Everyone is a learner

EDUCATOR LICENSURE PROGRAM Collaborative for Educational Services

ESLSPECIAL

EDUCATION

READING SPECIALIST

EARTH SCIENCE

GENERAL SCIENCE

MATH/ SCIENCE

MATH

CHEMISTRY

PHYSICSHISTORY

HUMANITIES

BIOLOGY

ENGLISH

TeachI N M A S S.

POLTICAL SCIENCE/

PHILOSOPHY

Practicum Handbook

EDUCATOR LICENSURE PROGRAM

Collaborative for Educational Services 413.586.4900 x143 413.586.2878 fax e-mail: licensure@collaborative.org

TeachI N M A S S.

PRACTICUM HANDBOOK

Table of Contents Intro to Practicum Handbook 2 Practicum Policies and Procedures

Eligibility 3 Practicum Requirements 3 Practicum Placement 3 Documentation of Attendance and Participation 5

Waiver Policy 5 Practicum Participants

Roles and Responsibilities Candidate 6 Supervising Practitioner 7 Program Supervisor 8

Practicum Assessment Professional Attire 10 At Risk Policy 10 Obtaining a License 11 Practicum Form Submission 12 Appendix A: Practicum Resources and Support

Three-Way Meetings Sample Weekly Schedule Weekly Contact Report Practicum Hours Log Lesson Plan Template Lesson Plan and Delivery Rubrics Practicum Candidate Disposition PPA Rubric Pre-Service Performance Assessment Sources of Evidence for Pre-Service Performance Assessment The Professional Standards for Teachers (PST) Evaluation Questions Licensure Specific Questions

2

Introduction to the Practicum Handbook

This guidebook is designed to support teacher candidates, supervising practitioners, and program supervisors involved with the practicum component of the Collaborative for Educational Services Licensure program. The licensure practicum is the culminating experience of the educator preparation program. The purpose of the practicum is to provide candidates with a field-based experience in which they put into practice the skills and knowledge they have developed in their licensure program in an approved school setting. The Collaborative for Educational Services Licensure program supervisor and the site-based supervising practitioner assists the candidate in meeting the professional standards of the license they are seeking, leading to a recommendation for endorsement.

3

Placement Process and Eligibility

To be eligible for a student teaching practicum, a candidate must have completed all prerequisite courses in his or her program, must have a minimum 3.0 grade point average, have passed the required MTELs, and have completed pre-practicum experiences totaling at least 39 hours. Candidates with substantial work experience in the role, field and level of the license sought may apply to the CES Licensure Program for a Reduction in Student Teaching (waiver) for up to one-half the required practicum hours. The waiver application will require documentation that previous experiences have been supervised by two evaluators, one from the school and one from an outside entity. A waiver is possible for of up to half the practicum, but is rarely granted.

Practicum Eligibility

Each Licensure Program candidate must complete a Practicum before they can be endorsed for an Initial License. Before the candidate can begin the Practicum, the candidate must: complete six courses satisfactorily (may vary depending upon past teaching experience); ensure that all payments are up-to-date; and passed all the required MTELs. The Practicum fee is included in the Licensure Program fee, which is paid in accordance with the candidate’s Licensure Program Application and Financial Agreement. A partial waiver of practicum hours does not affect the practicum fee. To begin the process, you the candidate must submit a Request for Practicum form which can be accessed from the Student Resources section of the CES website. The policies outlined in this handbook serve as a guide for candidates and their supervisors to create a positive and rewarding practicum experience.

Program Requirements for the Practicum

This handbook describes both the general requirements for all practicum students. Candidates will be asked to document time and activities in the practicum and to complete all assignments generated by the practicum supervisor and seminar leader. Candidates will find a list and description of the assignments to be carried out in the practicum placement in the PPA and documented in the Portfolio. These assignments are meant to prepare the candidate for the particular roles and responsibilities of the license and to satisfy DESE requirements.

Placement location

Placement locations and supervising practitioners must adhere to a set of established criteria: The practicum site must allow the candidate to learn and practice the scope of the professional

responsibilities of the license. The supervising practitioner supervising the practicum student must hold a Professional license in the

area sought, or have an Initial license in the area sought with at least three years of work experience under the license.

The practicum site must use the Massachusetts Curriculum Frameworks in the design of its curriculum.

For candidates completing the practicum for the Moderate Disabilities license, there are two options. o The candidate completes a 300 hour practicum in an inclusive general education setting OR

4

o The candidate completes part of the practicum in an inclusive general education setting and part in a separate or substantially separate setting for students with moderate disabilities in the following proportions:

PreK-8 – 75 hours in an inclusive setting and 225 hours in a separate or substantially separate setting.

Grades 5-12 – 150 hours in an inclusive setting and 150 hours in a separate or substantially separate setting.

Job sites as practicum sites

Candidates who are Teachers of Record may request that their paid positions as educators constitute their practicum site. In addition to the requirements listed above, the following conditions must also be met before a candidate’s paid position may be used to fulfill the practicum requirement: The practicum candidate must provide the CES Licensure Program with acknowledgement from her or

his school principal giving permission to the candidate to use his or her work site as a practicum site. The practicum site must allow the candidate to advance professionally by applying the knowledge and

skills that embody the framework of the CES Licensure Program, with guidance and support from a qualified supervising practitioner.

The practicum site must allow the candidate to complete the hours, activities and assignments required by the licensure program.

The supervising practitioner must be able to carry out the requirements and responsibilities set by the CES Licensure Program and must be able to assess the practicum candidate objectively and with reference to state and district/school standards.

Criminal Offender Registration Information (CORI)

Individual districts will require candidates to complete a Criminal Offender Registration Information check (CORI). The candidate is required by state law to complete this form accurately and in a timely manner. Individuals who are not currently Teachers of Record or are not completing the entire practicum in the building where they are Teachers of Record - career changers or individuals working in substantially separate settings and seeking a Moderate Disabilities license - must be CORI'd by the district in which they will be doing practicum hours and fingerprinted.

Fingerprinting

Teachers of Record (individuals who will be completing their practicum in their own districts), who have already been fingerprinted, will be cleared to begin practica in their own districts without additional fingerprinting. For Teachers of Record who plan to complete part of the practicum in another district, fingerprinting will be required. Individuals who are not currently Teachers of Record or are not completing the entire practicum in the building where they are Teachers of Record (career changers or individuals working in substantially separate settings and seeking a Moderate Disabilities license) must be fingerprinted. Once the practicum site has been identified, the CES Licensure Program will provide the district’s provider ID to the candidate. The candidate should then schedule an appointment to be fingerprinted and have the results sent to the district, using the Provider ID number. Guidance to candidates will be sent in a letter from CES Licensure Program staff.

5

Attendance and Participation

For most licensure programs, the practicum experience is at least 300 hours in the field. The supervising practitioner will expect the candidate to participate as fully as possible in the role of a teacher, provided cooperating agency policies are not violated. Practicum candidates are expected to keep “teachers’ hours” in their assigned schools. During the time the candidate is assigned to a classroom, the candidate will participate in the full spectrum of professional activities. These activities may include, but are not limited to, attending faculty meetings and professional development opportunities; observing special education team evaluation meetings; participating in the parent conference process, attending showcase/project fairs (science, geography, etc.) and other Prek-12 student activities. It is required that all practicum students complete 100 hours in full responsibility of the classroom.

Candidates with substantial work experience in the role, field and level of the license sought may apply to the CES Licensure Program for a Reduction in Student Teaching (waiver) of up to one-half the required practicum hours. An application for course waiver will be considered only if accompanied by documentation that previous experiences have been supervised by two evaluators, one from the school and one from an outside entity. To begin the process for requesting a waiver, the candidate must submit a Request for Practicum form which can be accessed from the Student Resources section of the CES website.

Request for Waiver of Practicum Hours

Candidates with substantial work experience in the role, field and level of the license sought may apply to the CES Licensure Program for a Reduction in Student Teaching (waiver) of up to one-half the required practicum hours. An application for course waiver will be considered only if accompanied by documentation that previous experiences have been supervised by two evaluators, one from the school and one from an outside entity. To begin the process for requesting a waiver, the candidate must submit a Request for Practicum form which can be accessed from the Student Resources section of the CES website.

Practicum Participants

As a Practicum participant, the candidate will work with and be observed by two other professional teachers—the supervising practitioner and the program supervisor. Their responsibilities are briefly described below. Supervising Practitioner: The supervising practitioner is a teacher who has worked for at least three years under the license and grade level that the candidate is seeking. If this is not possible, CES Licensure staff will assist you the candidate in finding a suitable supervising practitioner. The supervising practitioner will work more closely with the candidate than the program supervisor, observing the candidate at least three times during the practicum, maintaining weekly contact, and assisting in completing the practicum paperwork. Program Supervisor: The program supervisor is an educator assigned by the Collaborative to support the candidate and the supervising practitioner during the practicum, who generally oversees the practicum experience and represents both CES’s policies and procedures and DESE’s regulations. The program supervisor will arrange and attend all three-way meetings, explain how to complete the

6

practicum documentation, observe and evaluate the candidate’s performance, provide final approval of the candidate’s practicum work, and generally serve as the liaison between the candidate and the Licensure Program.

Roles and Responsibilities

The Practicum Candidate

As the culminating experience of a candidate’s preparation as a teacher, the candidate must assume the most active part in and responsibility for his/her practicum. Getting Started: Become acquainted with the philosophy of the school/agency, department and supervising practitioner

relative to education Cooperate in every way possible with any and all employees of the school/agency

In the Classroom:

Understand clearly what is expected of him/her by the supervising practitioner and the program

supervisor Present to the supervising practitioner and/or the program supervisor lesson plans, tests, etc. which

he/she is to administer for analysis and advance approval as required by the supervising practitioner and program supervisor

Attend to the needs, interests and abilities of the students he/she is teaching Understand and demonstrate in a classroom setting the competencies as expected under the

Professional Standards for Teachers outlined by the Department of Elementary and Secondary Education

Completing Requirements: Fully participate in the three and any additionally required three-way meetings with the supervising

practitioner and the program supervisor Keep documentation of the required hours of classroom work that the candidate’s particular licensure

requires and have the supervising practitioner and program supervisor sign that documentation Complete at least five lesson plans that address the competencies expected of the practicum experience

(These plans will be provided to the supervisors prior to their observations. The candidate will be expected to submit them and have a brief pre-observation conference before the actual observations. In addition, the candidate will be expected to participate in a post-observation reflection.)

Complete the Practicum Reflection paper before the third meeting and submit it to supervising practitioner and the program supervisor for their review

Complete any other paperwork, research, or classroom work asked or suggested by the supervising practitioner and/or program supervisor to better illustrate the candidate’s demonstration of meeting the DESE professional standards for teachers.

Maintain and jointly document weekly contact with the supervising practitioner.

7

From Start to Finish: Be receptive to constructive criticism and seek suggestions from the supervising practitioner and

program supervisor Evaluate him/herself objectively and realistically Involve him/herself in the life of the classroom and school Gain insight into the many facets of the school/agency and the community in which he/she is teaching

and show appreciation for the cooperation of the host school and its personnel who provide for the student teaching experience

Become an integral part of the school/agency and its community Participate in the required three-way meetings with both supervisors Be punctual and observe regular attendance at his or her assignment

Maintain a professional demeanor and dress appropriately for the school environment

The Supervising Practitioner

The supervising practitioner’s role is to provide direct support and supervision to the candidate throughout the practicum, particularly in the areas of instructional support and practicum coordination. Instructional Support: Provide orientation for the candidate to the classroom Show the candidate available instructional resources including building facilities, technology, curriculum

guides, faculty and student handbooks, media and supply area Share information with candidate about the diverse needs of students he/she will be working with Give the candidate gradual responsibility in the classroom, recognizing that beginning teachers differ in

their readiness to assume responsibility for a classroom Co-develop the first lesson plan with candidate in preparation for his/her first practicum teaching

experience Engage in joint problem solving about pedagogical issues Encourage the candidate to try new methods or approaches and assist in the evaluation of these

methods Model teaching subject areas before the candidate teaches the subject Model classroom management skills that lead to a positive classroom environment Include the candidate in parent conferences, team meetings, student evaluation meetings, and

professional development programs Encourage the candidate to use a variety of assessment and evaluative tools to evaluate student

learning and to plan for instruction Share knowledge and resources related to the subject field Model professional attitudes and ethics Practicum Coordination: Participate in three three-way meetings (or more if needed) with the practicum participant and the

program supervisor Provide weekly contact with the candidate to guide him/her in lesson planning and self-evaluation to

discover needs, strengths, weaknesses and growth relative to teaching Oversee the documentation of weekly contacts in the practicum portfolio materials Plan the candidate’s involvement in the practicum process with the program supervisor and candidate

(Candidates must assume a minimum of 100 hours of direct instructional responsibility in order to qualify for licensure.)

8

Complete a minimum of three observations of the candidate, provide timely feedback to the candidate and to the program supervisor if applicable, and submit one written observation report with practicum portfolio materials

Review the three completed Lesson Plans and Reflection Paper and provide feedback to the practicum candidate

Participate in the completion of the Pre-service Performance Assessment (be sure to rate the participant candidate for each of the standards and write a summary report as required in the PPA and; be sure to sign this form.)

Attest that the participant candidate has demonstrated the appropriate skills and competencies expected to achieve satisfactory completion of the practicum or contact the CES Licensure practicum coordinator if you the supervising practitioner or the program supervisor cannot attest that the participant has demonstrated the appropriate skills and competencies.

The Program Supervisor

The program supervisor's role is to collaborate with the host school and supervising practitioner in order to assist the candidate in developing the skills, competencies, and dispositions of a successful beginning teacher. Specifically, the program supervisor has duties in the areas of practicum initiation, communication between all individuals involved in the practicum, and candidate evaluation. Practicum Initiation: Initiate three required three-way meetings with the practicum candidate and the Supervising Practitioner.

(Additional meetings can be scheduled if/as needed) Contact the candidate and supervising practitioner within a reasonable period of time (3-7 days) after the

CES Licensure Program staff sends out the initial paper work. Set up the three-way face-to-face meeting within a week of contacting the other two people involved.

Notify the CES Practicum Coordinator if there is a problem in setting up the first meeting within a timely manner.

Communication Between Candidates, Supervising Practitioner, and CES Practicum Coordinator: Establish the best means for communicating with the supervising practitioner, whether by phone or

email, and hours most convenient for communicating. Provide candidates with information regarding the best ways and times to communicate with both supervisors.

