Student Teaching Competency EvaluationAlabama Administrative CodeStudent Assessment: Phase III

Completed By: __________ _____

School Placement: ____ __________ _____

Certification Area: _______________

The "ability" competencies on the following pages were taken directly from the Alabama Administrative Code. Embedded within thesecompetencies are INTASC standards.

Revised 2008PLEASE CONTINUE ON PAGE 2.

SCHOOL OF EDUCATION

Page 1

CODE FOR SCORINGThe scale below should be used to evaluate the student's performance relative to each of the indicators and competencies on the following pages.

1 = Unacceptable

2 = Emerging Initial

3 = Proficient Initial

4 = Emerging Advanced

U = Unobserved

Indicates the student's performance on this competency is not acceptable. Improvement activities must beundertaken immediately.Indicates the student's performance sometimes, but not always, meets expectations regarding performance onthis competency. Improvement activities are required for performance to meet standards consistently. This isthe target level for midpoint.Indicates the student consistently meets and sometimes exceeds expectations regarding performance on thiscompetency. Performance can be improved in the area, but current practices are clearly acceptable. This isthe target level for the final.Indicates that the student does an outstanding job regarding performance on this indicator or competency. Noarea of improvement is readily identifiable.Indicates that there has not been an opportunity to observe student's performance relative to this competency.

STUDENT NAME

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

STUDENT ID

MARKING INSTRUCTIONS• Use a No. 2 pencil or a blue or black ink pen only.• Do not use a pen with ink that soaks through the paper.• Make solid marks that fill the response completely.• Make no stray marks on this form.

CORRECT: INCORRECT:A

B

MIDPOINTSupervisor EvaluationCooperating Teacher EvaluationStudent Teacher Evaluation

SELECT ONEFINAL

Supervisor EvaluationCooperating Teacher EvaluationStudent Teacher Evaluation

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

0

1

2

3

4

5

6

7

8

9

0

1

2

3

DAYMONTH

2008

2009

2010

YEAR

ASSESSMENT DATE

IS ALL OF THE PREPRINTED INFORMATION CORRECT? Yes NoNOTE: If any of the preprinted information (Student Name, Student ID, Completed By, School Placement, Certification Area) is incorrect, pleasecross through it and write in the correct information. If Certification Area is incorrect, please contact Ms. Dianne Hedgepeth immediately toget a correct Program Competency page replacement. Phone: 205-975-5777 Email: dhedge@uab.edu

DIRECTIONS This evaluation form is to be completed at least two times by cooperating teachers, UAB supervisors, and student teachers. This form is to be usedas part of the process for recommending the student for graduation/certification. Students are to place copies of all of these evaluation forms in theirStudent Teaching Portfolios. Please return the completed originals to Ms. Dianne Hedgepeth in the UAB School of Education. If you havequestions, you may contact Ms. Hedgepeth. Phone: 205-975-5777 Email: dhedge@uab.edu

AREA: STUDENT DEVELOPMENT - UAB LEARNING OUTCOME 2

Page 2

PLEASE CONTINUE ON PAGE 3.

Comments

AREA: SUBJECT MATTER KNOWLEDGE - UAB LEARNING OUTCOME 1

Did the student achieve at least a level "2" in ALL THREE areas?Did the student achieve at least a level "3" in TWO of the THREE areas? Y N

Y N

1 2 3 4 U

Did the student achieve at least a level "2" in ALL THREE areas?Did the student achieve at least a level "3" in TWO of the THREE areas?

Comments

AREA: DIVERSITY - UAB LEARNING OUTCOME 3

Did the student achieve at least a level "2" in ALL THREE areas?Did the student achieve at least a level "3" in TWO of the THREE areas?

Comments

a) Displays substantial knowledge of subject matter and content standards in the areas he/she teaches. --Solves problems using different strategies to verify and interpret results and to draw conclusions.b) Is able to consistently represent key ideas or concepts within subjects/disciplines in a way that makes subject matter accessible and meaningful to students. --Provides accommodations, modifications, and/or adaptations to general curriculum to meet the needs of each individual learner. --Uses students' prior knowledge and experiences to introduce new subject-area related content. --Helps students make connections across the curriculum in order to promote retention and transfer of knowledge to real-life settings. --Selects content and appropriately designs and develops instructional activities to address the scope and sequence of the curriculum.c) Demonstrates the process of inquiry in subject matter content areas that he/she teaches ... and encourages students to use such modes of inquiry.

a) Is able to describe an individual student's cognitive, socio-emotional, linguistic, and physical development.b) Is able to describe key aspects of a student's learning (modalities, strategies, etc.).c) Is able to apply theories and concepts of development and learning to the design and evaluation of instructional activities. --Uses knowledge about human learning and development in the design of a learning environment and learning experiences that will optimize each student's achievement.

a) Designs instruction that appropriately challenges students of varying abilities, diverse cultures, and linguistic histories.b) Demonstrates the ability to incorporate teacher's knowledge of individual experiences, cultures, or community resources into instruction.c) Demonstrates the ability to establish a comfortable learning environment that accepts and fosters diversity. --Develops culturally responsive curriculum and instruction, i.e., models, teaches, and integrates multicultural awareness, acceptance, and appreciation into ongoing instruction. --Communicates in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact, interpretation of body language and verbal statements, and acknowledgement of and responsiveness to different modes of communication and participation. --Differentiates between learner difficulties that are related to cognitive or skill development and those that are related to language learning. --Identifies and refers students for diagnosis for special services.

