Point out the note at the top of this organizer explaining Variety of Evidence. “The evidence submitted for Component 2 and Component 4 and one of the two video recordings submitted for Component 3 may be from the same unit of instruction, but must be from different lessons that have unique lesson goals and objectives—even if all evidence is drawn from a single instructional setting.” Procedures & Activities Materials Time Topic 5: Preparing and Organizing for Component 2 Purpose: To acquaint candidates with the organization and requirements of this entry. Key Information: This entry asks candidates to evaluate learning strengths and for individual students. highlight their ability to plan and implement appropriate differentiated instruction for those students. analyze and modify instructional strategies and materials upon ongoing assessment. Reflect on the analysis of student work to plan future instruction. The questions or prompts candidates answer in entry are found in Component 2 Specific Certificate Portfolio Instructions. The scoring rubrics and specific standards addressed in this entry are also found in the Portfolio Instructions. Candidates are the “experts” on their certificate instructions. Procedure: Show slide 34 – Allow candidates to read and reflect on the Overview of Component 2 on this slide on their own. Differentiation in Instruction requires that candidates gather and analyze information about individual students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement. Discuss the meaning of this overview for Component 2. Have candidates cite specific language and share thoughts on the significance or connection to 5 Core Propositions, AAT, or Standards. New PowerPoint Slides 34 – 44 C2 Resource 1.13 Component 2 Organizer C2 Resource 1.16 Written Commentary Organizer C2 Resource 1.17 Component 2 Scavenger Hunt (optional homework – see facilitator notes) 20 - 30
candidates may not be able to do this yet so you’ll want to encourage returning candidates to help facilitate this discussion. Language to discuss gather and analyze information student’s strengths and use information to design and implement instruction advance student learning Show slide 35: Have candidates locate their Level 4 Rubric in their content specific instructions. Candidates read through the overview of the Level 4 rubric on their own. Emphasize that each portfolio has specific rubrics to help candidates understand the accomplished teaching they are striving to show in their Component 2 entry. The rubrics are based on the standards for this Component Entry. Show slides 36 - 41 to walk through the Certificate Specific Portfolio Instructions and Scoring Rubric. Notes are on each slide. The focus is on walking candidates through the parts of the entry instructions to give a brief overview to help candidates have context for studying their instructions on their own. Show slide 42 - Review the C2 Resource 1.13 “Component 2 Organizer” (F2.14) Explain that these are the parts of Component 2. Have candidates find the “Submission at a Glance” page in their Certificate Specific Portfolio Instructions. Have them compare the Organizer to the “Submission at a Glance” page. Encourage them to add information to the Organizer that will help remind them of all the parts of Component 2. They will need to add the standards that this Component will measure. Show 43. Distribute C2 Resource 1.16 Written Commentary Organizer. The intent is for candidates to see the overall picture of C2 by looking at 1.13, but they can take notes on what their certificate area is requiring for their written commentary in resource 1.16. Almost all candidates have an instructional context part to begin their written commentary and a reflection part that is at the end. The middle part of their written commentary varies greatly between certificate areas. Encourage candidates to saving student work samples, assignments, or assessments that they can bring to upcoming sessions for analysis.