Inform the CES Practicum Coordinator of any problems, whether related to the placement itself or to the candidate’s performance or attendance. Meet with the supervising practitioner privately when necessary, and confer with both the candidate and the supervising practitioner together during a supervising visit whenever feasible.

Evaluation and Documentation of Performance: Visit at least 4 times during the practicum and conduct at least 3 formal observations of the candidate

with a pre-observation and follow-up debriefing session. Provide feedback to the candidate about the lesson within 5 days of the observation. Discuss areas for

development (if any) and plan action steps. Notify Practicum Coordinator with concerns noted during observations. Submit two formal observation documents with the practicum portfolio materials. One observation should

occur at the beginning of the practicum, one after the mid-point, and the third, during the time when the candidate assumes full responsibility of his/her classroom.

During each observation, the program supervisor will take into consideration the following: a. Evidence of lesson planning and understanding of content

9

b. Positive relationships that the candidate has developed with the faculty members, principal and other school personnel c. The teaching performance of the candidate d. The attitude of the students toward the teacher candidate Participate in the completion of the Summative Pre-service Performance Assessment with the

supervising practitioner and make sure that a rating on each of the standards has been documented on the PPA. Make sure that all signatures on all required areas are present.

Collaborate with the supervising practitioner on a summary assessment as required in the PPA. Review completed lesson plans, PPA evidence; contact reports, time log, reflections after lessons

observed, and the reflection paper and then provide feedback to candidate. Attest that the candidate has demonstrated the appropriate skills and competencies expected to achieve

satisfactory completion of the practicum. If the program supervisor or supervising practitioner is unable to attest that the candidate has

demonstrated the appropriate skills and competencies, the program supervisor will immediately notify the CES Practicum Coordinator (Ideally, concerns will be raised well before this stage).

Complete Candidate Disposition and send it to the Practicum Coordinator. This form may be completed at any time during the practicum, but no later than the final three-way meeting.

Resolution(s) of Substandard Performance:

If a candidate is struggling in his/her placement, it is the program supervisor’s responsibility to

communicate with the CES Practicum Coordinator. Depending on the severity of the situation, the program supervisor may be called upon to assist in the creation of a plan of action for the candidate.

The program supervisor should meet with the candidate and complete the Candidate Form to identify the issue(s) to be resolved. Clear expectations for improvement should be outlined on the form. All participants will sign the form.

If the issue remains unresolved, the issue will then be brought to the attention of the CES Director of Professional Development and the Procedures for At Risk Practicum Candidates will be followed.

Practicum Assessment

The purpose of the practicum assessment is to state quantitatively and qualitatively the degree to which a teaching candidate possesses the knowledge, skills, and dispositions necessary to become a successful teacher. The evaluations conducted during the practicum are a continuous process involving the practicum candidate, the supervising practitioner, and the program supervisor. Feedback on the candidate’s performance will be provided in a timely manner to provide ample opportunity for improvement. At any time, however, if it is determined that the practicum candidate’s conduct is unprofessional or is negatively affecting student learning, he/she may be removed from the practicum experience. Sources of evidence used in assessment of the candidate’s content knowledge and pedagogical skills, and his/her ability to reflect on the teaching process will include the following: Lesson plans utilizing the CES lesson plan template Classroom observations conducted by the program supervisor and supervising practitioner utilizing the

Lesson Plan Rubric and the Practicum Performance Assessment (PPA) guidelines for lesson delivery Three meetings involving the supervising practitioner, program supervisor, and candidate that focus on

the candidate’s teaching experience and on his/her ability to reflect on their teaching experience. Mid-point assessment using Licensure-Specific Questions Written reflection on practicum experience

10

Final portfolio with evidence to support teaching standards, (PPA), log, and contact log.

Professional Attire

Teacher candidates enrolled in the practicum should be aware of two important messages that their behavior and attire sends to others in the school setting: 1. The candidate represents the Collaborative for Educational Services Licensure Program in the school(s) in which the practicum experience is completed. As such, the candidate’s behavior and attire should always be professional and reflect the high standards of this institution. 2. The candidate’s appearance and behavior reflect on the candidate as a professional and the candidate will be evaluated on professional demeanor (among other considerations). Schools welcome individuals who dress appropriately and respectfully, who can serve as models for students.

Guidelines for Assisting Practicum Candidates At Risk

It is the goal of CES Licensure to assist practicum candidates in becoming successful classroom teachers. CES Licensure strives to create an opportunity for success in the practicum; however, practicum candidates must accept responsibility for their own professional conduct and teaching. On occasion, practicum candidates may demonstrate weaknesses in classroom instruction, management skills, and /or professionalism that affect the quality of instruction provided to students. When this occurs, the supervising practitioner and program supervisor must decide whether the practicum candidate should continue with the practicum experience. The procedures outlined below are designed to help the practicum candidate, supervising practitioner and program supervisor in this process.

1. Serious problems in the practicum will be identified and addressed as early as possible to maximize opportunities for improvement in the practicum candidate’s instructional effectiveness, management skills and/or professionalism and to minimize the impact of these areas of weakness on students. Any weakness (es) will be identified and documented by the Supervising Practitioner and/or Program Supervisor in writing using the Candidate Disposition assessment.

2. The supervising practitioner and/or program supervisor will immediately notify the CES Practicum Coordinator when serious questions are raised concerning the practicum candidate’s teaching, management skills and/or professionalism.

3. The CES Practicum Coordinator will notify the practicum candidate that she/he is at risk of failing the Practicum and will then schedule a meeting with the candidate, supervising practitioner, program supervisor, and Director of Professional Development to develop a Remedial Plan addressing the area (s) of concern. This plan must be accepted and signed by the practicum candidate, CES Practicum Coordinator, program supervisor, and Director of Professional Development. The plan will use the criteria described below:

Identify specific target areas (necessary improvements) needed for the practicum candidate to continue his/her student teaching experience.

Identify specific criteria by which to assess each target area. Develop specific improvement strategies that will provide the practicum candidate with the necessary

support and remediation in each target area. Develop a timeline by which the improvement plan will be implemented.

o Identify specific observation dates for monitoring the practicum candidate’s improvement process; also identify specific expected behaviors that must be accomplished for each date.

o Identify the specific evaluation date by which the practicum candidate will be held accountable for his/her improvements.

11

4. The CES Practicum Coordinator will schedule a meeting with program supervisor and the Director of Professional Development to determine whether the practicum candidate has met the criteria for continuation.

If the candidate demonstrates proficiency or significant improvement on all measures, the candidate may (1) resume the practicum or (2) begin a second practicum, at the candidate’s expense, based on the recommendation of the practicum supervisor. If a candidate does not demonstrate proficiency or marked improvement on all measures, the candidate’s licensure program will be terminated.

Procedures for Practicum Termination

The CES Licensure Program will terminate the practicum if it is determined that the Remedial Plan has not accomplished the desired outcomes and a particular placement is damaging to the students of the school or to the practicum candidate. Prior to practicum termination, a formal letter of dismissal will be prepared and delivered to the practicum candidate at a meeting involving the practicum candidate, CES Practicum Coordinator, and the Director of Professional Development. The letter will describe the practicum candidate’s performance and indicate the reasons for dismissal. The practicum candidate will be removed from the teaching assignment immediately upon delivery of the letter. In extreme or unusual circumstances, an immediate practicum termination may be required, if the candidate has violated school rules, acted inappropriately in a school setting, or has interfered with student learning. The CES Practicum Coordinator, with the support of the school principal and Director of Professional Development may remove the candidate from the teaching assignment immediately following the occurrence of an incident or situation resulting in the initiation of these procedures. In that event, the meeting(s) to be held among the parties under these procedures will be convened at the earliest possible time.