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Y N

Y N

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Y N

Y N

Page 3

PLEASE CONTINUE ON PAGE 4.

AREA: INSTRUCTIONAL STRATEGIES - UAB LEARNING OUTCOME 4a) Demonstrates a range of developmentally appropriate instructional strategies appropriate for diverse instructional objectives. --Selects and supports the use of instructional and assistive technologies, and integrates these into a coherent instructional design. --Makes developmentally appropriate choices in selecting teaching strategies to assist diverse learners in meeting instructional objectives.

b) Demonstrates a degree of flexibility and ability to adapt instructional strategies to classroom needs. --Recognizes individual variations in learning and development that exceed the typical range and uses this information to provide appropriate learning experiences. --Organizes, uses, and monitors a variety of flexible student groupings and instructional strategies to support differentiated instruction. --Provides a variety of ways for students with diverse needs, including students with disabilities, to demonstrate their learning. --Integrates skill development in oral and written communications into all content areas that one teaches.c) Uses a range of instructional strategies to promote higher level thinking and performance skills. --Teaches explicit cognitive, metacognitive, and other learning strategies to support students in becoming more successful learners. --Evaluates, selects, and integrates a variety of strategies such as cooperative learning, discussion, discovery, problem-based learning, and direct instruction into a coherent lesson design. --Uses questions and questioning to assist all students in developing skills and strategies in critical and higher order thinking and problem solving. --Uses strategies that promote the independence, self-control, and self-advocacy of all students. --Integrates reading instruction into all content areas that one teaches. --Stimulates interest in and fosters appreciation for the written word, promotes reading growth, and increases the motivation of students to read widely and independently for information and pleasure. --Addresses learning differences and disabilities that are prevalent in an inclusive classroom. --Integrates technology into the teaching of all content areas. --Facilitates students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Did the student achieve at least a level "2" in ALL THREE areas?Did the student achieve at least a level "3" in TWO of the THREE areas?

CommentsY N

Y N

AREA: CLASSROOM MANAGEMENT & THE LEARNING ENVIRONMENT - UAB LEARNING OUTCOME 5a) Demonstrates the ability to create and maintain a learning environment in which students are actively engaged in learning, social interaction and self-motivation. --Organizes, allocates, and manages the resources of time, space, and activities to support the learning of every student. --Develops a positive relationship with every student and takes action to promote positive social relationships among students, including students from different backgrounds and abilities. --Creates learning environments that increase intrinsic motivation and optimize student engagement and learning. --Uses individual behavioral support plans to proactively respond to the needs of all students. --Creates a print/language-rich environment that develops/extends students' desire and ability to read, write, speak, and listen. --Encourages students to assume increasing responsibility for themselves and to support one another's learning. --Designs learning experiences that engage all learning styles. --Creates a learning community in which individual differences are respected.

b) Is able to apply knowledge of motivation, individual and group behavior, and characteristics of home and classroom environments to improve learner outcomes. --Uses individual behavioral support plans to proactively respond to the needs of all students.Did the student achieve at least a level "2" in BOTH areas?Did the student achieve at least a level "3" in ONE of the TWO areas?

CommentsY N

Y N

1 2 3 4 U

1 2 3 4 U

Page 4

PLEASE CONTINUE ON PAGE 5.

AREA: COMMUNICATION - UAB LEARNING OUTCOME 6a) Demonstrates mastery of conventions of standard spoken and written English. --Models appropriate verbal and written communication.b) Is clear, focused, and developmentally appropriate when communicating learning expectations, directions, or feedback to students.c) Communicates clearly, concretely, proactively, and appropriately with teachers and other stakeholders. --Demonstrates appropriate communication strategies that include questioning and active and reflective listening. --Uses effective nonverbal communication and responds appropriately to nonverbal cues from students. --Demonstrates ability to communicate with others about mathematical concepts, processes, and symbols. --Communicates with students, parents, and the public about Alabama's assessment system and major state educational improvement initiatives.d) Effectively uses technology to deliver information within the classroom and with colleagues.e) Fosters effective verbal and nonverbal communication during ongoing instruction using assistive technologies as appropriate.

1 2 3 4 U

Did the student achieve at least a level "2" in ALL FIVE areas?Did the student achieve at least a level "3" in FOUR of the FIVE areas?Comments

Y N

Y N

AREA: PLANNING - UAB LEARNING OUTCOME 7a) Demonstrates the ability to successfully incorporate knowledge of subject matter and pedagogy, curriculum goals, student interests and needs, and learning outcomes when planning instruction. --Plans teaching and learning experiences that are congruent with the Alabama courses of study and appropriate for diverse learners. --Collects and uses data to plan, monitor, and improve instruction. --Integrates statewide programs and initiatives into the curriculum and instructional processes.

b) Demonstrates the ability to successfully incorporate technology when planning instruction. --Plans and implements equitable and effective student access to available technology and other resources to enhance student learning.c) Incorporates technology to facilitate and expand learning or assessment opportunities.

1 2 3 4 U

Did the student achieve at least a level "2" in ALL THREE areas?Did the student achieve at least a level "3" in TWO of the THREE areas?Comments

Y N

Y N

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 5

PLEASE CONTINUE ON PAGE 6.

AREA: ASSESSMENT - UAB LEARNING OUTCOME 8a) Regularly selects, develops, and uses a variety of informal and formal assessment strategies that are congruent with learning goals. --Adjusts instruction in response to information gathered from ongoing monitoring of performance via formative assessment. --Designs and uses a variety of approaches to formal and informal assessment to plan instruction, monitor student understanding and progress toward learning, modify teaching and learning strategies, and measure and report student progress related to learning objectives. --Collaborates with others to incorporate accommodations into all assessments. --Develops rubrics and teaches students how to use them to assess their own performance. --Develops and selects appropriate performance assessments. --Engages all students in assessing and understanding their own learning and behavior. --Uses technology to assess student progress and manage records. --Evaluates students' technology proficiency and students' technology-based products within content areas. --Helps students assess their own learning styles and build upon identified strengths.b) Usually employs reliable scoring procedures, clear items or prompts, and unambiguous directions to assess student progress.c) Attempts to adapt assessment procedures to meet the individual needs of students.d) Clearly and accurately explains and reports assessment strategies and results. --Interprets and uses reports from state assessments and results of other assessments to design both group and individual learning experiences.

e) Frequently modifies teaching based on assessment results. --Identifies student assumptions and preconceptions about the content of a subject area and adjusts instruction in consideration of these prior understandings. --Assesses and diagnoses individual students' contexts, strengths, and learning needs and tailors curriculum and teaching to address these personal characteristics.

Did the student achieve at least a level "2" in ALL FIVE areas?Did the student achieve at least a level "3" in FOUR of the FIVE areas?

CommentsY N

Y N

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 6

PLEASE CONTINUE ON PAGE 7.

AREA: COLLABORATION - UAB LEARNING OUTCOME 10a) Collaborates to coordinate learning activities to address concerns related to teaching. --Communicates with parents and/or families to support students' understanding of appropriate behavior. --Collaborates with others to design and score common assessments and to use results to share and compare instructional practice and plan new instruction. --Involves parents and/or families as active partners in planning and supporting student learning. --Shares instructional responsibility for students with diverse needs, including students with disabilities, and develops collaborative teaching relationships and instructional strategies. --Collaborates in the planning of instruction for an expanded curriculum in general education to include Individual Education Plans and other plans such as Section 504 goals for students with disabilities. --Communicates and collaborates effectively with colleagues, students, parents, guardians, and significant agency personnel who are included and valued equally as partners.

AREA: PROFESSIONAL COMMITMENT/RESPONSIBILITY/REFLECTION - UAB LEARNING OUTCOME 9a) Reflects adequately on teaching and learning; seeks to improve based on others' suggestions. --Articulates and reflects on a personal philosophy and its relationship to teaching practice and professional learning choices and commitment. --Uses best practices, professional literature, and collegial assistance to improve as a teacher and a learner.

b) Demonstrates an understanding of the importance of involvement in school activities outside of the classroom.c) Behaves in a manner consistent with legal mandates and ethical standards of the profession. --Accesses school, community, state, and other resources and referral services. --Accesses resources to gain information about federal, state, district, and school policies and procedures. --Keeps accurate records including IEPs, especially records related to federal, state and district policies, and other records with legal implications. --Practices safe, responsible, legal, and ethical use of technology and complies with school and district policies, including fair-use and copyright guidelines and internet-user protection policies. --Exhibits the professional dispositions delineated in professional, state, and institution standards while working with students, colleagues, families, and communities. --Uses and maintains confidential student information in an ethical and professional manner.

Did the student achieve at least a level "2" in the area?Did the student achieve at least a level "3" in the area?Comments

Y N

Y N

1 2 3 4 U

1 2 3 4 U

Did the student achieve at least a level "2" in ALL THREE areas?Did the student achieve at least a level "3" in TWO of the THREE areas?Comments

Y N

Y N

1 2 3 4 U

1 2 3 4 U

Page 7

PLEASE CONTINUE ON PAGE 8.

