students’ actions in the digital world. VDOE 3 Learning Facilitator Candidates support student learning by harnessing the power of technology. Technology Diversity College-and-Career-Ready 6. The candidate assisted students in selecting and using appropriate and available digital tools for learning, creating, problem solving, and communicating. (Suggested evidence of a candidate’s ability to assist students in selecting appropriate tools includes: lesson plans, learning stations, simulations, and/or examples of student work on problem-solving activities, and communication activities that include written, oral, or presentation skills.) The candidate did not teach students to use available digital tools to enhance thinking skills, problem solving, and decision-making, communication, and presentation within the curriculum. The candidate occasionally taught students to use available digital tools to enhance thinking skills, problem solving, decision making, and communication skills. The candidate assisted students in selecting and using appropriate and available digital tools for learning, creating, problem solving, and communicating. The candidate consistently and purposefully taught student to use effective and appropriate digital tools to enhance thinking skills, authentic problem solving, decision making and communicating.
7. The candidate incorporated learning strategies that used technology to accommodate learner variability, personalize learning, and engender student choice, self-direction and goal setting, including the use of data to effectively respond to students’ needs and communicate findings to various stakeholders. (Suggested evidence of a candidate’s ability to use technology tools and learning/assessment strategies to communicate findings to stakeholders includes: lesson plans that integrate technology to make accommodations to meet student needs, evidence of data collection and review that uses technology, emails, virtual meetings that communicate data findings to stakeholders, assessment tasks/assignments that use technology to communicate results, etc.) The candidate did not use available technology as a tool for adapting instruction to meet the needs of learners in a variety of educational settings. The candidate did not provide opportunities for learners to use available and appropriate technologies. The candidate used available technology as a tool for instruction but did not adapt instruction to meet the needs of learners. The candidate did not provide opportunities for learners to use available and appropriate technologies based to meet learner needs. The candidate used available data to purposefully use available and appropriate technology to adapt instruction to meet the needs the learners, including engendering student choice, and goal setting and communicated student needs to various stakeholders. The candidate took the initiative to seek out additional appropriate technology to adapt instruction to meet the needs of all learners, including engendering student choice, and goal setting. The candidate effectively and consistently communicated student needs to various stakeholders. 8. The candidate used a variety of formative and summative assessments that leveraged the power of technology to provide immediate and specific feedback, and offer alternative learning paths to students including competency-based approaches. The candidate did not use formative and summative assessments, to meet the needs of students and stakeholders. The candidate used formative or summative assessments and used quantitative or qualitative data to meet the needs of students and stakeholders. The candidate used both formative and summative assessments gathered both quantitative and qualitative data to meet the needs of students and stakeholders. Technology-assisted feedback was The candidate used a variety of effective formative and summative assessments, assessed using both quantitative and qualitative data techniques, to meet specific needs of a range of students and stakeholders. feedback was provided and multiple self- direction
10. The candidate demonstrated the ability to troubleshoot typical classroom technologies. (Suggested evidence of a candidate’s ability to demonstrate the ability to troubleshoot typical classroom technologies includes: reflections/journal/post-observation discussion notes about troubleshooting skills, lesson plans/activities where basic troubleshooting skills are taught to students, mentor verification that this standard was met, etc.) The candidate could not perform basic computing operations or troubleshoot classroom technology issues. The candidate could perform only very basic computing operations. The candidate was able to troubleshoot basic classroom technology issues. The candidate could perform basic computing operations and troubleshoot classroom technology issues. The candidate solved a range of technology issues and created a variety of technology-supported activities to help learners troubleshoot issues. The candidate could easily perform computing operations and troubleshoot a wide-range of classroom technology issues. SIGNATURE PAGE Signature below indicates participation in the assessment process: SIGNATURES: ______________________________________ _____________________________________ ______________________________________ Candidate Date Mentor Teacher Date University Supervisor Date Summary Comments (optional): If used for mid-point evaluation, use this space for goal setting for the remainder of the placement:
Appendix US-3: Analytic Scoring Rubric for Evaluation of ESL Teacher Candidate Mid-Term FINAL Name of ESOL Intern:__________________________________________ DATE____________________________________ Teaching Skills 1 Does Not Meet Standard 2 Approaches Standard 3 Meets Standard 4 Exceeds Standard Planning Instruction Plans a teacher-centered classroom, does not differentiate instruction, does not address standards and does not reflect on teaching. Plans activities that may not be research-based, do not differentiate instruction, or address either ESL or content-based standards, but may not reflect on teaching or make needed adjustments. Plans research-based classroom activities with some differentiation, bases learning activities on both ESL and content-based standards, provides scaffolding for learning, and reflects on teaching but makes few adjustments. Plans research-based instructional activities for multilevel classrooms that are supportive of linguistically and culturally diverse students, including those with special needs, bases learning activities on both ESL and content-based standards, provides a variety of scaffolding for learning, and reflects on teaching and makes necessary adjustments. Managing & implementing instruction Does not use activities that integrate language skills and content objectives AND does not use technological resources. Demonstrates a limited range of teaching activities that may address only language objectives OR does not use technological resources. Demonstrates teaching activities that integrate language skills and content objectives, and uses technology to enhance learning. Demonstrates a range of teaching activities that integrate listening, speaking, reading, and writing with content objectives, uses cooperative learning and a range of technological resource materials effectively, and provides access to the core curriculum. Classroom Management Skills Does not show respect for all students, is unable to manage conflicts and disruptive behavior, and applies consequences inconsistently. Shows respect for all students but is frequently unable to manage conflicts and disruptive behavior and/or applies consequences inconsistently. Ensures that most students are on task, shows respect for students, but may have problems managing minor conflicts or disruptive behavior effectively or applying consequences consistently, and sets and enforces high expectations. Ensures that most or all students are on task, shows respect for students, prevents or manages conflicts and disruptive behavior, applies consequences consistently, and sets and enforces high expectations for each student.
Please indicate consensus scores between the Mentor teacher and University Supervisor on performance status of the Teacher candidate at mid- and Name of Intern: __ School:_________________________________Date_________________ Scoring Category Score No half-points allowed (e.g., 3.5) 1. Planning Instruction 2. Managing & Implementing Instruction 3. Classroom Management Skills 4. Culture 5. Classroom-Based Assessment 6. Professionalism TOTAL SCORE Performance Status: Satisfactory Unsatisfactory Teacher candidates need to meet or exceed each standard in order to receive a passing grade on the Internship. 18 points = Meets Standard 19 – 24 points = Exceeds Standard
1.2 The candidate designs and implements developmentally appropriate and challenging learning experiences that include the use of technology. VDOE 2 Technology Diversity Candidate lacks understanding how learners learn and does not seek information about developmentally appropriate learning experiences nor uses technology as an instructional tool. Candidate recognizes the value of understanding how learners learn, but their knowledge is limited or outdated. Technology is not used as an instructional tool or the technology used is not appropriate for the task or developmental characteristics of the age group. Candidate’s knowledge of how learners learn is accurate and current. Candidate designs and implements technology enhanced, developmentally appropriate and challenging learning experiences for both the class as a whole and individual learner. Candidate demonstrates extensive and subtle understanding of how learners learn and applies this knowledge to the classroom community. The candidate implements a range of developmentally appropriate and challenging learning experiences for the class as a whole, small groups, and individual learners. Appropriate technologies are used to enhance learning, collaboration, and high order thinking. InTASC 2 Learning Differences The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 2.1 Candidate creates an environment that values individual differences and diverse cultures, and communities. VDOE 1 The candidate’s plans and practice display little understanding of the relevance of individual differences to learning. The Candidate’s plans and practice indicate some awareness of how to address individual differences to learning, although such knowledge may Candidate’s plans and practice address individual learning differences. Candidate communicates with families about learners’ progress on Candidate’s plans and practice consistently exhibit a variety of ways to meet individual differences to learning. Candidate frequently provides
Diversity candidate provides minimal information to families about individual learners, or the communication is inappropriate to the cultures of the families. Candidate does not respond, or responds insensitively, to family or community concerns about learners. be inaccurate or incomplete. Candidate adheres to required school procedures for communicating with families. Responses to family concerns are minimal or may reflect occasional insensitivity to cultural norms. a regular basis, respecting cultural norms, and is available as needed to respond to family concerns. information to families related to learner progress, with learners contributing to the design of the system. Response to family concerns is handled with professional and cultural sensitivity. 2.2 Candidate ensures inclusive learning by addressing the needs of diverse learners. VDOE 1 Diversity Candidate does not monitor learning. Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some learners. Candidate monitors the progress of the class as a whole but elicits no diagnostic information. Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for learning and achievement. Candidate monitors the progress of groups of learners in the curriculum, making use of diagnostic prompts to elicit information. Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for learners. Candidate actively and systematically gathers and uses diagnostic information from individual learners and monitors their progress, Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all learners.
