2- Learningblogs.evergreen.edu/a2stmit2015neasar25/files/2015/06/Student-Tea… · Inappropriate Teacher--+ Emerg.ing Teacher--+ Developing Teacher--+ Candidate displays content Candidate

ELEMENT

Knowledge of Content and the Structure of the Discipline

edTPA 1

Knowledge of Prerequisite

~ Relationships

edTPA 1

Knowledge of Content-related Pedagogy

edTPA 2, 3, & 4

Knowledge of Multi-cultural, Anti-bias

z_ Curriculum Planning

The Evergreen State College Student Teaching Rubric

DOMAIN 1: PLANNING AND PREPARATION

Component 1a: Demonstrating Knowledge of Content and Pedagogy (Aligns with State Teacher Evaluation Criterion 4)

Developmental Levels of Performance

Inappropriate Teacher--+ Emerg.ing Teacher--+ Developing Teacher--+

Candidate displays content Candidate addresses Candidate displays solid errors. important concepts of the knowledge of the important

discipline, but does not concepts in the discipline display how these concepts and how these concepts relate to one another. relate to one another.

Candidate displays little Candidate displays some Candidate displays accurate understanding of awareness of prerequisite understanding of prerequisite knowledge learning, although such prerequisite relationships important for student knowledge may be among topics . learning of the content or incomplete or inaccurate . concept.

Candidate displays little Candidate displays a limited Candidate displays a wide understand ing of the range range of pedagogical range of effective of pedagogical approaches approaches in the discipline pedagogical approaches in suitable to student learning or to the students ' content the discipline or to the of the content. knowledge. students ' content

knowledge. Curriculum unit plans do not Curriculum un it plans add to Curriculum unit plans begin add to conventional conventional multicultural to transform the multicultural perspectives perspectives and materials conventional multicultural and materials that advance that advance anti -bias goals . perspectives and materials anti-bias goals . that advance anti-bias qoals .

Skilled Experienced Teacher

Teacher displays extensive knowledge of the important concepts in the discipline and how these concepts relate both to one another and to other disciplines.

Teacher displays understanding of prerequisite relationships among topics and concepts and demonstrates links to necessary cognitive structures that ensure student understanding . Teacher displays a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions. Curriculum unit plans transform conventional multicultural perspectives and materials that advance anti-bias qoals .

Element

Knowledge of Characteristics of

\ Age Group

edTPA 2, 3

Knowledge of Students' Skills and Approaches to Learning 2-edTPA 2, 3

Knowledge of Students' Interests, Cultural Heritages, and Status.

edTPA 2, 3

Component 1b: Demonstrating Knowledge of Students (Aligns with State Teacher Evaluation Criterion 3)


Inappropriate Teacher--+ Emerging Teacher --+ Developing Teacher --+

Candidate displays minimal Candidate displays Candidate displays knowledge of generally accurate thorough knowledge of developmental knowledge of typical developmental characteristics of age developmental characteristics of age group group. characteristics of age as well as exceptions to

group. general patterns.

Candidate displays minimal Candidate displays Candidate understands the understanding of how generally accurate active nature of student students learn-and little knowledge of how students learning and attains knowledge of their varied learn and of their varied information about levels of approaches to learning, approaches to learning, development for groups of knowledge and skills , and knowledge and skills, and students. The candidate special needs- and does special needs, yet may also purposefully acquires not indicate that such apply this knowledge not to knowledge from several knowledge is valuable. individual students but to sources about groups of

the class as a whole. students' varied approaches to learning, knowledge and skills, and special needs.

Candidate displays minimal Candidate displays The candidate displays understanding of students' generally accurate evidence of purposefully interests, cultural heritages, knowledge of students' acquiring knowledge from and status and does not interests, cultural heritages, several sources about indicate that such and status , yet may apply groups of students ' knowledge is valuable. this knowledge not to interests, cultural heritages,

individual students but to and status. the class as a whole.


Teacher displays knowledge of typical developmental characteristics of age group, exceptions to patterns , and the extent to which each student follows patterns. Teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students' varied approaches, to learning, knowledge and skills, and s_Qecial needs. The teacher displays evidence of systematically acquiring knowledge from several sources about individual students ' interests, cultural heritages, and status.

8

Component 1 b (cont.): Demonstrating Knowledge of Students

Developmen tal Levels of Performance

Element Inappropriate Teacher----> Emerging Teacher ----> Developing Teacher ----> Skilled Experienced Teacher

Knowledge of Candidate does not attend Candidate basica lly Candidate solidly describes Teacher comprehensively Language to levels of academic describes academic academic language describes academic Demands and language strengths and language strengths and strengths and needs of language strengths and Resources needs of students at needs of students at students at different levels needs of students at the full

different levels of academic different levels of academic of academic language range of academic edTPA 4 language proficiency. language profi ciency. proficiency. language proficiency.

Knowledge of Language genre(s) Language genre (s) Language genre(s) Language genre(s) Language Genres discussed are only discussed are clearly discussed are clearly discussed are clearly

tangentially related to the related to the academic re lated to the academic related to the academic edTPA 4 academic purposes of the purposes of the learning purpose of the learning purpose of the learning

learning segment. segment and some segment and language segment and language language demands are demands are identified . demands are identified. identified. One or more linguistic One or more genre-related

fea tures and/or textual linguistic features or textual resources of the genre are resources of the specific expl icitly identified . tasks/materials are explicitly

identified and related to students' varied levels of academic language proficiency.

Identifying Candidate identifies Candidate identifies Cand idate identifies Teacher identifies for Vocabulary unfamiliar vocabulary vocabulary th at may be essential vocabulary for instruction related clusters

\ without considering other problematic fo r students. students to actively engage of vocabulary.

edTPA 4 linguistic featu res . in specific language tasks . OR

Candidate does not identify any language demands within the learning and ~

assessment tasks. --·- I

9

Element

Expectations and Value

\ edTPA 1

Washington State Standards

\ and Common Core Standards

edTPA1,2 Clarity

edTPA 5

Differentiation/ Suitability for Diverse Students

1-edTPA 2, 3, 5 Balance

Component 1c: Setting Instructional Outcomes (Aligns with State Teacher Evaluation Criterion 4)


Inappropriate Teacher ---> Emerging Teacher---> Developing Teacher--->

Outcomes represent low Outcomes represent Outcomes represent high expectations, lack rigor, and moderately high expectations and rigor and do not reflect important expectations and rigor, and important learning in the learning in the discipline. some outcomes reflect discipline.

important learning in the discipline.

Outcomes are poorly aligned Outcomes are moderately Outcomes are strongly with the standards. aligned with the standards . aligned with the standards.

Outcomes are stated as Outcomes consi st of a Most outcomes are written in student activities, rather than combination of outcomes the form of student learning as outcomes for learning, and activities and some and permit viable methods of and do not permit viable permit viable methods of assessment. methods of assessment. assessment. Outcomes are suitable for Outcomes are suitable for Outcomes are differentiated only some students . most students . in whatever way is needed

for different groups of students.

Outcomes reflect only one Outcomes reflect several Outcomes reflect several type (e .g. , factual types (e.g., factual types (e .g., factual knowledge, conceptual knowledge, conceptual knowledge, conceptual understanding, reasoning , understanding , reasoning , understanding, reasoning , social interaction, social interaction, social interaction, management, management, management, communication) and one communication ), but provide co mmunication) and provide discipline or strand . no opportunity for opportunities for

coordination or integration. coordination or integration .


Outcomes represent high expectations and rigor, important learning in the discipline, and are connected to previous and future learning. Outcomes are strongly aligned with the standards and reference curricular frameworks to ensure accurate sequencing .

All outcomes are clear and written iri the form of student learning and permit viable methods of assessment.

Outcomes are differentiated in whatever way is needed for individual students .

Outcomes reflect several types (e.g., factual knowledge , conceptual understanding, reasoning , social interaction , management, communication) and , where appropriate , represent coord ination and integration.

10

Element

Resources

\ for Professional Development

Resources

2 for Student Learning

Component 1d: Demo ns trating Knowledge of Resources (Aligns with State Teacher Evaluation Criterion 4)

Developmen ta l Levels of Performance

Inappropriate Teacher ---> Emerging Teacher ---> Developing Teacher--->

Candidate is unaware of Candidate displays some Candidate displays resources for expanding awareness of resources awareness of resources one's own professional skill. beyond those provided by the beyond those provided by

school or district for ex tend ing school or district, including one's professional ski ll , bu t those on the Internet, for does not seek to expand th is extending one's professional knowledge . sk ill, and seeks out such

resources.

Candidate is unaware of Candidate displays some Candidate displays resources available to assist awareness of resources awareness of resources student learning beyond beyond those provided by the beyond those provided by materials provided by school school or district for school or district, including or district. classroom use. those on the Internet, for

classroom use, and seeks out such resources .


Teacher's displays extensive knowledge of resources for extending one's professional skill , including those available through the school or district, in the community, through professional organizations and universities, and on the Internet. Teacher's displays extensive knowledge of resources for classroom use, including those available through the school or district, in the community, through professional organizations and universities , and on the Internet.

11

ELEMENT

Engagement and Alignment

2... edTPA 1, 2

Instructional

\ Materials, Resources, and Technology

Instructional

z.. Groupings

Lesson and

' Unit Structure

edTPA 1

Supporting Academic Language 1 Development

edTPA 4

Component 1e: Designing Coherent Instruction (Aligns with State Teacher Evaluation Criterion 4)


Inappropriate Teacher Emerging Teacher Developing Teacher

Learning activities (tasks) Learning activities (tasks) Learning activities (tasks) are poorly aligned with the are aligned with instructional are aligned with instructional instructional outcomes and outcomes and represent outcomes and represent are not designed to engage moderate cognitive significant cognitive students in active intellectual challenge, but with no cha llenge, with some activity. differentiation for different differentiation for different

groups of students . groups of students.