Graduates of UAB teacher education programs are expected to demonstrate important professional dispositions. Please indicate whether thecandidate has demonstrated attitudes and behaviors that are consistent with each of the following dispositions. Bubble the "Y" if the candidate hasdemonstrated the disposition, otherwise bubble the "N."AREA: DISPOSITIONS COMMENTSLegal and Ethical Conduct: Behaves in a manner consistent with standards of legal andethical conduct (e.g., professional conduct with students, parents, colleagues, professors,etc.; academic conduct consistent with UAB code, protecting privacy and confidentiality).Professional Conduct: Recognizes and fulfills professional responsibilities (e.g.,preparedness, attendance, punctuality, honesty) and habits of conduct (e.g., dress, language,composure, courtesy, and tact).Sensitivity to Diversity: Is sensitive to community and cultural norms and is responsive toand respectful of individual and cultural differences and experiences. Demonstrates thebelief that all students can learn and a commitment to supporting the growth of all learners.Safety and Well-being: Demonstrates concern for, and protection of, the safety and thewell-being of self, students, parents, and colleagues.

Acceptance of Feedback: Is open and responsive to feedback from others.

Commitment to Effective Communication: Demonstrates thoughtful, effective verbal andnon-verbal communication and listening.

Commitment to Collaboration: Demonstrates a willingness to collaborate with parents andothers to improve student learning and development.

Commitment to Improving Teaching or Professional Practice: Demonstrates acommitment to continual improvement through reflection, inquiry, modifying instruction, andremaining current in knowledge and professional practice.Commitment to the Profession: Demonstrates a positive attitude and commitment to theprofession.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

IMPORTANT NOTESOn the following pages are program competencies and a signature page that you will need to complete for this evaluation.1. The specific program competencies correspond to the student's certification area as shown on the first page of this form (i.e. early childhood education*, elementary education*, English/language arts, Spanish/French, health education, mathematics, sciences, art education, music education, physical education, collaborative teaching). If the certification area is incorrect, please contact Ms. Dianne Hedgepeth immediately to get a correct Program Competency page replacement. Phone: 205-975-5777 Email: dhedge@uab.edu2. The final page in this document is the signature page. You must complete this page as part of this evaluation.3. You may delete any program forms that are not relevant to this student's field of study. * There is considerable overlap between the program competencies for early childhood education and elementary education. You should, however, complete the appropriate program competency evaluation form for the level in which student is currently completing his or her student teaching (e.g., if student is teaching in a preschool placement, complete the early childhood program evaluation form; if the student is teaching is Grade 6, complete the elementary education program evaluation form).

Page 8

PLEASE CONTINUE ON PAGE 9.

Program Competencies

SEE INDIVIDUAL PROGRAM COMPETENCY PAGE FOR YOUR PROGRAM.

Cooperating Teacher Comments

UAB Supervisor Comments

Student Comments

Signature________________________________ Date_______________

Signature________________________________ Date_______________

Signature________________________________ Date_______________

Page 9

Post Observation Conference:

Signature of Student Teacher: ________________________________________

Signature of UAB Supervisor: ________________________________________

Date: __________________________

Recommended Grade for this Evaluation A B C D F

Time Spent: ____________________

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Art Education

Ability I: Create expressive forms in drawing, painting, design, printmaking, graphic arts,sculpture, ceramics, and crafts.Ability II: Apply concepts and skills in one area of art production or art theory.

Ability III: Develop the scope and sequence of an art program which includes history, artcriticism, art production, and aesthetics.Ability IV: Integrate art into the total school curriculum and exhibit student art work.

ART EDUCATIONAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Early Childhood/Elementary Education

Ability I: Use manipulative materials and play as instruments for enhancing development andlearning.Ability II: Implement a systematic program of literacy instruction that is compatible with the waysthat learning occurs in preschool and elementary-aged children.Ability III: Apply inquiry strategies to teach mathematics and science, including those advocatedby the Alabama Math, Science, and Technology Initiative.Ability IV: Facilitate children's development and skills in communication, inquiry, creativeexpression, reasoning, and interpersonal relationships.Ability V: Plan and arrange an activity-oriented, stimulating learning environment that fostersself-directed learning and meets the needs of students with varied learning styles.Ability VI: Respond to children at the appropriate developmental level.

Ability VII: Work effectively with children at both the preschool/kindergarten level and in theprimary grades over an extended period of time.Ability VIII: Select appropriate research-based strategies and materials to meet the needs ofstruggling readers including phonology and grapheme-phoneme correspondence.Ability IX: Teach developmental stages of writing and spelling including the writing process; thestages of prewriting, drafting, revising, editing, and publishing; and writing across the curriculum.Ability X: Use peer and teacher conferencing and rubric assessment to help students edit andrevise their writing.