InTASC 3. Learning Environments The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and motivation. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 3.1 Candidate organizes and manages create and virtual environments that support individual and collaborative learning. VDOE 5 Technology There is little, if any, evidence of routines, procedures, or proactive actions to establish a climate for learning. Candidate recognizes the value of a learner-centered classroom but the application of these tenets are not applied in all management situations. The classroom is a learner-centered environment that is a safe and positive environment for learning. The classroom environment supports individual and collaborative learning. The classroom conveys a safe, positive, and inclusive environment that is learner-centered, supports individual and collaborative learning and meets the needs of both the group and individual learners. 3.2 Candidate encourages positive social interaction, active engagement in The classroom is a teacher-centered environment. Activities and assignments are The classroom is a teacher-centered environment. Candidate attempts to accommodate The classroom is a learner-centered environment. Candidate successfully Candidate seizes every opportunity to enhance learning, building on learner
learning, and self- motivation. VDOE 5 inappropriate for learners’ age or background. Learners are not engaged in learning. learners’ questions or interests. Activities and assignments are appropriate to some learners and engage them mentally, but other learners are not engaged or accommodates learners’ questions or interests. Activities and assignments are appropriate to learners, and learners are cognitively engaged in exploring content. Learners are self-motivated. interests or a spontaneous event. All learners are cognitively engaged in the activities and assignments in their exploration of content. Learners initiate or adapt activities and projects to enhance their understanding. Comments/Goals: CONTENT KNOWLEDGE-Also see SPA Standards. InTASC 4. Content Knowledge The candidate 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 accessible and meaningful for learners to ensure content mastery. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 4.1 Candidate understands the tools of inquiry and structures of the discipline (NOTE: Tools of inquiry ad structures of the discipline are content specific strategies for instruction, e.g. manipulatives in math, inquiry in science, primary sources in social studies, and personal narrative to English.) In planning and practice, candidate makes content errors or does not correct errors made by learners. Candidate’s plans and practice display little understanding of the tools of inquiry and structures of the discipline. Candidate is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. Candidate’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Candidate displays solid knowledge of the important concepts in the discipline and how concepts relate to one another. Candidate’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Candidate displays extensive knowledge of the important concepts in the discipline and how concepts relate both to one another and to other disciplines. Candidate’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by learners
VDOE 1 to ensure understanding. 4.2 Candidate creates learning experiences that make content accessible and meaningful for learners to ensure content mastery. VDOE 3 Diversity The candidate conveys a negative attitude toward the content or does not make the content meaningful for learners. The candidate accepts responsibility for the content mastery but uses only a limited repertoire of content specific instructional strategies. The candidate creates meaningful learning experiences, accepts responsibility for the success of all learners, and makes content accessible for learners to ensure content mastery. The candidate creates authentic learning experiences that make content accessible and meaningful for all learners to ensure content mastery. Learners demonstrate, through their active participation, curiosity, and initiative that demonstrate they value the importance of the content. InTASC 5. Content Application The candidate understands how to connect concepts and use different perspectives and digital resources to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 5.1 Candidate connects concepts and uses different perspectives and digital resources to engage learners in critical thinking, creativity, and collaborative problem solving. Candidate does not connect concepts, address different perspectives or digital resources to engage learners in higher-level learning. Candidate connect concepts, addresses different perspectives or digital resources to engage learners but at a basic level of learning and recall. Candidate connects concepts, addresses different perspectives and digital resources to engage learners higher-level learning in at least one of these higher –order skills: critical thinking, creativity, Candidate creates multi-disciplinary and a range of multiple perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.
