The teacher candidate: Selects instructional materials and strategies based on their: Relevance. Central contexts. Foundational evidence base. Links lessons to students’ prior knowledge. Encourages and provides opportunities for students to make connections to prior learning. The teacher candidate: Delivers lessons and units and uses instructional strategies that: Help students connect to their learning by linking curriculum with prior knowledge, experiences, and/or cultural contexts. Provides supports that facilitate engagement. The teacher candidate: Delivers lessons and uses materials to ensure that students’ backgrounds and contextual knowledge are considered. Provides opportunities for students to self-select tasks that accelerate their learning. Students: Interact with materials that are relevant to them. Ask questions and problems that are relevant to them. Make connections to prior learning to understand current content. Students: Select that demonstrate transfer of knowledge to other theories, ideas, and/or content. Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Student achievement data Student feedback Parent feedback Lesson plans/units of study Feedback from observations Instructional activities schedules Student journals/learning logs Student work Reading guides, writing assignments, annotated bibliographies, etc.
Partially Proficient Proficient (Meets State Standard) Accomplished Exemplary Element a: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers. The teacher candidate: Creates a classroom environment conducive to learning. . . . and The Teacher Candidate: Creates a classroom environment that features: Mutual respect. Positive relationships between and among students. Empathy for each student. . . . and The teacher candidate: Creates a classroom environment which values diverse perspectives. Establishes a nurturing and caring relationship with each student. . . . and Students: Respect their classmates and teacher(s). . . . and Students: Engage in respectful and open dialogue with each other and their teacher. Element b: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country. The teacher candidate: Creates a classroom environment in which diversity is: Respected. Used to further student learning. . . . and The teacher candidate: Uses instructional approaches and materials that reflect students’ backgrounds. Acknowledges the value of each student’s contributions to the quality of lessons. Is welcoming to diverse family structures. . . . and The teacher candidate: Establishes processes that result in: A sense of community among students. Effective interactions among students. Respect for individual differences. Positive social relationships. Common goals for all students. . . . and Students: Respect the backgrounds of fellow students. . . . and Students: Actively seek a variety of perspectives to complete group assignments. Element c: Teachers engage students as individuals with unique interests and strengths. The teacher candidate: Implements lessons that reflect student interests. . . . and The teacher candidate: Uses results of student interest inventories to design lessons and materials. Encourages students to expand and enhance learning. Acknowledges students for their accomplishments. . . . and The teacher candidate: Asks appropriately challenging questions of all students. Scaffolds questions. Gives wait time equitably. Ensures that all students participate in class activities. . . . and Students: Actively engage in classroom activities. Discuss content and make connections between current lesson and their interests. . . . and Students: Encourage fellow students to participate and challenge themselves. Actively engage in collaborative learning and group processes. .
Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning. The teacher candidate: Uses available technology to facilitate classroom instruction. . . . and The teacher candidate: Employs strategies and procedures to ensure that all students have and appropriate access to available technology. Monitors the use of available technology in the classroom. . . . and The teacher candidate: Uses available technology to: Enhance student learning. Develop students’ knowledge and skills. Enhance creative and innovative skills. Provide engaging and motivating learning experiences. . . . and Students: Engage in virtual or learning activities enhanced by appropriate use of available technology. Produce creative and innovative products. . . . and Students: Use available technology to: Accelerate their learning. Apply team building and networking skills. Deepen critical thinking skills. Communicate effectively. Element e: Teachers establish and communicate high expectations for all students and plan instruction that students develop critical thinking and problem solving skills. The teacher candidate: Has high expectations for all students. Holds students accountable for their learning. . . . and The teacher candidate: Sets student expectations at a level that challenges students. Incorporates critical thinking and problem-solving skills. . . . and The teacher candidate: Challenges all students to to their greatest ability. Explicitly teaches higher-order thinking and problem-solving skills. Ensures that students perform at levels meeting or exceeding expectations. . . . and Students: Help set their learning objectives. Apply higher-order thinking and problem-solving skills to address challenging issues. . . . and Students: Monitor their progress toward achieving teacher’s high expectations. Seek opportunities to test their problem-solving and higher-order skills. Element f: Teachers provide students with opportunities to work in teams and develop leadership qualities. The teacher candidate: Includes all students in individual and activities. The Teacher Candidate plans lessons that: Provide opportunities for students to participate using various roles and modes of communication. . . . and The teacher candidate: Flexibly groups students. Adjusts team composition based on lesson objectives and student needs. Varies group size, composition, and tasks to create opportunities for students to interact and learn from each other. . . . and Students: Accept and fulfill their assigned roles within the team. Assume leadership roles in their teams. . . . and Students: Utilize group processes to build trust and promote effective interactions among team members. Participate in teams in ways that build trust and ownership of ideas among team members.