Appeal Process

If the candidate believes his/her removal from the teaching assignment violated the procedures for termination set forth above, the candidate may request in writing that the decision be reviewed. This request must be received in the CES Licensure Office within ten (10) calendar days of the date of delivery of the formal dismissal letter. The CES Practicum Coordinator, Director of Professional Development, and the Executive Director of CES will complete the review within ten (10) calendar days of receipt of the request for review. They will review all relevant documentation, interview the candidate and the other concerned parties, and determine whether the decision should be upheld or reversed. If, based upon this review, the decision is upheld, it shall be final. If the decision to dismiss the candidate from the licensure program is reversed, the CES Practicum Coordinator and Director of Professional Development shall take appropriate steps to support the candidate in completion of his/her program.

Obtaining Your License

Once all program requirements are complete, the CES Licensure Program will communicate directly with the state Department of Elementary and Secondary Education and endorse the candidate for licensure. The candidate should already have formally applied to DESE for the license before CES submits the endorsement.

12

Completing and Submitting Your Practicum Paperwork

As the candidate progresses in the Practicum, the candidate will document her/his teaching experiences and reflections on those experiences, on several different forms. These forms serve to help the candidate create a portrait of who he/she is as a teacher from a variety of angles: Self-reflection, holistic observation and evaluation from the Supervising Practitioner and Program Supervisor, and through more formal teaching standards set by the Massachusetts Department of Elementary and Secondary Education.

Candidates should always maintain a copy of the Practicum work for his/her records. Candidates will submit the bulk of the Practicum work to the Collaborative for Educational Services in electronic format, preferably as one PDF file. If assistance is needed, the candidate should contact CES Licensure Program staff. Questions and completed practicum paperwork should be emailed to studentaffairs@collaborative.org.

Candidates should mail a hard copy of the Practicum Signature Page and the PPA cover sheet to: Licensure Student Affairs 97 Hawley St. Northampton, MA 01060

Appendix A: Practicum Resources and Support

Three-Way Meetings Sample Weekly Schedule Weekly Contact Report Practicum Hours Log Lesson Plan Template Lesson Plan and Delivery Rubrics Practicum Candidate Disposition PPA Rubric Pre-Service Performance Assessment Sources of Evidence for Pre-Service Performance Assessment The Professional Standards for Teachers (PST) Evaluation Questions Licensure Specific Questions

13

Three-way meetings

First three-way meeting Review purpose of practicum, DESE’s role, CES’s role, and everyone’s roles and responsibilities Create partnership with Supervising Practitioner and be explicit about SP’s role as evaluative;

learn about SP’s teaching style and philosophy Review all documentation and ensure that all parties are clear about their role in completing the

PPA and other documents Show candidate where he/she can locate practicum documents on CES website Establish timelines for the practicum three-way meetings and observations Try to meet with building principal to introduce yourself and CES

Second Three-Way Meeting Meet with candidate and supervising practitioner. Check in with candidate and supervising

practitioner to see how things are going and identify areas of strength and areas to be developed. Observe candidate, provide informal feedback on lesson with written feedback to be emailed

within 5-7 days Review licensure specific questions and set goals for rest of the practicum. Discuss ways for candidate to successfully complete 100 hours of full responsibility. Review time logs and contact reports for accuracy. Introduce candidate disposition form If any major concerns about the candidate’s performance are noted, contact the Practicum

Coordinator to discuss the situation. Third Three-Way Meeting Meet with candidate and SP to review the practicum process and the PPA Perform final evaluation using licensure specific questions Conduct final observation if it has not yet been conducted. Provide feedback to candidate. Review all documentation and the PPA and note if any area(s) need revision or further

explanations Have all parties sign the PPA Discuss practicum submission and timeline Complete disposition form and submit to CES

14

Sample Weekly Schedule

Week 1 Observe classroom routines

Learn students’ names Familiarize yourself with materials, student assessment tools, use of technology, school-wide

routines and resources Begin to help small groups of students Talk with your supervising practitioner about ways you can become involved with students Meet other teachers working in your grade level or content

Week 2 Begin to supervise student transition activities

Begin to plan for co-teaching Begin using record keeping procedures for homework, grades, etc. Attend planning sessions, staff meetings, and other professional meetings Begin identifying other teachers you would like to observe

Weeks 3-4 With the help of your supervising practitioner, schedule times when you can observe other teachers and designate times to debrief with your supervising practitioner

Talk with your supervising practitioner about planning, assessing and teaching a lesson Continue to increase time working with students in the classroom Continue attending meetings and getting to know other teachers

Month 2 Continue teaching students Discuss student assessment with your supervising practitioner on an ongoing basis, revise lessons

as needed Start incorporating the use of technology in your lessons Discuss how assessment data can an be used to plan lessons Continue observing other teachers Start planning for your mid-point evaluation- 2nd 3-way meeting Prepare for supervising practitioner and program supervisor observations

Month 3 Utilize feedback from supervising practitioner and program supervisor in your lessons Develop more in-depth formative and summative assessments Take on more teaching responsibilities and teacher duties Plan ways to meet all indicators within the 5 teaching standards assessed on the PPA Talk with your program supervisor and supervising practitioner about good evidence to support the

standards Month 4 Teach a full time teacher schedule Attend parent meetings, professional development, IEP meetings, etc. Continue meeting with supervising practitioner and incorporating feedback into your planning Continue to choose appropriate evidence for PPA Plan lessons that meet the needs of diverse students

15

Weekly Contact Report

This is the documentation of contact between the candidate and the supervising practitioner. This contact should occur once a week at a minimum, although we realize that in most situations this happens much more frequently. The substance of the conversations should be noted by the candidate with input from the supervising practitioner. This can be in brief paragraph form or a bulleted list.

WEEKLY CONTACT REPORT

Conversations/Contacts About Demonstration of Skills

SUPERVISING PRACTITIONER:

PRACTICUM CANDIDATE:

DATE:

Record Conversations/Contacts:

Indicate Practical Experience(s) Addressed: ________________________________________________________

(e.g., PE1, PE2, etc.)

___________________________________________________________________________

Supervising Practitioner Date

___________________________________________________________________________

Candidate Date

16

Practicum Hours Log

The practicum hours log serves as documentation of the hours and the learning activities the candidate engages in to meet the required practicum hours in their licensure program. This requirement is defined as the number of hours at the practicum site under the direct supervision of the supervising practitioner. The documentation of these hours is categorized into three areas: Planning, Instruction, and School Issues. Planning refers to the following: examining student work, analyzing formative and summative assessment, observing student behaviors, etc. to create lessons that meet students’ needs. Instruction refers to delivering specific lessons to individual students, small groups, and to large groups of students. School Issues refers to parent-teacher meetings, IEP meetings, and trainings that are part of a teacher’s role.

17

Practicum Hours Log

Participant Name: Date Started: Program Supervisor: Date Completed: Supervising Practitioner: Grade Level:

Date Activity

Experiences

Grade Level Start Time End Time Totals Hours Plan

ning

Inst

ruct

ion

Scho

ol Is

sues

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

19

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total Hours 0

20

 

 Educator Licensure Programs 

  97 Hawley Street Northampton, MA 01060 413.586­4900 | 413.586.2878 fax 

email: licensure@collaborative.org   

 COLLABORATIVE FOR EDUCATIONAL SERVICES 

  

Licensure Lesson Plan Template  

Use this template to design your lesson. Click on the ‘read more’ links to be taken to a website that provides additional information.   

Heading (read more)  

Name: Date:   Grade: Number of Students in class:  Curriculum Area:  Topic:   Anticipated Length of Lesson:   General Description of Students:     

Essential Question (read more)  

Provide an open­ended, thought­provoking and intellectually challenging question that will encourage higher­order thinking.  

      

  

 Standards (read more) 

 State and use language from the Massachusetts Curriculum Frameworks: 

  1.  2.  

CES Licensure Lesson Plan Template ­ Rev. 10/14 1 of 5 

21

 

3.  

Learning Objective(s) (read more)   Content Objectives:  (What new knowledge will students gain as a result of this lesson?)  1. 2. 3. 

Objectives in student­friendly terms:   Language Objective:   What specifically will students be expected to do in speaking, listening, reading or writing (choose one or more) in relationship to the content? If there are English Learners (ELs) in the class, state connections to the World­Class Instructional Design and Assessment (WIDA). How will you relate objectives in student­friendly language?      

Key Vocabulary (read more)  What terms do students need to understand and/or use in order to meet learning objectives?           

Prior Knowledge (read more)   How will you find out what students already know? How does this build on students’ prior experience or knowledge from home, school and community?  What are the anticipated student preconceptions and misconceptions?       

CES Licensure Lesson Plan Template ­ Rev. 10/14 2 of 5 

22

 

  

Materials (read more)   What materials will you use as the teacher? What will students use? Please include software and/or web resources.          

Procedures (read more)  A step by step guide of what you will do. Include: Teacher activity (TA) and Student activity (SA), participation structures (full class, small group, pairs, individual), time allocated to activity, rationale (why am I doing this?). Note: you will be asked to state how you will assess students and how you will provide accommodations for different types and levels of learners in the sections that follow the procedure section.  Step 1: (Engage your students)          Description of what you and the students will be doing:                Participation Structures:              Time Allotted:  Step 2:            Description of what you and the students will be doing: 

               Participation Structures:              Time Allotted:    Step 3:  

Description of what you and the students will be doing:  

              Participation Structures:             Time Allotted:   Step 4:            Description of what you and the students will be doing: 

 

CES Licensure Lesson Plan Template ­ Rev. 10/14 3 of 5 

23

 

              Participation Structures:              Time Allotted:  

Closure of the lesson: Differentiation and Accommodations (read more) 

 What have you differentiated and/or provided accommodations for your students? How have you taken gifted students, ELLs and students with moderate disabilities into account?       ____________________________________________________________________________________ 

Assessment (read more) Describe the formative assessments you will use in the procedure you have outlined above (in other words,                                 how will you know that students have met the objectives during the lesson?  What summative assessment do you plan to use at the end of the lesson?         

Rationale State your rationale for the steps involved in the procedure, and the nature of both your accommodations and choice of assessments.     

  

   

CES Licensure Lesson Plan Template ­ Rev. 10/14 4 of 5 

24

 

 Narrative on Lesson Reflection (read more) 

  

Reflection after Teaching: What did you learn from teaching the lesson?    Looking at Student Performance    

● To what extent did students meet measurable objectives and what is the evidence?       

● What were some common student misconceptions?       

● Based on student performance, what areas of instruction / topics / activities need revision or elaboration?  

 Looking at Teaching    

● What went well?        

● What were the challenges?      

● What did you learn (about yourself, students, and content) from doing the lesson?    

CES Licensure Lesson Plan Template ­ Rev. 10/14 5 of 5 

25

CES Lesson Plan RubricStudent Name Course / Practicum Semester Instructor / PS / SP

Standard Unsatisfactory (1) Needs Improvement (2) Proficient (3) Exemplary (4) Rating

Essential Question • Essential question needsclarification AND is notappropriate

• Essential question needsclarification OR is notappropriate

• Essential question(s) and/orgoal of lesson is clear andappropriate

• Essential question(s) and/orgoal is clear, appropriate, andwell developed

Learning Objectives • Neither content norlanguage objectives areclearly stated.

• Content OR languageobjectives are clearly stated.

• Content AND Languageobjectives are clearly stated.

• Content and Languageobjectives are clearly stated,are comprehensible tostudents and there areconnections to WIDA.

Key Vocabulary • Key vocabulary is notidentified.

• Some key vocabulary isintroduced to help studentsunderstand content and tomeet learning objectives

• Most key vocabulary isintroduced to help studentsunderstand content and tomeet learning objectives

• Key vocabulary iseffectively introduced to helpstudents understand contentand to meet learningobjectives

Assessment: Formative • NO effective means ofassessing student attainmentof objectives throughout thelesson (formative) is present

• At least one effective meansof assessing studentattainment of SOMEobjectives is evidentthroughout the lesson(formative)

• At least one effective meansof assessing studentattainment of MOSTobjectives is evidentthroughout the lesson(formative)

• At least one effective meansof assessing studentattainment of ALL objectivesis evident throughout thelesson (formative)

Assessment: Summative• NO means of assessingstudent attainment ofobjectives, if applicable, atthe end of the lesson(summative) is present

• At least one effective meansof assessing studentattainment of SOMEobjectives is evidentthroughout the lesson(summative)

• At least one clear means ofassessing student attainmentof MOST objectives isevident, if applicable, at theend of the lesson(summative)

• At least one clear means ofassessing student attainmentof ALL objectives is evident, ifapplicable, at the end of thelesson (summative)

State Framework Standards • NO appropriate frameworkstandards for this lesson arenot identified

• SOME appropriateframework standards for thislesson are identified

• Appropriate frameworkstandards for this lesson arecorrectly identified

• Appropriate frameworkstandards for this lesson arecorrectly identified along withthe strands and learningstandards

Materials

• Materials are either notdescribed / do not includecitations or are not availableor • Materials inappropriate forlesson or for students

• SOME materials aredescribed, including citations,or are available • SOME materialsappropriate for lesson andstudents

• MOST materials aredescribed, including citations,or are available • MOST materialsappropriate for lesson andstudents

• ALL materials aredescribed, including citations,or are available; • ALL materials appropriatefor lesson and includeadaptations for diverselearners

26

Organization of the LessonPlan, and Estimated Timing ofEach Lesson Part

• Organization of the lesson(i.e., materials and physicaldesign) is not noted or notappropriate for lesson • Timing is not defined or notappropriate for most sectionsof the lesson • Participation structures arenot defined

• Organization of the lesson(i.e., materials and physicaldesign) is somewhatappropriate for lesson • Timing is somewhat definedor not appropriate for mostsections of the lesson • Some participationstructures are defined

• Organization of the lesson(i.e.,materials and physicaldesign) is noted and effectivefor maintaining studentengagement at appropriatelevel• Timing defined andappropriate* Some participationstructures are used to meetthe learning objectives

• Organization of the lessonis noted and highly effectivefor maintaining studentengagement at appropriatelevel• Timing is defined andappropriate for all sections ofthe lesson* Multiple participationstructures are used effectivelyto meet the learningobjectives

Source of Motivating Students• Source of motivatingstudents that incorporatesstudent ideas, interests,and/or experiences is missing

• Source of motivatingstudents incorporates studentideas, interests, and/orexperiences for SOMElearners