VDOE 2 and collaborative problem solving. 5.2 Candidate plans rigorous, sequenced instruction related to authentic local and global issues. VDOE 5 Diversity Outcomes represent low expectations for learners and lack of rigor. Lesson plans do not reflect a sequence of learning and have no connection to authentic local and global issues. Outcomes represent moderately high expectations and rigor. Some plans reflect important learning in the discipline and at least some connection to a sequence of learning but have little connection to authentic local and global issues. Outcomes represent high expectations and rigor and important learning in the discipline. Plans exhibit a sequence of learning with connection to authentic local and global issues. All outcomes represent high expectations and rigor and important learning in the discipline. Plans connect to a consistent sequence of learning both in the discipline and in related disciplines. Connection to authentic local and global issues is consistently found in lessons. Comments/Goals: INSTRUCTIONAL PRACTICES InTASC 6. Assessment The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide teacher and learner decision making. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 6.1 Candidate uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide Assessment procedures are not congruent with instructional outcomes. Some instructional outcomes are assessed through the planned lesson, but many are not. All the instructional outcomes are assessed through multiple methods of assessment. Assessment methodologies monitor learner progress, and guide The candidate’s approach to assessment is fully aligned with the instructional outcomes for both content and process are assessed through multiple methods.
teacher and learner decision making. VDOE 4 Technology teacher and learner decision making. Assessment methodologies have been adapted for individual learners, and guide teacher and learner decision making. 6.2 Candidate uses formative assessment to monitor and adjust instruction and to guide the learner decision making. VDOE 4 Candidate does not incorporate formative assessment in the lesson or unit. The candidate’s approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes and does not involve the learner in decision making. The candidate’s approach to using formative assessment to monitor and adjust instruction and includes a process where the learner, as well as teacher, uses information from the assessments. Candidate has a formative assessment plan that uses formative assessment to monitor and adjust instruction. The Teacher Candidate has designed particular approaches to be used and actively involved the learner in decision making. InTASC 7. Planning for Instruction
The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 7.1 Candidate plans instruction to support every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology, content areas, curriculum, skills, and pedagogy. (NOTE: Planning must include evidence of use of Virginia's Standards of Learning and College- and standards, and technology) VDOE 2 Technology Outcomes represent low expectations for learners and lack of rigor. Lesson plans do not reflect important learning in the discipline or a connection to a sequence of learning or effective pedagogy. Outcomes represent limited levels of expectations and rigor. Some plans reflect important learning in the discipline and at least some connection to a sequence of learning drawing upon knowledge of several of the following areas: digital age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy, but the application is ineffective at increasing learning. Outcomes represent high expectations and rigor and important learning in the discipline. Plans exhibit a sequence of learning with strong connections to digital age technology, content areas, curriculum, skills, and pedagogy. Instruction is effective at increasing learning. All outcomes represent high expectations and rigor and important learning across disciplines. Plans connect to a consistent sequence of learning. There is a strong connection to digital-age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy. Instruction is effective at increasing learning for all learners. 7.2 Candidates effectively plans instruction based on knowledge of learners and the community context. Candidate lessons do not reflect an understanding of learners, how they learn, and the context of the community. Candidate lessons reflect a basic understanding of the learners, how they learn, and the context of the community, Candidate lessons reflect an understanding of their learners, how they learn, and the context of the Candidate lessons reflect a deep understanding of their learners, how they learn, and the context of the