Learning resources are not Learning resources are Learning resources are engaging or do not meet suitable but there is limited appropriately challenging instructional outcomes. variety. and varied .

Instructional groupings are Instructional groupings Instructional groupings not suitable to the activities partially support the activities support activities, are varied and offer no variety. and offer some variety. and build on students'

strengths to maximize learning.

Lesson or unit is not Lesson or unit has a The lesson or unit is well structured or sequenced, recognizable structure, but structured, follows an does not follow an organized the progression of activities organized progression progression, and is is uneven, with only some suitable to groups of unrealistic in its expectations reasonable time allocations. students, and has and time allocations. reasonable time allocations. Candidate gives little or Candidate uses scaffolding Candidate begins to use sporadic support to students or other support to address scaffolding or other support to meet the language identified gaps between to provide access to core demands of the learning students' current language co ntent while also providing tasks. OR abilities and the language explicit models, opportunities Language and/or content is demands of the learning for practice, and feedback for oversimplified to the point of tasks and assessments , students to develop further limiting student access to the including selected genres language proficiency for core content of the and key linguistic features. selected genres and key curriculum. linguistic features .


Learning activities (tasks) are aligned with instructional outcomes and are designed to engage students in high-level cognitive activity and are appropriately differentiated for individual learners. Learning resources are appropriately challenging and varied, and are differentiated for students in the class . Instructional groupings support activities, are varied and build on students' strengths to maximize learning . The lesson or unit follows a coherent sequence , is appropriately differentiated for individual learners, and has reasonable time allocations. Teacher uses scaffolding or other support to provide access to core content while also providing explicit models, opportunities for practice, and feedback for students to develop further language proficiency for selected genres and key linguistic features .

12

1-

1,

ELEMENT

Alignment: Assessment of Washington State Standards and Common Core Standards

edTPA 5

Criteria

edTPA 5

Use for Planning

edTPA 15

- - ·· -

Component 1f: Design ing Student As sessments (Aligns with State Teacher Evaluation Criterion 6)


Inappropriate Teacher ----> Emerging Teache r -> Developing Teacher ........

Assessment plan is not Assessment plan partially Assessment plan reflective of the standards . reflects the standards . appropriately reflects the

standards .

Assessment procedures are Assessment procedures are Assessment procedures are not congruent with partially congruent with congruent with instructional instructional outcomes and instructional outcomes. outcomes and have been lack criteria by which Assessment criteria and adapted for groups of performance will be standards have been students as needed. assessed. developed , but they are not Assessment criteria and

clear. Assessment standards are clear. adaptations required by IEP Assessment adaptations or 504 are made . required by IEP or 504 are

made.

No formative assessments Plans refer to the use of Plans include formative have been designed and/or formative assessments, but assessments and indicate assessment results do not they are not fu lly developed. possible adjustments based affect future plans . Results are used to des ign on formative data.

lesson plans for whole class, not individual students .

*Note: check lesson plans and edTPA unit for alignment between learning ta rgets and assessments


Not only is the assessment plan appropriate, but also teacher clearly articu lates how the plan substantially reflects the standards.

Assessment procedures are congruent with instructional outcomes and have been adapted for individual students as the needed. Assessments are authentic with real-world applications . Assessment criteria and standards are clear. Assessment adaptations required by IEP or 504 are made.

Students develop rubrics according to teacher-specified learning objectives and are actively involved in collecting information from data and provide input.

13

\

\

ELEMENT

Democratic Classroom Management System

Candidate Interaction with Students both Verbal and Action*

edTPA 6

Student Interactions with Other Students

edTPA 6

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2a: Creating an Environment of Respect and Rapport (Aligns with State Teacher Evaluation Criterion 5)


Inappropriate Teacher___. Emerging Teacher ___. Developing Teacher___.

Candidate classroom Candidate classroom Candidate classroom management system does management sys tem values management system is not value cultural diversity or cultural diversity and designed to create a learning seek the active participation occasionally seeks the active community that consistently of all student-citizens . participation of all student- va lues cultural diversity and

citizens . reg ularly seeks the active pa rt icipation of all student-citizens.

Candidate-student Candidate-student Cand idate-student interactions are mostly interactions are genera lly interactions are friendly and negative, inappropriate, or appropriate, bu t may reflect demonstrate general caring , insensitive to students ' ages, occasional inconsistencies, an d respect. Such cultural backgrounds , and favoritism, and disregard for interactions are appropriate developmental levels. students' ages , cultura l fo r students' ages , cultural

backgrounds, and backgrounds, and developmental levels . developmental levels .