EARLY CHILDHOOD EDUCATION (GRADES P-3)AREA: COMPETENCY COMMENTS

Ability I: Use manipulative materials and play as instruments for enhancing development andlearning.Ability II: Implement a systematic program of literacy instruction that is compatible with the waysthat learning occurs in kindergarten and elementary-aged children.Ability III: Apply inquiry strategies to teach mathematics and science, including those advocatedby the Alabama math, science, and technology initiative.Ability IV: Facilitate children's development and skills in communication, inquiry, creativeexpression, reasoning, and interpersonal relationships.Ability V: Plan and arrange an activity-oriented, stimulating learning environment that fostersself-directed learning and meets the needs of students with varied learning styles.Ability VI: Respond to children at the appropriate developmental level.

Ability VII: Teach health education, language arts, mathematics, music, physical education,reading, science, social sciences, and visual and performing arts.Ability VIII: Work effectively with children in kindergarten, primary, and upper elementary gradesover an extended period of time.Ability IX: Select appropriate research-based strategies and materials to meet the needs ofstruggling readers including phonology and grapheme-phoneme correspondence.Ability X: Teach developmental stages of writing and spelling including the writing process; thestages of prewriting, drafting, revising, editing, and publishing; and writing across the curriculum.Ability XI: Use peer and teacher conferencing and rubric assessment to help students edit andrevise their writing.

ELEMENTARY EDUCATION (GRADES K-6)

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 UAREA: COMPETENCY COMMENTS

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in English Language Arts

Ability I: Promote language acquisition and development.

Ability II: Direct a variety of speech and theatre activities.

Ability III: Teach journalism including how to produce magazine and newspaper layout; developcopy and/or story board for radio and television production; apply techniques of advertising,reporting, and editing; and use current and emerging technology in the production of print andnon-print journalism.Ability IV: Teach standard American English while recognizing regional and ethnic dialects asexpressions of cultural diversity.Ability V: Incorporate a variety of individual and group activities and multimedia/multi-sensorytechniques in the teaching of oral and written communication.Ability VI: Select appropriate reading materials for students based on interests, abilities, andgrade level and encourage student interest in reading for knowledge and pleasure.Ability VII: Interrelate the teaching of listening, speaking, reading, and writing using a variety ofinstructional activities.Ability VIII: Use group interaction for collaborative learning in the language arts (e.g.,discussion, debate, creative problem-solving, composition, drama, reading, improvisation).Ability IX: Teach students to explore and relate personal experiences and developinterpretations.Ability X: Teach students to identify facts, implications, assumptions, inferences, and judgmentsin both spoken and written discourse.Ability XI: Teach students to structure and expand ideas into coherent writing.

Ability XII: Teach the writing process including the stages of prewriting, drafting, revising,editing, and publishing.Ability XIII: Use peer and teacher conferencing and rubric assessment to help students edit andrevise their writing.Ability XIV: Teach students to apply discipline-specific reading and writing strategies in allcontent areas.Ability XV: Select appropriate research-based strategies and materials to meet the needs ofstruggling readers.

ENGLISH LANGUAGE ARTSAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in English as a Second Language

Ability I: Apply English grammar and linguistics in teaching ELL.

Ability II: Demonstrate respect for and communicate effectively with persons of other cultures.

ENGLISH AS A SECOND LANGUAGEAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Health Education

Ability I: Access individual and community needs for health education and evaluate studenthealth needs, knowledge, interests, attitudes, and behavior.Ability II: Present controversial issues in a nonjudgmental manner and lead students in adiscussion of those issues.Ability III: Coordinate the provision of health education services by developing a plan;facilitating cooperation among program personnel and collaboration among health agencies andogranizations; and organizing professional development programs for teachers, volunteers, andothers.Ability IV: Communicate health education needs/concerns and act as a resource person.

HEALTH EDUCATIONAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Mathematics

Ability I: Use fundamental mathematical operations, algorithms, and measurements essential toteaching the full range of secondary mathematics.Ability II: Construct logical arguments for mathematical statements that are consistent within anaxiomatic framework.Ability III: Use language and symbols of mathematics accurately in communications.

Ability IV: Use a variety of manipulative and visual materials to help students explore anddevelop mathematical concepts.Ability V: Conduct and lead students in inquiry math activities.

Ability VI: Use estimation and approximation skills and assess the reasonableness of solutionsto problems.Ability VII: Use technology in problem solving and in exploring mathematical concepts.

Ability VIII: Present and interpret data in graphical form.

Ability IX: Develop concrete models of mathematical concepts; use concrete models to developalgorithms; and select or create appropriate mathematical models to solve problems inmathematics and other disciplines.Ability X: Use technology and other resources to enhance the teaching of mathematics and topromote students' understanding of mathematical concepts.Ability XI: Integrate problem-solving strategies learned in mathematics into the solution ofproblems in daily living.

MATHEMATICSAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Music Education

Ability I: Perform at an advanced level in one applied area, demonstrating technical accuracyand musical expression and perform in a variety of large and small ensembles.Ability II: Play a piano or other approved keyboard instrument with sufficient skill fordemonstration and accompaniment, including transposition and improvisation.Ability III: Play pitched and non-pitched classroom instruments.

Ability IV: Utilize score reading, stylistic analysis, rehearsal management, performance practice,and conducting techniques while conducting music ensembles.Ability V: Compose and arrange music and adapt music from a variety of sources.

Ability VI: Interpret representative works of the past and present and evaluate the quality ofmusical work and performances.Ability VII: Coordinate the efforts of a large group of students with diverse backgrounds andabilities so as to accomplish desired musical objectives.Ability VIII: Teach students to play both rhythmic and melodic classroom instruments.

MUSIC EDUCATIONAREA: COMMON COMPETENCIES COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

AREA: INSTRUMENTAL MUSIC ONLY COMMENTS

AREA: VOCAL/CHORAL MUSIC ONLY COMMENTS

Ability I: Play woodwind, brass, percussion, and string instruments with sufficient skill to teach;perform as a soloist; use the singing voice as a teaching tool; conduct choral as well asinstrumental ensembles; and teach instrumental music to individual students and groups.

Ability I: Use the voice effectively in demonstrations; perform as a soloist; use woodwind, brass,percussion, and string instruments as teaching tools; and conduct ensembles.

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Physical Education

Ability I: Group students appropriately and safely for activity and work effectively with largegroups of students.Ability II: Relate effectively to a variety of age groups and ability levels simultaneously.

Ability III: Teach a wide variety of skills and activities and modify activities in order to maximizestudent participation.Ability IV: Perform proficiently in a wide variety of the skills to be taught in a comprehensivephysical education program.Ability V: Relate physical education to other disciplines and programs within the school andfoster an interdisciplinary approach to teaching.Ability VI: Identify and avoid potentially dangerous activities, exercises, equipment, andfacilities; implement emergency procedures; and avoid negligence in providing physicaleducation instruction and utilizing facilities, equipment, and supplies.Ability VII: Establish good rapport with students and set an example for appropriate attire, hardwork, healthful living habits, and physical fitness.Ability VIII: Coach and officiate in a variety of individual, dual, and team sports.

PHYSICAL EDUCATIONAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Sciences

Ability I: Investigate scientific phenomena, interpret findings, and communicate them to others.

Ability II: Address global and ethical issues in the target science and apply scientific processesto the solution of problems encountered in daily activities.Ability III: Organize, coordinate, and maintain the target science classroom, laboratory, and fieldactivities, emphasizing safety at all times.Ability IV: Set up and conduct laboratory demonstrations, experiments, and field activities anduse the local environment to supplement laboratory activities.Ability V: Conduct and lead students in inquiry science activities.

Ability VI: Inform students about career opportunities in science and technology.

Ability VII: Apply contemporary research findings, as well as the major concepts of the othersciences, to the teaching of the target science.Ability VIII: Use media and appropriate instructional technologies.

SCIENCESAREA: COMPETENCY COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Social Sciences

Ability I: Interrelate social science concepts and teach the target social science from aninterdisciplinary perspective.

SOCIAL SCIENCESAREA: COMPETENCY COMMENTS

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Spanish/French

Ability I: Use appropriate phonology, orthography, morphology, vocabulary, syntax.

Ability II: Communicate a rationale for the target language study.

SPANISH/FRENCHAREA: MODERN LANGUAGES COMMENTS

1 2 3 4 U

1 2 3 4 U

AREA: MODERN FOREIGH LANGUAGES COMMENTSAbility I: Listen, read, and comprehend main ideas and most details in connected discourse inthe target language; speak proficiently; and write general, non-technical prose.Ability II: Discuss the target societies including the daily life, customs, and cultural patterns; thegeography, history, social structure, and technological contributions; and the major literary andartistic masterpieces.Ability III: Use a variety of strategies and techniques to teach and evaluate; cultural knowledge;cross-cultural understanding; and the integrated skills of listening with comprehension, speaking,reading, and writing.Ability IV: Organize/sponsor language-related student groups and extracurricular activities.

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Early Childhood Special Education

Ability I: Develop, select, administer, and interpret formal and informal assessments.

Ability II: Translate assessment information into functional long-term goals and short-termbenchmarks.Ability III: Implement or assist other teachers in implementing the student's individualizededucation program, by selecting, developing, and using appropriate instructional techniques andmethods, ongoing measurement techniques, media and materials, equipment (including assistivetechnology devices), technological advances, and support personnel.Ability IV: Continuously analyze the effectiveness of the individualized education program andmake appropriate modifications.Ability V: Select and implement research-based curricula and practices related to the corecomponents of reading such as explicit and direct instruction and appropriate grouping.Ability VI: Utilize effective teaching strategies designed to promote learning and improvestudent achievement.Ability VII: Modify methods, materials, and equipment to meet student needs.

Ability VIII: Implement research-based behavior management techniques and practices thatinclude school-wide, classroom, and individual proactive positive behavior supports.Ability IX: Plan and facilitate transition programs within and outside the school setting.

Ability X: Effectively communicate the goals of the instructional program to the student, thestudent's primary caregivers, and appropriate professionals.Ability XI: Design and implement programs that reflect knowledge, awareness, andresponsiveness to diverse cultures, including cultural and socioeconomic factors.Ability XII: Work effectively with members of the instructional team and professionals fromrelated fields.

AREA: SPECIAL EDUCATION COMMON CORE COMPETENCIES COMMENTS

Ability 1: Plan, implement, and evaluate programs designed to meet the special needs of childrenwith disabilities from birth through age eight.Ability II: Provide developmentally appropriate programs for infants and young children withdisabilities.Ability III: Consult with parents and other family members in their efforts to understand, accept,and provide care for the young child with special needs. Ability IV: Work collaboratively with members of an interdisciplinary team in assessment andintervention efforts.Ability V: Adapt methods and materials to the needs of children with varying exceptionalities frombirth through age eight.Ability VI: Use observational/assessment techniques and instruments appropriate for childrenwith varying exceptionalities from birth through age eight.

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 UAREA: EARLY CHILDHOOD SPECIAL EDUCATION COMPETENCIES COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Special Education (Grades K-6)

Ability I: Develop, select, administer, and interpret formal and informal assessments.Ability II: Translate assessment information into functional long-term goals and short-termbenchmarks.Ability III: Implement or assist other teachers in implementing the student's individualizededucation program, by selecting, developing, and using appropriate instructional techniques andmethods, ongoing measurement techniques, media and materials, equipment (including assistivetechnology devices), technological advances, and support personnel.Ability IV: Continuously analyze the effectiveness of the individualized education program andmake appropriate modifications.Ability V: Select and implement research-based curricula and practices related to the corecomponents of reading such as explicit and direct instruction and appropriate grouping.Ability VI: Utilize effective teaching strategies designed to promote learning and improvestudent achievement.Ability VII: Modify methods, materials, and equipment to meet student needs.Ability VIII: Implement research-based behavior management techniques and practices thatinclude school-wide, classroom, and individual proactive positive behavior supports.Ability IX: Plan and facilitate transition programs within and outside the school setting.Ability X: Effectively communicate the goals of the instructional program to the student, thestudent's primary caregivers, and appropriate professionals.Ability XI: Design and implement programs that reflect knowledge, awareness, andresponsiveness to diverse cultures, including cultural and socioeconomic factors.Ability XII: Work effectively with members of the instructional team and professionals fromrelated fields.

AREA: SPECIAL EDUCATION COMMON CORE COMPETENCIES COMMENTS

Ability 1: Assess students' needs in order to plan an individualized educational programappropriate for classroom instruction.Ability II: Create an optimal learning environment by utilizing, evaluating, modifying, and adaptingthe classroom setting, curriculum, teaching strategies, materials, and equipment.Ability III: Utilize practices to encourage family support in the student's program.Ability IV: Assist in the evaluation and implementation of assistive technology.Ability V: Collaboratively utilize and evaluate the effectiveness of variety of instructional strategiesto facilitate student's attainment of goals and objectives.Ability VI: Implement appropriate behavioral interventions based on a functional analysis ofbehavior.Ability VII: Build student's communication abilities and social interaction skills through thedevelopment of appropriate language and conversational skills. Ability VIII: Plan and implement an instructional program for grades K-6 using the state coursesof study for mathematics, English, language arts, social studies, and science.Ability IX: Develop and implement appropriate school healthcare plans and specializedinstructional and therapeutic techniques including physical and behavior management.Ability X: Implement a variety of validated, research-based reading programs selected to meetindividual needs of students and including the strategies recommended in the Alabama ReadingInitiative publications.Ability XI: Teach developmental stages of writing and spelling including the writing process; thestages of prewriting, drafting, revising, editing, and publishing; and writing across the curriculum.Ability XII: Use peer and teacher conferencing and rubric assessment to help students edit andrevise their writing.