VDOE 2 Diversity but the lesson addresses only a limited knowledge of specific learners and their community. specific communities represented in the classroom. specific communities represented in the classroom. Lessons are tailored to represent the context and needs of learners and their communities. InTASC 8. Instructional Strategies The candidate 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 contemporary meaningful ways. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 8.1 The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections. VDOE 3 Candidate displays little or no understanding of the range of pedagogical approaches suitable to address the specific learning needs related to the content. Candidate’s uses a limited range of instructional strategies or pedagogical approaches that are not suitable to the discipline or to the learners. Candidate’s applies a wide range of effective pedagogical approaches in the discipline that encourage learners to develop deep understanding of content areas and their connections. Candidate’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, The candidate encourages learners to develop deep understanding of content areas and anticipate learner misconceptions. 8. 2 Candidates build skills to apply knowledge in contemporary meaningful ways. (NOTE: “Contemporary Candidate does not apply pedagogical content knowledge in contemporary or meaningful ways. Candidate uses knowledge of instruction in ways that are outdated or ineffective. Candidate applies knowledge of appropriate content instruction in contemporary meaningful ways. Candidate uses contemporary knowledge of appropriate instruction across a range of content
9.1 Candidate engages in ongoing professional learning. VDOE 6 The candidate engages in no professional development activities to enhance knowledge or skill. The candidate participates in professional activities to a limited extent when they are convenient or required by others. The candidate engages in ongoing opportunities for professional development to enhance content knowledge and pedagogical skill. The candidate seeks out opportunities for professional development that addresses personal goals and a systematic approach to continual learning. 9.2 Candidate uses evidence to continually evaluate his or her practice, particularly the effects of teacher choices and actions on others (learners, families, other professionals, and the community). VDOE 6 Diversity Candidate has no suggestions for how a lesson could be improved if taught again. Candidate makes general suggestions about how a lesson could be improved but does not address how their choices and actions affect others. The candidate evaluates his/her practice and identifies revisions to the lesson for future use. Evaluation includes reflecting upon how the learners, families, other professionals, and the community affect teacher choices and actions. The candidate evaluates his/her practice and identifies specific revisions to the lesson for future use. Evaluation draws upon an extensive repertoire of skills. The candidate offers specific alternative actions that include the probable success of different courses of action and how the actions affect learners, families, other professionals, and the community. 9.3 Candidate adapts practice to meet the needs of each learner in an ethical and responsible manner. VDOE 6 Candidate is not honest in interactions with colleagues, learners, and the public. Candidate is honest in interactions with colleagues, and classroom instruction. Candidate displays high standards of honesty, integrity, and confidentiality in instructional planning and interactions with colleagues, learners, and the public. Candidate consistently exhibits the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues to uphold ethical practices.
