The candidate takes pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities andagencies. The candidate is committed to the use of democratic values and to the creation of a learning environment that fosters active engagement in learning and encourages positive socialinteraction. Learning activities and assessments in both coursework and fieldwork provide opportunities for candidates to engage in behaviors that demonstrate dispositions. Candidates are assessed on these dispositions at entry, mid-program and exit points. Candidates who fail to demonstrate adequate disposition development progress or exhibit behaviors counter to these dispositions are provided with advising and remediation opportunities. Program Structure The School of Education credential programs are structured so that concepts of democracy and diversity and the application of democratic teaching practices are addressed in specifications of candidate competencies, foundational courses, teacher preparation courses, school experiences, and candidate assessments. Each program component contributes to effectively prepare candidates to all K-12 students and understand the contemporary conditions of schooling. Candidates experience the School of Education credential programs through a sequence of courses that provide for developmental sequencing of learning experiences along with the flexibility to meet some of the personal needs of candidates. The courses guide the credential candidate through all requirements for the credential, from prerequisites through the second teaching practicum. Each candidate develops an individualized program plan with the assistance of his or her faculty adviser. Consistency is maintained within the program through carefully developed courses. Standardized syllabi, including those for teaching practica, present the University course catalog description, course goals, course objectives, standardized course assessments for all candidates regardless of course instructor, a list of course topics, and texts that have
Teacher’s Name: Date: Setting: Whole Group Small Group Individual (1:1) Other:(explain) Title of Lesson: Education Specialist Moderate/Severe Lesson Pre-Planning PART A CSU Chico/SOE Education Specialist update KHB 5/2017 Lesson Objective(s) or Intended Learning Outcome(s): include both content and language Instructional Strategies: Student Objectives or content outcomes: This student objective should be observable and measurable, unambiguous, and include the following criteria -Who will do What, under what Circumstances, to what Success: Common Core State Standard (CCSS) that are the target of student learning (list the complete text of the relevant parts of each standard): English Language Development (ELD) Standards (if applicable): Individualized Education Program (IEP) Goals: Teacher Objective: Assessment: (describe your data collection procedure): In-class assignment: Homework if applicable: Materials (resources, equipment, augmentative devices etc. to be gathered and used for the lesson: CSU Chico/SOE Education Specialist updated KHB 5/2017
DISPOSITIONS RUBRIC Unacceptable (1) Acceptable Beginning Practice 13 (2) Acceptable Professional Practice 14 (3) Exceptional Practice (4) Disposition #4 Demonstrates in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies. Dresses inappropriately and/or exhibits inappropriate and/or unprofessional behavior; uses verbal communication that does not foster interaction; Attendance, punctuality, and/or preparation is problematic; Does not respond promptly to electronic communications. Dresses and conducts self appropriately; communicates effectively with students and colleagues; meets scheduled time/hour commitment and is prepared; Responds promptly to electronic communications Models professional dress and conduct; uses verbal communication that enhances interactions with students and colleagues; meets scheduled time/hour commitments, arrives promptly and is well prepared; Responds promptly to electronic communications Models professional dress and conduct; uses verbal communication that enhances interactions with students, colleagues & parents/guardians; meets or exceeds scheduled time/hour commitments, arrives promptly and is well prepared; Responds promptly to electronic communications Disposition #5 Committed to the expression and use of democratic values and to creating a learning environment that fosters active engagement in learning and encourages positive social interaction. Unaware of democratic and social justice values; unaware of the need for interdependent, collaborative social interaction; unresponsive to student ideas; displays little interest or involvement in group work; limited responsiveness to students Aware of democratic and social justice values; aware of the need for interdependent, collaborative social interaction; listens to student ideas; actively observes group work; responsive to students Is committed to democratic and social justice values; recognizes and values interdependent, collaborative social interaction; values student ideas; facilitates student group work, when asked; very responsive and respectful to all students, both verbally and nonverbally. Advocates for democratic and social justice values; recognizes and values interdependent, collaborative social interaction; values student ideas; facilitates student group work, when asked; very responsive and respectful to all students, both verbally and nonverbally; lessons show evidence of a responsiveness to preparing students for engaged citizenship; Tally / 20 13 Candidate must score at level 2 or above to be eligible for Teaching Practicum II. 2Candidate must earn at least 15 points with all scores at level 2 and above to be eligible to complete Teaching Practicum
California Standards for the Teaching Profession (CSTP) aligned with Teaching Performance Expectations (TPEs) The TPEs are standards that define the areas of teaching performance expected of credential candidates as they complete professional preparation (credential) programs and are recommended for California teaching credentials. TPEs define credential candidate success in a credential program. TPEs also guide the curriculum of credential programs. As you participate in a credential program, courses will provide instruction in areas related to the TPEs, supervisors and CTs evaluate your teaching on the TPEs, and you will be asked to analyze and reflect on your own growth in relation to the TPEs. Please note that more specific TPEs for special education will be released during the school year by the State of California, at which time additional TPEs may be introduced in courses and supervision. California Teaching Performance Expectations, Revised 2016 TPE 1: Engaging and Supporting All Students in Learning knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning. ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning. a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. a supportive learning environment for students' and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas,