Standard 3 – Approaches to Learning

Evidence 3.1 Evaluation of strengths and weaknesses in terms of minority relations of an instructional unit you taught

I taught a unit on mathematical calculations needed to develop a financial spreadsheet. For that unit I used a web site that I believe to be useful and added my own materials. I realized that the web site was really designed for persons with substantial financial resources, so in my own additions I made modifications more appropriate to my students experience….

Evidence 3.2 Unit Modifications for Student Differences

I have modified my unit on the Second World War to accommodate students with special needs and learning preferences. Also note that I adapted the tests and several reading assignments for students with reading and writing difficulties. I also reformatted some of the handouts for ease of use by a physically disabled student.

Evidence

Advanced Skills (4)

Excellent progress (3)

Emerging Skills (2)

Struggling (1)

STANDARD 1: CONTENT KNOWLEDGE

Evidence shows clear competency in content area knowledge and pedagogy

Evidence shows clear competency in content area knowledge

No content deficiency is evident

Content deficits are evident

Transcripts

Praxis Test Scores

Resume

Evaluations by Supervising and Cooperating Teachers

Evaluations show clear competency in content area knowledge and pedagogy

Evaluations show competency in content area knowledge and pedagogy, with few suggestions for additional work

Evaluations show competency in content area knowledge and pedagogy, with several suggestions for additional work

Evaluations show a lack of competency in content area knowledge and pedagogy

STANDARD 2: INDIVIDUAL DEVELOPMENT

Evidence shows clear understanding of matching approaches to student needs. Reflections give evidence of regular attempts. Technology use apparent. Evidence of student learning present.

Evidence shows an understanding of adapting instruction and some evidence of its beginning use. Evidence of student learning present.

Evidence shows an awareness of the need to adapt instruction without consistent evidence of doing it.

Evidence shows a lack of comfort with diverse needs and uncertainty how to work with them

For Teachers of Students Birth to 21 only: Journal Describing Early and Middle Childhood Practicum Experience

Modifications you made to a unit you taught addressing intellectual, social, and personal development of students

Modifications show a good understanding of how student needs and abilities develop with age specifically address areas that the unit needed to match better to student needs

Modifications show an understanding of how student needs and abilities develop with age and address somewhat the areas that the unit needed to match student needs

Modifications show an understanding of how student needs and abilities develop with age, but don’t fully address those needs and abilities

Modifications show a lack of understanding of how student needs and abilities develop with age, modifications are minimal or cosmetic

STANDARD 3: APPROACHES TO LEARNING

Evidence shows clear evidence of teaching to individual student differences and experiences. Evidence of student learning present.

Evidence shows attention to student characteristics and experiences, lacks thoughtful discussion of their impact. Evidence of student learning present.

Evidence shows a beginning awareness of the individuality students bring to learning tasks.

Evidence shows a lack of attention to individual differences. Reflections do not address this in a productive manner.

Evaluation of strengths and weaknesses in terms of minority relations of an instructional unit PI 34.15(4)(c) (1-5)

Modifications to a unit you taught for Student Differences PI 34.15(4)(h)

Unit modifications clearly address the needs of a special student (LD, ED…) and provide meaningful ways for the student to interact with the material

Unit modifications address the needs of a special student (LD, ED…) and provide different ways for the student to interact with the material

Unit modifications address the needs of a special student (LD, ED…) but seldom provide ways for the student to interact with the material

Unit modifications do not address the needs of a special student (LD, ED…) and provide meaningful ways for the student to interact with the material

STANDARD 4: TEACHING STRATEGIES

Evidence shows regular use of multiple strategies including technology. Evidence of student learning present .

Evidence shows less frequent use of multiple methods. Evidence of student learning present.