InTASC 10. Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues, other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 10.1 Candidates seeks appropriate leadership roles and opportunities to take responsibility for learning. VDOE 6 Candidate engages in no professional development activities to enhance knowledge or skill. Candidate participates in leadership activities to a limited extent when they are convenient. Instructional leadership may or may not be focused on learning. Candidate accepts leadership roles that enhance learning and focus on meeting learner needs. Candidate seeks out opportunities for leadership roles that enhance content knowledge and pedagogical skill and focus on meeting learning needs. 10. 2 Candidate collaborates with learners, families, colleagues, other school professionals, and community members (using digital tools and resources) to ensure learner growth and to Candidate’s relationships with colleagues, families, school professionals and the learner are negative or Candidate maintains relationships with colleagues and the community to fulfill responsibilities required by the school or district. The candidate uses digital tools and resources to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to The candidate takes initiative and collaborates with learners, families, colleagues, other school professionals, and the community. Candidate takes leadership among faculty to support the
Technology Candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice. Candidates effectively use available technologies to provide opportunities for all learners to use technology in a purposeful and developmentally appropriate way. VDOE 1 Lifelong Learner Candidates engage in ongoing professional learning related to content, pedagogy, and technology. Technology College-and-Career-Ready VDOE Performance Standards 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments Candidates provide evidence on meeting the standards prior to final evaluation conference. 1. Candidate engaged in ongoing professional growth related to the use of innovative instructional strategies that integrate digital technologies. (Suggested evidence for documenting the identification of candidate’s effort at professional learning to improve instruction using digital technologies includes: workshops, webinars, web searches to improve technology integration with content knowledge for a unit/lesson, one-to-one coaching with technology specialists or peers AND how the new knowledge was used to improve instruction.) The candidate did not attend or pursue professional learning unless it was required. If the candidate did engage in professional learning, the selection of learning experiences was not well aligned nor related to content, pedagogy and technology. The candidates attended or pursued professional learning only when required. When the candidate engaged in professional learning, the selection of learning experiences was related to content or pedagogy and/or technology including a The candidate planned for purposeful professional learning that fill learning gaps related to content and explored innovative pedagogy and technology This included organized or informal professional development opportunities, that resulted in the use of digital tools to The candidate sought out purposeful professional learning that filled specific learning gaps related to classroom content and explored innovative pedagogy and technology. This included organized, division-sponsored professional development opportunities, university workshops, through informal learning opportunities at the placement school and used digital tools to collaborate with a global learning community on educational
minimal use of digital tools. collaborate improve instruction. topics and learning opportunities. 2. The candidate used digital tools to obtain feedback and to collaborate in ways that allow for reflection on educational topics to improve teaching and learning. (Suggested evidence for documenting the use of digital tools for feedback, collaboration, and reflection to improve teaching and learning includes: examples of evaluation feedback using video reflection tools, online evaluation discussions with university supervisor or mentor teacher, lesson feedback from instructors, mentor, supervisors, and/or mentors.) The candidate did not use digital technology to reflect on feedback to improve teaching and learning, nor to collaborate on educational topics to improve teaching and learning. The candidate may or may not have used digital technology to reflect on feedback. Evidence may or may not have included collaboration on educational topics to improve teaching and learning. The candidate used digital technology to reflect on feedback and collaborated on educational topics to improve teaching and learning. The candidate used digital technologies to related to feedback and collaborated to strategically improve teaching and learning.
VDOE 2 Digital Leadership Candidates model safe and ethical practices for their students. Technology College-and-Career-Ready VDOE Performance Standards 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments Candidates provide evidence on meeting the standards prior to final evaluation conference. 3. The candidate promoted safe and ethical behavior with students through collaborative online experiences, including the development of an understanding of the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources. (Suggested evidence for the identification of candidate’s promotion of safe and ethical behavior with students includes: examples of lessons on safe and ethical behaviors (cyberbullying, internet safety, etc.), completion of safe technology use training, example of ways candidate protects privacy and security of student information and data during the internship (photo releases, changing names in online posts.) The candidate did not take purposeful actions to promote safe and ethical behavior with students through collaborative online experiences. The candidate did not effectively use digital communication and collaboration tools and resources. The candidate took actions to promote safe and ethical behavior with students through collaborative experiences, but actions were not consistently observed. The technology used was often ineffective or not well aligned to digital safety and security best practices. The candidate taught safe and ethical behavior to students through collaborative online experiences. The candidate applies strategies to protect the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources. The candidate taught safe and ethical behavior to students through collaborative online experiences. The candidate consistently applies strategies to protect the rights and obligations of student privacy and security when collecting and using student data and selecting a variety of digital content, tools, and resources in all technology tasks.