Patterns of classroom Patterns of classroom The ca ndidate responds interactions among students interactions among students successfully to disrespectful are mostly negative, are generally approp riate, behavior among students. inappropriate, or insensitive but may be characterized by The net result of the to students ' ages, cultural sarcasm, put-downs, or interactions is polite, backgrounds, and conflict. The ca ndidate respectful , and businesslike, developmental levels and attempts to respond to though students may be are characterized by disrespectful behavior with somewhat cautious about sarcasm , put-downs, or uneven results . The net taking intellectual risks . conflict. The candidate result of the interactions is responds inappropriately. neutral , conveying neither

warmth nor conflict. * See lesson plans for explicit explanation of steps for assuring inclusive learning community


Teacher creates classroom as a learning community by valuing cultural diversity and seeking the active participation of all student-citizens in the social and learning environment.

Teacher-student interactions are highly respectful, reflecting genuine warmth , i

caring and sensitivity to students as individuals.

Students exhibit high levels of civility among all members of the class . The net result is an environment where all students feel valued and feel comfortable taking intellectual risks.

14

ELEMENT

Importance of Content and Learning: Orientation to

\ Learning

edTPA 7

Expectations for Learning and

\ Achievement

edTPA 8

Component 2b: Estai:J!Jshing a Cu lture for Learning (Aligns with State Teache r Evaluation Criterion 1)


Inappropriate Teacher--> Emerging Teacher --> Developing Teacher -->

The classroom culture is The classroom cu lture is The classroom culture characterized by a lack of characterized by li ttl e characterized as a place candidate or student commitment to learn ing by where everyone values commitment to learning, the candidate or students. learning. and/or little or no investment The candidate appears to be of student energy in the task only "going through the at hand. motions," and students

indicate that they are interested in the completion of the task rather thDn in the quality of their work .

The candidate conveys that The candidate conveys that The candidate ensures that hard work and the precise student success is the result studen ts understand their role use of language are not of natural ability rather than as learners and consistently expected or valued . Medium hard work. The candidate expend effort to learn. to low expectations for does not insist that students Classroom interactions student achievement are the use precise languag e. High support learning, hard work , norm, with high expectations expectations for learning are and the precise use of for learning reserved for only reserved for those students language. one or two students. thought to have a natural

aptitude for the subject.


The classroom culture is characterized as a cognitively busy place with a shared belief in the importance of learning.

The Teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail , and/or assisting peers in their precise use of language.

15

ELEMENT

Performance of

~ Classroom Routines

Management of Instructional Groups

Management of Transitions

Management of Materials and Supplies

Component 2c: Managing Classroom Procedures and Environment (Aligns with State Teacher Evaluation Criterion 5)

Developmental Levels of Perfo rmance

Inappropriate Teacher --+ Emerging Teacher --+ Developing Teacher --+

Little evidence that students With regular guidance and There is little loss of know or follow established prompting , students follow instructional time due to routines . established routines . effective classroom routines

and procedures . With minimal guidance and prompting , students follow established classroom routines.

Little or no evidence of The candidate management The cand idate management candidate managing of instructional groups is of instructional groups is instructional groups. inconsistent, lead ing to some consistently successful.

disruption of learn ing.

Little or no evidence of The candidate management The candidate management candidate managing of transitions is inconsisten t, of transitions is consistently transitions . leading to some disruption of successful.

learning. Little or no evidence of The candidate handling of The cand idate handling of candidate managing materials and supplies is materia ls and supplies is materials effectively. inconsistent, lead ing to some consistently successful.

disruption of learn ing.


Instructional time is maximized due to efficient and seamless classroom routines and procedures . Routines are well understood and may be initiated by students.

Students take initiative in the management of instructional groups.

Students take initiative in the management of transitions.

Students take initiative in the handl ing of materials and supplies.

16

ELEMENT

Expectations for Student Conduct

z_ edTPA 6

Monitoring of Student

\ Behavior

Response to Student Misbehavior

Component 2d: Manag ing Student Behavior (Aligns with State Te ache r Evaluatio n Criterion 5)


Inappropriate Teacher ---> Emerging Teacher ---> Developing Teacher--->

There appears to be no Standards of conduct appear Standards of conduct appear established standards of to have been establ ished but to have been established and conduct or students their implementation is implemented successfully. challenge them. The inconsistent. The candida te Overal l, student behavior is classroom environment is attempts to maintain order in generally appropriate . chaotic. the class, referring to

classroom rules but with uneven success.

There is little or no candidate Candidate tries , with uneven Candidate monitors student monitoring of student results, to monitor student behavior against established behavior. behavior. standards of conduct.

Candidate response to Candidate tries , with uneven Cand idate response to student misbehavior is results, to respond to studen t student misbehavior is repressive or disrespectful of misbehavior. consis tent, proportionate , student dignity. effective, and respectful to

studen ts


Standards of conduct are established and student behavior is entirely appropriate .

Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventative. Teacher response to misbehavior is sensitive to individual student needs and respects students' dignity.

17

ELEMENT Inappropriate Teacher---+

Safety and The classroom environment Accessibility is unsafe or learning is not

accessible to many.

Arrangement There is poor alignment of Furniture between the arrangement of and Use of furniture and resources ,

~ Physical including computer Resources technology, and the lesson

activities .

Component 2e: Organizing Physical Space (Aligns with State Teacher Evaluation Criterion 5)

Developmental Leve ls of Performance

Emerging Teacher ---+ Developing Teacher---+

The classroom environment The classroom is safe and is safe and essential learn ing studen ts have equal access is accessible to most to learn ing activities. students.

Candidate makes modest use Candidate uses physical of physical resources, resources, including including compute r computer technology, technology. The candidate effective ly and ensures that attempts to adjust the the furn iture arrangement is classroom furniture to a appropriate to the learning lesson or, if necessary, to activi ties. adjust the lesson to the furniture , but with limited effectiveness.


The classroom is safe and learning is accessible to all students , including those with special needs.

Teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.

18

ELEMENT Inappropriate Teacher-+

Expectations Instructional purpose of the for Learning lesson is unclear to students

as indicated by "student edTPA 16 voice" assessments .

Directions for Directions and procedures

L Activities are confusing to students.

edTPA 7, 8 Explanations Candidate explanation of the of Content content contains major errors

and does not include any

2, edTPA 1, 7, 8, explanation of strategies 9 students might use.

Use of Oral Candidate spoken or written and Written language contains errors of Language grammar or syntax.

\ Candidate academic edTPA 4, 7, 8, vocabulary is inappropriate, 9 vague , or used incorrectly,

leaving students confused.

DOMAIN 3: INSTRUCTION

Component 3a: Commu nicating with Students (Aligns with State Teacher Evaluation Criterion 1)


Emerging Teacher-> Developing Teacher-+

Candidate attempts to Cand idate clearly explain the instructiona l communicates instructional purpose of the lesson, but pu rpose of the lesson, has only limited success as including where it is situated indicated by "student voice" wi thin broader learning. assessments. "S tudent voice" assessments

confi rm knowledge of pu rposes.

Candidate clarifies directions Candidate clearly explains and procedures after initial directions and procedures, student confusion . and models when

appropriate. Candidate explanation of the Candidate explanation of content may contain minor conten t is scaffolded, clear, errors; some portions are and accurate and connects clear, others difficult to fo llow. with students' knowledge and Candidate explanation does experience. During the not invite students to eng<Jge explanation of content the intellectually or to understand candidate invites intellectual strategies they might use engagement and focuses, as when working independently. appropriate, on strategies

studen ts can use when work ing independently.

Candidate spoken or written Candidate spoken and language is correct, but uses written language is clear and vocabulary that is either correct and is suitable to limited or not fully appropriate student age and interests. to student ages or · Candidate use of academic backgrounds. The candid ate vocabulary is precise and rarely takes opportunities to serves to extend student explain academic vocabulary . understanding .


Teacher links the instructional purpose of the lesson to the larger curriculum .

Teacher directions and procedures are clear and anticipate student misunderstanding. Teacher explanation of content is thorough and clear, developing conceptual understanding through scaffolding and connecting with student interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. Teacher spoken and written language is expressive , and the teacher finds opportunities to extend students vocabulary, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.

19

Academic Language Development

edTPA 4

ELEMENT

Quality of Questions/

\ Prompts

edTPA 7, 8

Discussion Techniques

\ edTPA 7, 8

Student

\ Participation

edTPA 7, 8

Candidate does not articulate Candidate articulates why Candidate articulates why the why instructional strategies instructional strategies instructional strategies chosen are-likely to support chosen are likely to support chosen are likely to support aspects of students ' aspects of students' specific aspects of students ' language development. language development. language development for

different levels of language proficiency.

Component 3b: Using Question ing and Discussion Techniques (Aligns with State Teacher Evaluatio n Criterion 2)

Inappropriate Teacher --> Emerging Teach er -> Developing Teacher -->

Candidate questions are of Candidate questions lead Candida te generally poses low cognitive challenge with students through a single questions designed to single, correct responses, path of inquiry, wi th answers promote student thinking and and are asked in rapid seemingly determined in understanding. succession . advance.

Candidate-student interaction Candidate attempts to ask Candidate challenges is predominantly recitation some questions designed to students to justify their style , with candidate engage student th inking, to thinking, provides adequate mediating all questions and explain their think ina. and to time for students to respond , answers. Candidate accepts respond to one another, but and steps aside when doing all contributions without with uneven resul ts . so is appropriate . Candidate asking students to explain creates a genuine discussion their reasoning . among students .

Only a few students Candidate attempts to Candidate employs a range participate in the discussion. engage all students in of strateg ies to ensure that

discussion, but only a few most students are heard and students are involved. successfully engages most

students in the discussion.

Teacher articulates why the instructional strategies chosen are likely to support specific aspects of students ' language development for the full range of language proficiency and projects ways in which the scaffolds can be removed as proficiency increases.

I


Teacher uses a variety or series of questions to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition .

Students formulate many questions , in itiate topics, challenge one another's thinking , and make unsolicited contributions .

Students themselves ensure that all voices are heard in the discussion.

20

ELEMENT Inappropriate Teacher ->

Activities and Candidate learning Assignments tasks/activities require only

rote responses , with only

\ edTPA 8 one approach possible .

Grouping of Candidate groupings of Students students are unsuitable to

the activities.

Instructional Candidate instructional Materials, materials and resources Resources, require only rote \ and Use of responses , with only one Technology approach possible .

Structure and Candidate lesson has no Pacing clearly defined structure,

or the pacing of the lesson is too slow or rushed. \

Component 3c: Eng~ing Students in Learning (Aligns with State Teacher Evaluation Criterion 1)


Emerging Teacher -> Developing Teacher->

Candidate learning Candid<l te learning tasks/activities requ ire only tasks/activities challenge minimal thinking by students studen t thinking , inviting and little opportunity for them students to make their to explain their thinking, thinking visible , and results in allowing most students to be active intellectual passive or merely compliant. engage,nent with important

and ch ~d lenging content. Candid:1 te provides scaffolding to support that engagement.

Candidate groupings of Candidate groupings of students are moderately students are suitable to the suitable to the activ ities. activities.

Candidate instructional CandidJ te instructional materials and reso urces materia ls and resources require only minimal thinking require intellectual by students , allowing most engagement, as appropriate . students to be passive or merely compliant. Candidate lesson has a Candidate lesson has a recognizable structure; clearly defined structure, and however, the pacing of the the pacing of the lesson is lesson may not provide appropriate, providing most students the time needed to students the time needed to be intellectually engaged or be intel lectually engaged . may be so slow that many students have a co nsiderable amount of down ti me.


Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking . Teacher provides suitable scaffolding and challenges students to explain their thinking . There is evidence of some student initiation of inquiry and student contributions to the exploration of important content. Teacher groupings of students are suitable to the activities . Students take initiative to improve the lesson by suggesting modifications to the grouping patterns used. Students take initiative to improve the lesson by suggesting modifications or additions to the materials being used.

Teacher lesson has a clearly defined structure, and the

I pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding .

21

ELEMENT Inappropriate Teacher-->

Assessment Students do not appear to Criteria be aware of assessment

~ criteria.

edTPA 17

Monitoring Candidate does not monitor

\ Student student learning. Learning

edTPA 11

Feedback to Candidate feedback is Students absent or of poor quality, is

global, or is only directed to t edTPA 12, 13 only one student.

Student Self Students do not engage in Assessment self or peer assessment. and Monitoring of Progress

edTPA 17

Component 3d: Uslrlg Assessment in Instruction (Aligns with State Teacher Evaluati on Criterion 6)


Emerging Tea cher ........ Developing Teacher---->

Students appear to be on ly Studen ts appear to be aware partially aware of assessment of the assessment criteria. criteria .

Candidate monitors student Candida te monitors student learning for the class as a learning for groups of whole. Questions and students . Questions and assessments are rarely used assessments are regularly to diagnose evidence of used to diagnose evidence of learning. lea rni ng.

Candidate feedback is Candidate feedback to general and not oriented groups of students is toward future improvement of accura te, specific and work. provides timely guidance.

Candidate makes only minor Candida te invites students to attempts to engage students assess their own work and in self or peer assessment. make improvements; most of

them do so.

-


Students indicate that they clearly understand the characteristics of high quality work. There is evidence that students have helped establish the evaluation criteria .

Teacher continuously and sophisticatedly monitors student understanding, and makes use of questions and assessments to elicit information about individual student understanding.

A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning .

Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.

22

ELEMENT

Lesson Adjustment

' Response to Students

edTPA 6, 7

Persistence

J- edTPA 7

Component 3e: Demonstr:.9ting f lexibility and Responsiveness (Aligns with State Teacher Evaluation Criterion 3)

Developmenta l Levels of Performance

Inappropriate Teacher ----> Emerging Te ::~ c her - • Deve loping Teacher ---->

Candidate makes no attempt Candidate adjustment of the When improvising becomes to adjust the lesson even lesson in response to necessary , candidate makes when students don't assessment is min imal or minor adjustments to the understand the content. ineffective. lessons and does so

smoothly. Candidate ignores student Candidate makes perfunctory Candidate incorporates questions, indications of attempts to incorporate student questions and student boredom, or lack of student questions and interests into the heart of the student understanding . interests into the lesson. lesson.

Candidate conveys to Candidate conveys to When students have difficulty students that it is their fault students a level of learning, candidate conveys when they have difficulty respons ibility for their to students that candidate learning. Candidate does not learning, but is either has other approaches to try. indicate that it is important to uncertain about how to assist Drawing on a broad reperto ire reach all students . them, or does not suggest of strategies, the cand idate

strategies for doing so. persists in seeking approaches


Teacher successfully adjusts and differentiates instruction to address individual student misunderstandings.

The teacher seizes the opportunity to enhance learning, building on a spontaneous event or student interest. Teacher conveys to students that the lesson isn't "fin ished" until every student understands. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community , the teacher persists in seeking effective approaches for students who need help .

23

ELEMENT

Accuracy

edTPA 10, 11, 14

Effectiveness with Diverse Students

\ edTPA 10, 11 & 14

Use in Future

I Teaching

\ edTPA 15 & 18

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4a: Refl ecting on Te aching (Aligns with State Teacher Evaluation Criterion 2)


Inappropriate Teacher ---> Emerging Teacher ---> Developing Teacher .......

Candidate does not know Candidate has a generally Candidate makes an whether a lesson was accurate impression of a accurate assessment of a effective or achieved its lesson's effectiveness and lesson 's effectiveness and instructional outcomes, or the extent to wh ich the ex tent to which it profoundly misjudges the instructional outcomes were achieved its instructional success of a lesson. met. outcomes, and can cite

general references to support the judgment.

Candidate is unaware or Candidate has some general Candidate begins to assess profoundly misjudges the awareness of the the appropriateness of the appropriateness of the appropriateness of the methods, curriculum , and lesson for diverse students lesson for diverse students. assessment for some of the (e .g., students of different diverse students who cultures , second language pa rtici pated in the lesson . learners , immigrant children , Candidate can cite a few students of low socio- specifi c examples to support economic background) . the judgment.

Candidate has no Candidate makes genera l Candidate makes a few suggestions for how a suggestions abou t how a specific suggestions of what lesson could be improved. lesson could be improved. could be tried another time

the lesson is taught.


Teacher makes a thoughtful and accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes , citing many specific examples from the lesson and weighing the relative strengths of each .

Teacher can assess accurately the appropriateness of the methods, curriculum , and assessment for all of the diverse students who participated in the lesson. Teacher can cite several specific examples to support the judgment. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions , complete with the probable success of different courses of action.

:

2

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ELEMENT Inappropriate Teacher ->

Student Candidate system for Completion maintaining information on of student completion of Assignments assignments is non-existent

or in disarray.

Student Candidate system for Progress in maintaining information on Learning student progress is non-

existent or in disarray.

Non- Candidate records for non-Instructional instructional activities are in Records disarray, resulting in errors

and confusion (e .g., attendance, lunch count, tracking permission slips for a field trip ).

Component 4b: Maintain ing Accura te Records* (Aligns with State Teacher Evoluation Criterion 6)


Emerging Teacher _, Developing Teacher ->

Candidate system for Cand idate system for maintaining information on main taining information on student completion of student completion of assignments is rudimentary assignments is fully effective . and only partially effective.

Candidate system for Candidate system for maintaining information on maintaining information on student progress in learning studen t progress in learning is rudimentary and only is fully effective. partially effective .

Candidate records for non- Candidate system for instructional activi ties are maintaining information on adequate, but inefficient and, non-instructional activities is unless given frequent fully effective. oversight by cand idate, prone to errors .

* Lesson plans can be used to provide additional evidence of competence


Teacher system for maintaining information on student completion of assignments is fully effective. '

Students contribute information and participate in maintaining the records. Teacher system for maintaining information on student progress in learning is fully effective . Students contribute information and participate in maintaining the records .

Teacher system for maintaining information on non-instructional activities is fully effective . Students contribute information and participate in maintaining the records .

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\

2-

L

\

ELEMENT Information about the Instructional Program

Information about Individual Students

Engagement of Families in the Instructional Program

Culturally appropriate communication

Component 4c: Communicating~l!l Families* (Aligns with State Teacher Evaluation Criterion 7)

Developmental Levels of Perform ance

Inappropriate Teacher---> Emerging Teacher ---> Devel oping Teacher---> Candidate provides little Candidate makes sporadic Candidnte provides information about the attempts to communicate frequen t and appropriate instructional program to with families about the information to families families . instructional program. about thL' instructional

program

Candidate provides minimal Candidate makes sporadic Candidate provides information to parents attempts to commun icate frequent 3nd appropriate about student progress and with families about the informatun to families either does not respond or progress of individual about inuividual student responds insensitively to students . progress. parent concerns about students.

Candidate makes no Candidate makes some Candidnle makes frequent attempt to engage families attempts to engage famili es attempts to engage families in the instructional program . in the instructional program, in the instructional program,

with minimal success . with moderate success.

Candidate communicates Candidate communicates Candidate communicates with families in culturally with families in ways that with families in a culturally inappropriate ways . may not be cultural ly sensitive manner.

sensitive. ,,

*Candidate journals/field notes can be used to document communication wi th famil1es.

Skilled Experienced Teacher Teacher communicates frequently with families about the instructional program with students contributing to the communication. The students regularly develop materials to inform their families about the instructional program. Teacher communicates frequently with families about individual student progress, with students contributing to the communication. Students maintain accurate records about their individual learning progress and frequently share this information with families. Teacher efforts to engage families in the instructional program are frequent and successful. Students contribute to regular and ongoing projects designed to engage families in the learning process.