• Source of motivatingstudents incorporatesstudent ideas, interests,and/or experiences for MOSTlearners

• Source of motivatingstudents incorporates studentideas, interests, and/orexperiences for ALL learners

Source of Activating Students’Prior Knowledge • Source of activating

students’ prior knowledge isineffective or missing

• Source of activatingstudents’ prior knowledge isminimal for readying students

• Source of activatingstudents’ prior knowledge isappropriate for readyingstudents

• Source of activatingstudents’ prior knowledge isappropriate for readyingstudents and accommodatesdiverse student learners

Method of Instruction andStudent Response

• Some strategies areconsistent with research,learning theory, studentdevelopment, multiculturaleducation, and programcontent • Encourages passive ratherthan active learning

* SOME strategies areconsistent with research,learning theory, studentdevelopment, multiculturaleducation, and programcontent * SOME strategies activelyengage students in learningduring part(s) of the lesson

• MOST strategies areconsistent with research,learning theory, studentdevelopment, multiculturaleducation, and programcontent • Strategies actively engagestudents in learning duringpart(s) of the lesson

• ALL strategies areconsistent with re- search,learning theory, student de-velopment, multiculturaleducation, and programcontent and may challengeand encourage the use of crit-ical thinking and/or problemsolving• Strategies actively engagestudents throughout lesson

Accommodations• Accommodations are notnoted or are not appropriatefor learner(s) and lessoncontent

* Some accommodationsstated and appropriate forlearner(s) and lesson content

• Accommodations stated andappropriate for learner(s) andlesson content

• Accommodations stated andinstruction differentiated increative and sensitive waysfor all learners

Closure of Lesson• A description of steps thatwill be taken at the conclusionof a lesson to summarizestudent learning is notincluded

• A description of steps thatwill be taken at the conclusionof a lesson to summarizestudent learning is limited

• A description of steps thatwill be taken at the conclusionof a lesson to summarizestudent learning is included

• A description of steps thatwill be taken at the conclusionof a lesson to summarizestudent learning and helpstudents make connections isincluded

Standard English Conventions(SEC) • Many SEC errors • Several SEC errors • Rare SEC errors • No SEC errors

27

Lesson Delivery Rubric

 

I Indicator 1. Does Not Meet Standard

2. Emerging Skill 3. Meets the Standard

Evidence Rating

Beginning of the lesson

a. Provides a Motivating Introduction/Activator

Needs to provide an activator early in the lesson that is motivating to students

Uses an activator early in the lesson that is motivating to only some students

Uses an activator early in the lesson that is motivating to students

b. Makes Learning Objectives Clear to Students

Learning objectives need to be clear

Makes some learning objectives clear

Makes learning objectives clear

c. Activates Prior Knowledge

Connections need to be made between concepts taught and students' prior knowledge and experience

Makes minimal connections between concepts taught and students' prior knowledge and experience

Makes connections between concepts taught and students' prior knowledge and experience

During the lesson a. Promotes Equity for All Students

Materials and/or activities need to be provided effectively to enhance student learning

Provides some materials and/or activities that effectively enhance student learning

Provides materials and/or activities that effectively enhance student learning

b. Communicates High Expectations

High expectations need to be communicated to students

Makes some effort to communicate high expectations to students

Communicates high expectations to students

c. Uses Technology Needs to incorporate available technology that enhances student learning

Minimally incorporates available technology that enhances learning

Incorporates available technology that enhances learning

d. Uses Effective Practices

Teaching methods and strategies need to reflect effective practices

Uses some teaching methods and strategies that reflect effective practices

Uses teaching methods and strategies that reflect effective practices

e. Adapts Academic Language

Needs to differentiate and deliver effective instruction that makes academic language accessible to all

Differentiates and delivers effective instruction that makes academic language

Differentiates and delivers effective instruction that makes academic language

28

Lesson Delivery Rubric

 

students accessible to some students

accessible to all students

f. Engages Students Instructional practices need to engage students

Some instructional practices engage students

Instructional practices engage students

g. Manages Pacing and Transitions

Pacing and transitions need to meet the needs of students

Some of the pacing and transitions meet the needs of students

Pacing and transitions meet the needs of students

h. Uses Formal and Informal Assessment Data

Needs to adjust instruction and/or implement appropriate differentiated interventions for students based on assessment data

Minimally adjusts instruction and/or implements appropriate differentiated interventions for students based on assessment data

Adjusts instruction and/or implements appropriate differentiated interventions for students based on assessment data

Completing the lesson a. Uses Effective Closure to the Lesson

Needs to use a closure procedure for the lesson

Summarizes the lesson content

Completes the lesson using a closure procedure that enables students to summarize the learning

b. Conducts Assessment Needs to use at least one formative and/or summative method to assess student learning during the lesson

Uses one formative and/or summative method that assesses only some student learning during the lesson

Uses at least one formative and/or summative method to assess student learning during the lesson

c. Assigns Effective Assignments and/or Homework

Needs to assign an effective activity and/or homework that provides practice and reinforcement of learning for students

Assigns an effective activity and/or homework that provides practice and reinforcement appropriate for some students

Assigns an effective activity and/or homework that provides practice and reinforcement of learning for students

29

Candidate Dispositions Guidelines

Program Supervisors will routinely complete a disposition assessment on all practicum candidates near the end of the practicum and will discuss the results with the candidate. The form will then be submitted to the Program Assistant, Student Affairs and it will be placed in the candidate’s file.

If a practicum candidate is considered at risk for successfully completing the practicum, the program supervisor will complete this assessment form if the candidate displays weaknesses in two areas of the assessment. The form will then be sent to the practicum coordinator, who will discuss the assessment with the candidate and the program supervisor.

Purposes for this disposition assessment are to: 1. Assess elements of Fitchburg State University’s conceptual framework

2. Assess elements of the MA DOE Professional Standards for Teachers. Key Elements of Assessment: [Note how the first 4 match the Conceptual Framework.] 1. A candidate is knowledgeable. 2. A candidate is skillful. 3. A candidate is ethical. 4. A candidate is caring.

30

Practicum Candidate Disposition

Candidate: Course:

Date of Review: License/Program:

Rating Scale:

3 – Comprehensively Meets Standard 2 – Acceptably Meets Standard

1 – Does Not Meet the Standard N/O – Not Observed

Candidate is knowledgeable – Conceptual Framework Component 1 Rating

Communicates effectively in speech and in writing; e.g., uses correct articulation, uses appropriate tone, and expresses ideas clearly.

Demonstrates preparedness; understands when more information is needed and knows where to find it; is willing to ask probing questions.

Demonstrates knowledge of research within the content area.

Candidate is skillful – Conceptual Framework Component 2

Interacts with others (faculty, supervising practitioners, peers, students, and parents) in a thoughtful and considerate manner.

Reflects on his/her work; e.g., makes decisions that lead to improved professional competence, adapts to new and unexpected situations, responds positively to constructive suggestions.

Candidate is ethical – Conceptual Framework Component 3

Follows the ethics of the field; e.g., exercises confidentiality, respect for intellectual property of others and mandated reporting responsibilities, etc.

Demonstrates an understanding of legal and ethical issues as they apply to responsible and ethical use of the internet and other sources.

Candidate is caring – Conceptual Framework Component 4

Demonstrates sensitivity to diversity; e.g., acknowledges alternative viewpoints, respects others, accepts personal differences.