his/her actions in the digital world includes: a candidate’s reflection of how he/she handle the digital identity and reputation, including the permanence of his/her actions, examples of lessons or activities about appropriate online behaviors to their students, etc.) his/her actions in the digital world. models for students the permanence of the students’ actions in the digital world. VDOE 3 Learning Facilitator Candidates support student learning by harnessing the power of technology. Technology Diversity College-and-Career-Ready 6. The candidate assisted students in selecting and using appropriate and available digital tools for learning, creating, problem solving, and communicating. (Suggested evidence of a candidate’s ability to assist students in selecting appropriate tools includes: lesson plans, learning stations, simulations, and/or examples of student work on problem-solving activities, and communication activities that include written, oral, or presentation skills.) The candidate did not teach students to use available digital tools to enhance thinking skills, problem solving, and decision-making, communication, and presentation within the curriculum. The candidate occasionally taught students to use available digital tools to enhance thinking skills, problem solving, decision making, and communication skills. The candidate assisted students in selecting and using appropriate and available digital tools for learning, creating, problem solving, and communicating. The candidate consistently and purposefully taught student to use effective and appropriate digital tools to enhance thinking skills, authentic problem solving, decision making and communicating.
7. The candidate incorporated learning strategies that used technology to accommodate learner variability, personalize learning, and engender student choice, self-direction and goal setting, including the use of data to effectively respond to students’ needs and communicate findings to various stakeholders. (Suggested evidence of a candidate’s ability to use technology tools and learning/assessment strategies to communicate findings to stakeholders includes: lesson plans that integrate technology to make accommodations to meet student needs, evidence of data collection and review that uses technology, emails, virtual meetings that communicate data findings to stakeholders, assessment tasks/assignments that use technology to communicate results, etc.) The candidate did not use available technology as a tool for adapting instruction to meet the needs of learners in a variety of educational settings. The candidate did not provide opportunities for learners to use available and appropriate technologies. The candidate used available technology as a tool for instruction but did not adapt instruction to meet the needs of learners. The candidate did not provide opportunities for learners to use available and appropriate technologies based to meet learner needs. The candidate used available data to purposefully use available and appropriate technology to adapt instruction to meet the needs the learners, including engendering student choice, and goal setting and communicated student needs to various stakeholders. The candidate took the initiative to seek out additional appropriate technology to adapt instruction to meet the needs of all learners, including engendering student choice, and goal setting. The candidate effectively and consistently communicated student needs to various stakeholders. 8. The candidate used a variety of formative and summative assessments that leveraged the power of technology to provide immediate and specific feedback, and offer alternative learning paths to students including competency-based approaches. The candidate did not use formative and summative assessments, to meet the needs of students and stakeholders. The candidate used formative or summative assessments and used quantitative or qualitative data to meet the needs of students and stakeholders. The candidate used both formative and summative assessments gathered both quantitative and qualitative data to meet the needs of students and stakeholders. Technology-assisted feedback was The candidate used a variety of effective formative and summative assessments, assessed using both quantitative and qualitative data techniques, to meet specific needs of a range of students and stakeholders. feedback was provided and multiple
10. The candidate demonstrated the ability to troubleshoot typical classroom technologies. (Suggested evidence of a candidate’s ability to demonstrate the ability to troubleshoot typical classroom technologies includes: reflections/journal/post-observation discussion notes about troubleshooting skills, lesson plans/activities where basic troubleshooting skills are taught to students, mentor verification that this standard was met, etc.) The candidate could not perform basic computing operations or troubleshoot classroom technology issues. The candidate could perform only very basic computing operations. The candidate was able to troubleshoot basic classroom technology issues. The candidate could perform basic computing operations and troubleshoot classroom technology issues. The candidate solved a range of technology issues and created a variety of technology-supported activities to help learners troubleshoot issues. The candidate could easily perform computing operations and troubleshoot a wide-range of classroom technology issues. SIGNATURE PAGE Signature below indicates participation in the assessment process: SIGNATURES: ______________________________________ _____________________________________ ______________________________________ Candidate Date Mentor Teacher Date University Supervisor Date Summary Comments (optional): If used for mid-point evaluation, use this space for goal setting for the remainder of the placement:
Rating Guidelines: 4-Consistently Evident- Consistently Evident is a rating for candidates who exhibit behaviors beyond the expectations of candidates at this point in their programs. Observers see candidates demonstrate behaviors consistent with professional dispositions in multiple situations/data points. 3-Often Evident-is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in their program. Behaviors are observed that align with expectations for this specific dimension of the dispositions. Candidates who receive a 3 have successfully met the disposition. 2- Occasionally Evident- Candidates receive this score when their understanding and effort does not meet the target but they exhibit some of the behaviors associated with the disposition. A score of 2 requires a conversation with the candidate to clarify the target or educate him/her on the appropriate behaviors associated with the disposition. 1- Not Evident- Candidates receive a 1 when his/her understanding and behaviors related to a disposition is not evident or rarely exhibited. A score of 1 requires a specific action plan to educate and/or remediate behaviors associated with the disposition.