Teacher communicates with families in a culturally sensitive manner, with students contributing to the communication. All teacher communications are highly sensitive to family cultural norms.

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ELEMENT

Relation-ships with

\ Colleagues

Involvement in a Culture of Professional Inquiry

Service to the School

--- ---

Component 4d: Participating in the Profess ional Communit (Aligns with State Teacher Eval uat ion Criterion 8)

Developmental Levels of Perfo rmance

Inappropriate Teacher---. Emerging Teacher ....... Developing Teacher --->

Candidate relationships with Candidate maintains cordial Candidate relationships with colleagues are negative or relationships with colleagues colleagues are characterized self-serving. to fulfill the duties that the by mutual support and

school or district requires. cooperation.

Candidate avoids or resists Candidate participates in Candidate actively participation in a culture of professional inquiry participates in a culture of professional culture of when invited to do so. professional inquiry. inquiry.

Candidate avoids or resists Candidate participates in Candidate actively becoming involved in school school events when invited to participates in school events , events . do so. making a substantial

contribution.


Teacher relationships with colleagues are characterized by mutual support and cooperation , with the teacher taking initiative in assuming leadership among the faculty . ' Teacher takes a leadership role in promoting a culture of professional inquiry.

Teacher actively participates in school events , making a substantial contribution and assuming a leadersh ip role in at least one aspect of school life.

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\

\

\

ELEMENT

Enhancement of Content Knowledge and Pedagogical Skill

Receptivity to Feedback from Colleagues

Reflects in Writing upon Own Cultural Encapsulation*

Component 4e: Growing and Developing Professionally (Aligns with State Teach er Evaluation Criterion 8)


Inappropriate Teacher -+ Emerging Teacher -+ Developing Teacher-+

Candidate engages in no Candidate participates to a Candida te seeks out professional development limited extent in professional opportunities for professional activities to enhance activities to enhance development to enhance knowledge or skill. knowledge and skill when knowledge and skill.

they are convenien t.

Candidate avoids or Candidate engages in a Candidate actively engages resists feedback on limited way with colleagues with colleagues and teaching performance and supervisors in supervisors in professional from either supervisors or professional conversation conversation about practice, experienced colleagues. about practice, including including feedback on

reluctantly accepting teaching performance. feedback on teaching performance.

Candidate makes no effort Candidate minimally able to Car, lidate is able to to reflect upon own acknowledge and crit ica lly acknowledge and critically cultural perspective or to reflect upon own cul tural reflect upon own cultural come to know how that perspective and co me to perspective and come to perspective influences know how that perspective know how that perspective understanding of, and influences understanding of, influences understanding of, actions toward, individuals and actions toward , and actions toward, from groups different from individuals from groups individua ls from groups own received culture. different f~om own received different from own received

culture. culture.

--


Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in the classroom.

Teacher solicits feedback on practice from both supervisors and colleagues.

Teacher uses insights of cultural encapsulation to make culturally appropriate contributions to student learning and school improvement activities .

*This element requires a word-processed reflection to be turned into th e College Faculty no later than week 9 of student teaching.

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ELEMENT Inappropriate Teacher -->

Integrity and Candidate displays

\ Ethical dishonesty in interactions with Conduct colleagues, students , and the

public.

Service to Candidate does not serve Students & students or advocate for them Advocacy and contributes to school

....., practices that result in some students being ill served .

Professional Candidate makes decisions Decision- and recommendations based

\ Making on self-serving interests .

Compliance Candidate does not comply with School with school and district and District regulations. \ Regulations

Component 4f: Showing Professionalism (Aligns with State Teacher Evaluation Criterion 8)


Emerging Teach er__, Developing Teacher __,

Candidate displays honesty in Candidate displays high interactions with colleagues, standards of honesty, students, and the public. integri ty , and confidentiality

in interactions with colleagues, students , and the public.

Candidate inconsistently Cand idate is active in serving serves students or advoca tes students and advocating for for them and unknowingly them, working to ensure that contributes to school all students receive a fair practices that result in some opportunity to succeed. students being ill served.

Candidate makes decis ions Candidate maintains an open and recommendations based mind and participates in team on limited , though genuinely or departmental decision-professional, considerations. making.

Candidate must be reminded Candidate complies fully with by supervisors to comply with school and district school and district regula tions . regulations .

--


Teacher displays the highest standards of honesty, integrity, and confidentiality, and takes a leadership role with colleagues, students, and the public. Teacher is highly proactive in serving students, seeking out resources when needed . Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students , particularly those traditionally underserved , are honored in the school. Teacher takes a leadership role in team or departmental decision-making based on the highest professional standards .

Teacher complies fully with school and district regulations and takes a leadership role with colleagues.

'---·

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Documents

2- Learningblogs.evergreen.edu/a2stmit2015neasar25/files/2015/06/Student-Tea… · Inappropriate Teacher--+ Emerg.ing Teacher--+ Developing Teacher--+ Candidate displays content Candidate