Element g: Teachers communicate effectively, making learning objectives and providing appropriate models of language. The teacher candidate: Communicates effectively with students. . . . and The teacher candidate: Models effective communication skills. Encourages students to communicate effectively. . . . and The teacher candidate: Teaches students to be effective communicators. Provides opportunities for students to practice communication skills. . . . and Students: effective written and oral communication skills in their work. . . . and Students: Use academic language in spoken and written work. Element h: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction. The teacher candidate: Provides actionable feedback to students, families, and significant adults. Involves students in monitoring learning. Assesses learning outcomes appropriately. . . . and The teacher candidate: Implements appropriate strategies for assigning grades. Evaluates student performance based on multiple measures. Includes documentation of student progress toward mastery of state content standards in assessment plans. . . . and The teacher candidate: Uses a variety of assessment methods. Provides actionable, timely, specific and individualized feedback about the quality of student work. Teaches students to use feedback in their learning. . . . and Students: Self-assess on a variety of skills and concepts. Articulate their personal strengths and needs based on self-assessment. Effectively use formal and informal feedback to monitor their learning. . . . and Students assume ownership for: Evaluating and monitoring their progress. Setting learning goals. Compiling portfolios of their work. Applying Teacher feedback to improve performance and accelerate their learning. Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Student achievement data Student feedback Parent feedback Lesson plans/units of study Feedback from observations Student work Instructional activities schedules Samples of collaboration with RtI team Anecdotal records Formative and summative assessments of student work
Element c: Teachers advocate for schools and students, partnering with students, families and communities as appropriate. The teacher candidate: Partners with every family to support student success. . . . and The teacher candidate: Discusses potential revisions to policies and procedures with administrators to better address student, family, and school needs. . . . and The teacher candidate: Contributes to in school and/or district committees to advocate for students. . . . and The teacher candidate: Advocates for students and the school to external agencies and groups. . . . and The teacher candidate: Collaborates with professional, governmental, and/or community agencies to advocate for curricular, school, and instructional improvements. Element d: Teachers demonstrate high ethical standards. The teacher candidate: Maintains confidentiality of student records as required by law. Adheres to standards of professional practice. . . . and The teacher candidate: Models ethical behavior, including honesty, integrity, fair treatment, and respect for others. . . . and The teacher candidate: Maintains confidentiality of student and fellow teacher interactions as well as student data. . . . and The teacher candidate: Helps students understand the importance of ethical behavior as an individual and member of society. . . . and Students: Demonstrate: Honesty. Respect for others. Examples of Artifacts that may be used to provide evidence of performance: Evidence of performance provided by artifact: Documentation of service on teams, task forces, and committees from parent and community meetings Records of advocacy activities
Entering Your Reflection (Post-Observation Conference) Begin by entering the Lesson Builder as if you are creating a new lesson. There will be a list of lessons that you have created visible on the screen. Select the lesson that you wish to reflect upon. Enter your reflection by selecting the “Author’s Comments and Reflections” field and typing into the provided space. Submitting Your Lesson Plan for EVALUATION From Home (Author tab), click on your DRF, then on the Attachments icon at the bottom of the screen. Add New Attachments, click the radio button for “An artifact created in TaskStream.” Select the category (Lesson Plans) and the work. Click the Submit button at the top of the screen, then on the confirmation. Directed Response Folios (DRFs) As an author in this program, you will be submitting your work into a Directed Response Folio (DRF). The DRF that you will be working on is titled ALP Program Portfolio 2013-2014. When you have accessed your DRF you should have a screen that looks like this: Along the left side of the screen you will be able to navigate by course. Items that are marked with a green exclamation point do not require a submission from you. Your University Supervisor will enter information for these requirements. Requirements that do not have the green exclamation point require you to enter information. To add content to your DRF, select the item that you would like to work on by highlighting it in the navigation window. In the picture below, the Formal Observation 1: University Supervisor item is highlighted. A window will open with to directions and the evaluation method for the item. on the Add Toolbar at the bottom of the screen. The toolbar will allow you to upload different file types including images, text, videos, and web links. Select the appropriate tab for the type of attachment you would like to upload. If you are uploading files other than image or video, select the Attachments tab. (A lesson plan you have previously created in TaskStream is an attachment.) Click on Add File.