Appendix RM: Resource Materials Appendix RM-1: Instructions for Completing Log of Hours In Virginia, the application for requires reporting the amount of time spent in certain activities during the Teaching Internship. The state mandates a minimum of 200 hours in supervised classroom experience, of which 150 hours must be direct teaching hours in teaching activities at the level of endorsement. The Mason state-approved program requires more than the state’s minimum requirements. However, in unusual circumstances, the Director of Student and Faculty Services may approve termination of the Teaching Internship after a student meets minimum requirements. Teacher candidates are encouraged to make daily entries of direct, indirect teaching, and school activity hours in their time logs. Logs should be verified by Mentor teachers before being submitted to the University Supervisor, typically at the mid-term and end of the semester. Direct Teaching involves independent teaching of individuals, small groups, or whole classes. Independent teaching includes taking full responsibility for supervising and teaching according to plans developed by the Teacher candidate and approved by the Mentor teacher. Indirect Teaching refers to time spent observing, planning, grading, attending faculty meetings, staff development, bus duty, parent conferences or other teaching-related experiences. School-based Activities would include non-teaching duties occurring outside of school hours, such as parent open house or school multicultural nights. You can use the Comments column to make brief notes about unusual circumstances such as state testing or field trips. Hours are to be totaled by the Teacher candidate and each page of the log verified by the Mentor teacher and reviewed by the University Supervisor. A separate log sheet should be started when working with a second (or third) Mentor teacher. During the final week of each school placement, the Teacher candidate submits the log (which may require estimating for the final week) to the University Supervisor.
Fire Drill PTA/PTO meeting Back-to-School Night Parent Conference Calls to Parents Parent Newsletter Eligibility Conference Mock Job Interview Other __________________ Other __________________ Instruction and Assessment (K-6): Language Arts (Reading, Writing, Spelling) Oral Language Handwriting Mathematics Social Studies Science Health Other __________________ Other __________________ Equipment: Computer/printer Copier DVD/ VCR CD/ tape recorder _____ Smartboard Document Camera Overhead Projector Manipulatives Listening Station Other ___________________ Other ___________________ Observations: Special Ed/ LD PE Music Art ESL Gifted/Talented Reading Specialist Speech Clinician Extra or Co-Curricular Activities Records: Cumulative Folders Work Samples Anecdotal Records Attendance Records Grade Book Report Cards Accident Report Emergency Cards Referral Forms Other _____________________ Other _____________________ Test Administration or Interpretation: Teacher-made Standardized (COGAT, Stanford 9) Readiness test/inventory (DRA, DRP) Virginia SOLs _____ WIDA ACCESS _____ VGLA (Virginia Grade Level Alternative) Other _____________________ Other _____________________ Duties: Playground Cafeteria Bus __Hall Other _____________________ Other _____________________