Evidence shows use of a few methods with willingness to try more

Evidence focuses primarily on 1-2 methods

Paper describing instructional strategies important in your subject area and an instructional unit based on the best practices in your field

For Teachers of Students Birth to 21 only: Early and Middle Childhood Subject Area Unit

For Agriculture, Social Studies, & Science Teachers only: Environmental Education Unit Plan PI 34.15(4)(b)

Social Studies Teachers only: Cooperative marketing and consumer cooperatives unit PI 34.15(4)(a)

An analysis of the teaching strategies you used during your student teaching

A section (1 page or less) of your reflective paper specifically discusses your use of various teaching strategies, including technology, in a thoughtful analysis

A section (1 page or less) of your reflective paper specifically discusses your use of various teaching strategies, including technology

A section (1 page or less) of your reflective paper mentions your use of various teaching strategies, including technology

Your reflective paper does not obviously discuss your use of various teaching strategies, including technology

An example of technology-based teaching strategies you used during student teaching

STANDARD 5: CLASSROOM MANAGEMENT

Analysis of conflict resolution procedures is complete and related to current theory and practice.

Analysis of conflict resolution procedures is complete but only somewhat related to current theory and practice.

Analysis of conflict resolution procedures is incomplete or not related to current theory and practice.

Analysis of conflict resolution procedures is incomplete and not related to current theory and practice.

Analysis of the conflict resolution procedures in your school PI 34.15(4)(d)

Classroom Management Plan as implemented in your student teaching classroom

Management plan shows respectful strategies for preventing and reinforcing student behaviors (good & bad) and encouraging student motivation

Management plan shows strategies for preventing and reinforcing student behaviors (good & bad) and encouraging student motivation

Management plan shows strategies for reinforcing student behaviors (good & bad)

Management plan shows strategies punishing student behaviors

STANDARD 6: COMMUNICATION

Evidence shows consistent effort to use many methods properly to communicate with others in a respectful and timely manner. Technology use apparent.

Evaluations are generally acceptable, but some facet lacking (e.g. grammar, spelling, lack of promptness in communication)

Weaknesses in communication have been pointed out and progress is being made in correcting any issues

Communication skills are noted as areas for improvement without real progress made. Communication is either lacking or is detrimental

Selected samples of written communication with students

Analysis of video of your student teaching addressing your verbal and nonverbal communication skills

Video analysis focuses on communication skills (verbal and nonverbal) in a careful self-examination

Video analysis focuses on communication skills (verbal only) in a careful self-examination

Video analysis describes communication skills (verbal and nonverbal)

Video analysis describes communication skills (verbal only)

STANDARD 7: CLASSROOM PLANNING

Example of long term planning and lesson plans you designed during your student teaching.

Evidence both show quality planning for long and short-term

Daily and other short term planning is a strength, but long term planning is still needs improvement

Evidence indicates problems with planning, but good progress is being made.

Planning is unrealistic and may lack focus. It is a frustrating task.

STANDARD 8: ASSESSMENT

Examples of assessments you used during your student teaching including at least one performance assessment rubric

Evidence shows a strong understanding and ability to use a variety of assessment tools. Good rubrics. Evidence of student learning present.

Evidence shows an effort made to use a variety of assessment types. Good rubrics. Evidence of student learning present.

Evidence shows a willingness to create tests and quizzes, in addition to those provided by text. Awkward rubrics

Evidence shows a discomfort with any assessment other than those provided by text

STANDARD 9: REFLECTIVE PRACTICE

Written reflection on your role as student teacher in working with students and teachers of special education (or with regular education teachers if you are a special education teacher)PI 34.15(4)(g)

Teaching log and evaluations provide clear evidence of realistic self monitoring, reflective practice is customary

Teaching log provides examples of reflective practice not quite a habit. Evaluations might not mention it

Self reflective statements are found, but may be infrequent or too strongly positive or negative to be helpful

A lack of self reflection seems to be detrimental to the teaching experience

Student Teaching Log

STANDARD 10: CONNECTION WITH OTHERS

Journal makes note of experiences with minority students and shows thoughtful reflection on interactions with all stakeholders in education

Journal makes note of experiences with minority students and discusses interactions with students and at least 1 other stakeholder in education

Journal makes note of experiences with minority students and describes interactions with students

Journal makes note of experiences with minority students

Journal of Practicum Experiences with Minority Students PI 34.15(4)(c)(6)

Samples of written communication with parents during student teaching

Evidence reveals a strong commitment to interaction with others. Evidence of efforts made to maintain positive relationships Technology use apparent

Evidence shows strong interactions with a core group

Evidence shows efforts made to establish interactions with others, not yet consistent

Evidence shows a tendency to avoid interaction