Shows compassion when discussing, writing and reporting about working with students.

31

Demonstrates a passion for the profession.

Candidate behaves in a professional manner

Meets delegated obligations, e.g., is punctual; reliable; accepts tasks; completes tasks to an acceptable standard, etc.

Shows initiative; e.g., contributes, volunteers, goes above and beyond what is expected, etc.

Signature of Instructor: Date:

Name of Instructor:

Signature of Director: Date:

Name of Director:

Instructor Notes:

For candidates who do not meet a standard, the instructor will be asked to complete a note of no more than a page explaining the basis for his or her belief.

For candidates who surpass the standard, the instructor will complete a note explaining the basis for his or her belief.

Candidate Hearing

Consistent with the FSU requirements for review of “1” scores, a committee composed of the Licensure Program Director, a Senior Program Associate, and additional designee (the Fitchburg State University Director of External Programs) will review the instructor’s statement.

The committee may seek statements from other instructors. Based on those statements, the committee will decide on the need for an informal hearing to include

instructor and/or the program participant. If a hearing is held, the candidate will be given a copy of the instructor’s statement and any additional

statements that have been collected and will be given an opportunity to bring an additional person to that hearing.

The purpose of the informal hearing is to seek remedies to identified disposition problems. The instructor(s) may review statement(s). The candidate will have an opportunity to comment on the statement and ask the instructor(s) questions. The Director or his or her designee will moderate the conversation, including setting rules and taking steps he or she deems appropriate.

The same process will be followed if there is a second (or more) indication(s) for a candidate that he or she does not meet a standard or otherwise does not have the appropriate disposition to teach based on the specified standards. However, because the consequence of the hearing may be dismissal from the program, the hearing will be more formal.

32

PPA (Pre-Service Performance Assessment)

The practicum should be regarded as the culminating experience of an educator preparation program. Licensure candidates demonstrate competencies acquired during the preparation program in the area of the license they are seeking. It is the job of the supervising practitioners and program supervisors to assess teacher candidates using the PPA (Pre-Service Performance Assessment) in conjunction with the following: 1. Evidence provided in the PPA evidence columns for each standard 2. Evaluation questions – The Professional Standards for Teachers (PST) as listed for each Standard 3. License Specific Evaluation Questions keyed to Standard B - Delivers Effective Instruction, indicator 2c that focus on subject matter knowledge for the field of the license sought Evaluation questions for the Standards and License Specific Evaluation Questions are designed to support the professional judgment of the supervising practitioner and CES program supervisor. The questions are designed to apply to all fields and all candidates; they guide assessors in conducting a thorough review of the practicum or practicum equivalent.

Sources of Evidence for PPA

Multiple sources of evidence to assess a teacher candidate’s practicum performance may include, but is not limited to, the following: unit and/or lesson plans syllabi MA Curriculum Frameworks (current edition) assessments and/or assessment data portfolios (specify documents used as evidence) examples of students’ work reflective papers observable behaviors where appropriate behavior plans/ behavior data other sources of evidence appropriate to and accepted by the relevant discipline All sources of evidence should be reasonably assessed. A key objective is reasonable uniformity in what constitutes evidence for each Standard for each license area across all Sponsoring Organizations and across all routes. Sponsoring Organizations may always add additional criteria and standards for their programs.

33

PPA Rubric

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

Displays little understanding of prerequisite knowledge and experiences important for student learning of the content Lacks fundamental knowledge of

Indicates some awareness of prerequisite learning and experiences required to maximize student learning, although such knowledge may be incomplete or inaccurate. Recognizes

Teaching reflects a variety of literacy components; able to identify vocabulary, reading and writing strengths/weaknesses of students and use the data for designing lesson

Standard A – Plans Curriculum and Instruction Rating→ Standard/Indicator↓

1 = Does not meet the standard

2 = Meets the standard

3= Exceeds the Standard

1. Draws on content of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students level of content knowledge.

Limited if any knowledge of curriculum frameworks for planning lessons. Standards that will advance the level of content knowledge of students are not used. The lesson or unit has no clearly defined structure. Time allocations are unrealistic.

Has a basic understanding of the content of the curriculum frameworks and is able to design learning experiences that extend the learning of students at a basic level. The lesson or unit has a recognizable structure. Most time allocations are reasonable.

Has a clear understanding of the curriculum frameworks and how to use them to extend content knowledge learning of students. Lesson activities are designed around standards that extend student learning. The lesson has a clearly defined structure that activities are organized around. Time allocations are reasonable.

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate for the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

Goals are not suitable for many students in the classroom; learning activities are not based on student needs; assessment results minimally affect lesson planning; minimal or no knowledge of developmental characteristics is evident in lesson planning.

A general goal is established with little attention to diverse needs of students; some of learning activities are based on student needs; uses assessment results to plan for the class as a whole; most lesson plans show evidence of developmentally appropriate activities and assignments.

Modifies goals for the diverse needs of students; most learning activities are based on student needs; uses assessment results to plan for individuals and groups of students; lesson plans consistently show evidence of developmentally appropriate tasks and activities.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

Overly dependent on reading textbook. Does not utilize appropriate reading materials and other resources to promote further learning.

Begins to incorporate high interest materials, trade books and interactive reading/writing lessons.

Evidence of a language rich environment, carefully selected materials, independent reading/writing. Uses reading and writing resources to promote further learning for the diverse range of students in the classroom.

34

reading/writing strategies. the value of understanding students’ skills, concepts, vocabulary and knowledge for the class only as a whole. Has some awareness of appropriate reading/writing strategies; unsure of how to devise and implement these strategies.

plans and learning activities for all students. Plans reflect understanding of prerequisite skills needed for student learning.

5. Plans lessons with clear objectives and measurable outcomes.

Assessment results minimally affect lesson plans, objectives are unclear and outcomes are inappropriate, vague and/or not measurable.

Uses assessment results to plan for the class as a whole; some lesson content is not related to the objectives; some outcomes are measurable but inconsistent.

Uses assessment results to plan for individuals and groups of students; appropriate objectives are used in planning with the use of clear measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance learning.

Does not seek out resources through colleagues, school, district, family, or from program supervisor, etc.

Displays limited awareness of resources available through colleagues, school, district, family, or from program supervisor, etc.

Uses resources available through colleagues, school, district, family, or from program supervisor, to enhance student learning.

7. Incorporates appropriate technology and media in lesson planning.

The use of technology and media is not evident in lesson planning or delivery.

Incorporates technology and media in lesson planning but the use is limited.

Able to incorporate the use of technology in lesson planning. Students are able to use technology to enhance their learning.

8. Uses information in IEP’s to plan strategies for integrating students with special needs into general education classrooms.

All students receive same instruction and assignments regardless of differences; no information from the IEP is used in planning instruction; no attempts to incorporate students with special needs into the regular classroom.

Aware of the need for adaptations in assignments, time allowed, and occasionally accommodates these needs for different learners; some use of IEP is evident; minimal attempts made to integrate students with special needs into the regular classroom.

Lesson plans take into account the needs of various learners. Appropriate adaptations using IEP’s are a routine part of planning and delivery; regular attempts are made to integrate students with special needs into the regular classroom.

9. Uses instructional planning, materials and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths and challenges.

Does not or minimally includes supports for students of diverse cultural and linguistic backgrounds, strengths and challenges.