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 UAREA: COLLABORATIVE TEACHING (K-6) COMPETENCIES COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Special Education (Grades 6-12)

Ability I: Develop, select, administer, and interpret formal and informal assessments.Ability II: Translate assessment information into functional long-term goals and short-term benchmarks.Ability III: Implement or assist other teachers in implementing the student's individualized educationprogram, by selecting, developing, and using appropriate instructional techniques and methods, ongoingmeasurement techniques, media and materials, equipment (including assistive technology devices),technological advances, and support personnel.Ability IV: Continuously analyze the effectiveness of the individualized education program and makeappropriate modifications.Ability V: Select and implement research-based curricula and practices related to the core componentsof reading such as explicit and direct instruction and appropriate grouping.Ability VI: Utilize effective teaching strategies designed to promote learning and improve studentachievement.Ability VII: Modify methods, materials, and equipment to meet student needs.Ability VIII: Implement research-based behavior management techniques and practices that includeschool-wide, classroom, and individual proactive positive behavior supports.Ability IX: Plan and facilitate transition programs within and outside the school setting.Ability X: Effectively communicate the goals of the instructional program to the student, the student'sprimary caregivers, and appropriate professionals.Ability XI: Design and implement programs that reflect knowledge, awareness, and responsiveness todiverse cultures, including cultural and socioeconomic factors.Ability XII: Work effectively with members of the instructional team and professionals from related fields.

AREA: SPECIAL EDUCATION COMMON CORE COMPETENCIES COMMENTS

Ability I: Assess students' needs and personal preferences in areas such as communication, cognition,motor, self-help/adaptive, social/emotional, functional life skills, and vocational skills in order to plan anindividualized educational program appropriate for instruction.Ability II: Utilize practices for facilitating student self-determination and enlisting the support andparticipation of families in the student's educational program.Ability III: Create an optimal learning environment by collaboratively utilizing, evaluating, modifying andadapting the classroom setting, curricula, teaching strategies, materials, and equipment.Ability IV: Plan and implement an instructional program in the areas of general and functionalacademics, social, vocational, independent living, and leisure skills.Ability V: Plan and implement work-based learning programs (such as on-campus work experiences,community-based work experiences, and work place mentoring) to foster the development of work placecompetencies and career goals.Ability VI: Partipate in collaborative teaming approaches for the purpose of decision-making related toinstruction, curriculum, social interactions, and interagency collaboration with school and agency staff,students, and family members.Ability VII: Create effective linkages between students and post-secondary educational institutionsand/or the business community to transition students to future environments.Ability VIII: Develop and implement appropriate school healthcare plans and specialized instructionaland therapeutic techniques including physical and behavior management.Ability IX: Implement appropriate behavioral interventions based on a functional analysis of behavior.Ability X: Implement a variety of validated, research-based reading programs selected to meet theneeds of students and including Essential Skills of Teachers of Reading.Ability XI: Teach developmental stages of writing and spelling including writing across the curriculum.Ability XII: Use peer and teacher conferencing and rubric assessment to help students edit and revisetheir writing.

1 2 3 4 U

1 2 3 4 UAREA: COLLABORATIVE TEACHING (6-12) COMPETENCIES COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

Page 8

PLEASE CONTINUE ON PAGE 9.

Program CompetenciesProgram in Visually Impaired

Ability I: Develop, select, administer, and interpret formal and informal assessments.

Ability II: Translate assessment information into functional long-term goals and short-termbenchmarks.Ability III: Implement or assist other teachers in implementing the student's individualizededucation program, by selecting, developing, and using appropriate instructional techniques andmethods, ongoing measurement techniques, media and materials, equipment (including assistivetechnology devices), technological advances, and support personnel.Ability IV: Continuously analyze the effectiveness of the individualized education program andmake appropriate modifications.Ability V: Select and implement research-based curricula and practices related to the corecomponents of reading such as explicit and direct instruction and appropriate grouping.Ability VI: Utilize effective teaching strategies designed to promote learning and improvestudent achievement.Ability VII: Modify methods, materials, and equipment to meet student needs.

Ability VIII: Implement research-based behavior management techniques and practices thatinclude school-wide, classroom, and individual proactive positive behavior supports.Ability IX: Plan and facilitate transition programs within and outside the school setting.

Ability X: Effectively communicate the goals of the instructional program to the student, thestudent's primary caregivers, and appropriate professionals.Ability XI: Design and implement programs that reflect knowledge, awareness, andresponsiveness to diverse cultures, including cultural and socioeconomic factors.Ability XII: Work effectively with members of the instructional team and professionals fromrelated fields.

AREA: SPECIAL EDUCATION COMMON CORE COMPETENCIES COMMENTS

Ability 1: Use informal and formal methods of assessment appropriate for the evaluation ofstudents with visual impairment.Ability II: Provide instruction in reading in the medium that is appropriate for the individual abilitiesof the student with a visual impairment, including Braille, large print, and low vision devices.Ability III: Develop skills necessary to attain literacy in reading and writing.

Ability IV: Provide orientation and mobility training and identify physical environmentmodifications needed for each student.Ability V: Adapt the regular curriculum to the specific needs of each student with visualimpairment.

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 UAREA: VISUALLY IMPAIRED COMPETENCIES COMMENTS

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U

1 2 3 4 U