Incorporates some engaging activities that show awareness of cultural diversity within the classroom and uses language and gestures to scaffold English Language Learners.

Teaching and planning reflect an awareness of cultural diversity and incorporates a variety of strategies to meet the various needs and levels of diverse linguistic backgrounds.

35

Standard B – Delivers Effective Instruction Rating→ Standard/Indicator↓

1 = Does not meet the standard

2 = Meets the standard

3= Exceeds the Standard

1. Communicates high standards and expectations when beginning the lesson.

a. Makes learning objectives clear to students.

Learning objectives are not mentioned and cannot be identified by students.

The objectives of the lesson are somewhat clear. Students understand the goal of the lesson.

Objectives are clear. Students understand the goal of the lesson and what they are expected to learn.

b. Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids.

Little to no use of visual and contextual aids, communication in writing or speaking is not organized for clear lesson delivery.

Communication in writing and speaking are mostly clear and organized. Students have little confusion as to expectations. Visual and contextual aids are appropriate, but used minimally.

Extremely clear communication in both writing and speaking, taking into consideration classroom diversity. Visual and contextual aids are appropriate and extend the learning.

c. Uses engaging ways to begin a new unit of study or lesson.

The beginning of unit of study or lesson was not appropriately engaging.

The beginning of unit of study or lesson was somewhat engaging. Approaches were mostly motivating and understandable.

The beginning of unit of study or lesson was highly engaging. Approaches were motivating and understandable.

d. Builds on students’ prior knowledge and experience.

Lesson does not take into consideration student prior knowledge or experiences.

There is evidence of some connection to student’s prior knowledge and experiences. Lesson shows some understanding of students’ differences prior to instruction.

There is strong evidence of connections to student’s prior knowledge and experiences. Lesson shows relevant understanding of students’ differences prior to instruction and incorporates strategies to meet these differences.

2. Communicates high standards and expectations when carrying out the lesson.

a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

There is no evidence that a balance approach is being used to teach reading and writing.

Lessons implementation has limited variety in methodology. Approaches engage some students but do not take into consideration the needs of all students.

Lessons implementation shows an appropriate variety in methodology. Approaches engage all students; differences are considered and incorporated into instruction.

b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-

Lesson does not take into consideration content-based and content-oriented teaching techniques.

Incorporates some teaching strategies that meet the needs of most students. Teacher-directed strategies are somewhat clear and meet the intended outcome.

Incorporates a variety of teaching strategies including differentiation to meet the needs of all students. Teacher-directed strategies are clear, meet the intended outcome and foster discussion.

36

directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others). c. Demonstrates an adequate knowledge of and approach to the academic content of lessons. (Please attach documentation that license-specific questions were used to evaluate candidate knowledge)

Evidences minimal or incorrect knowledge of content and appropriate pedagogy.

Demonstrates adequate knowledge of the content and appropriate pedagogy to engage students in the lesson.

Evidence indicates strong knowledge of content and appropriate pedagogy to engage students in learning.

d. Employs a variety of reading and writing strategies for addressing learning objectives.

Reading and writing strategies for addressing learning objectives are limited.

Reading and writing strategies are slightly varied and appropriate to lesson content and design. Shows some evidence of addressing learning objectives.

Reading and writing strategies employed are appropriate and varied. Instruction shows clear alignment to learning objectives.

e. Uses questioning to stimulate thinking and encourages all students to respond.

Discussion is not encouraged or supported.

Questioning techniques are somewhat engaging and fosters discussion. Students evidence critical thinking when responding to questions.

Strong questioning techniques are evidence, included lesson-dependent questions. Stimulates thinking and encourages an engaging classroom discussion.

f. Uses instructional technology appropriately.

Instructional technology is not present or is not used appropriately.

Incorporates technology in instruction, but the use is limited to teacher demonstration or minimal student participation.

Incorporate effectively the use of technology in instruction. Students are able to use technology to enhance their learning.

g. Uses effective strategies and techniques for making content accessible for English language learners.

English Language Learners are not considered in instruction.

Some use of effective strategies and techniques for English Language Learners are employed. Instruction evidences scaffolding techniques for content accessible to English Language Learners.

A variety of effective strategies and techniques for English Language Learners are observable. Instruction evidences differentiation for content accessibility to English Language Learners

h. Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

Does not demonstrate knowledge of academic language and speech represents use of social language.

Understands and employs appropriate academic language. Instruction evidences differentiation of the use of academic language to foster strong understanding of academic language for English Language Learners.

Demonstrate strong understanding and employs appropriate academic language. Instruction evidences differentiation of the use of academic language to foster strong understanding of academic language for the English Language Learners.

37

3. Communicates high standards and expectations when extending and completing the lesson. a. Assigns homework or practice that furthers student learning and checks it.

Homework or practice is not assigned or is irrelevant to content being studied.

Homework or practice is present and somewhat furthers student understanding of the content. Homework or practice is assessed.

Homework or practice is present and is clearly aligned to aid student understanding of the content. Homework or practice is assessed to facilitate student learning.

b. Provides regular and frequent feedback to students on their progress.

Feedback to students on their academic progress is lacking or not apparent.

Regular and frequent feedback is not consistent. The quality of feedback could be more clearly given to aid students’ progress.

Feedback is provided in a regular, consistent and timely manner. Areas of need are discussed.

c. Provides many and varied opportunities for students to achieve competence.

Feedback does not allow students to achieve competence.

Some feedback is provided to contribute to students’ ability to achieve competence.

Varied learning opportunities are provided to aid students in achieving competence. Quality of feedback contributes to student progress and allows student and teacher to create learning goals.

4. Communicates high standards and expectations when evaluating student learning.

a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

Assessment measures do not support appropriate student achievement.

Some formal and informal assessments are used to measure student achievement. The results are used minimally to modify instruction to further individual student growth.

A variety of formal and informal assessments are used to measure student achievement. The results are used to modify and differentiate instruction to further individual student growth.

b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

Student records are not representative of student achievement making sharing of evaluation data inaccurate.

Evaluation of student work is recorded accurately but not analyzed individually. The results are shared with students, parents or guardians and school personnel.

Evaluation of student work is recorded accurately. Progress monitoring is employed to ensure student growth. The results are shared with sensitivity to students, parents or guardians and school personnel.

38

Standard C – Manages Classroom Climate and Operation Rating→ Standard/Indicator↓

1 = Does not meet the standard

2 = Meets the standard

3= Exceeds the Standard

1. Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

Rapport with students average to poor; loses patience easily; has difficulty staying positive with students.

Rapport with students is average to good; patient most of the time; is positive with the students most of the time.

Rapport with students very good; almost never loses patience; is positive with the students the majority of the time.

2. Creates a physical environment appropriate to a range of learning activities.

Classroom is unsuitable for lesson activities; physical resources are not utilized or used poorly; learning is not accessible to students.

Classroom is suitable for lesson but with limited effectiveness; some physical resources are used, but not always effectively; essential learning is accessible to all students.

Classroom arrangement is a resource for learning activities; most, if not all, physical resources are utilized, and the majority of the time they are used effectively; learning is equally accessible to all students.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

Student behavior is not monitored; unaware of what students are doing; interactions with students are not positive.

Generally aware of student behavior but may miss the activities of some students; interactions with students are generally appropriate; but reflect occasional inconsistencies.

Alert to student behavior at all times; interactions with students are generally friendly and demonstrate general warmth, caring and respect.

4. Manages classroom routines and procedures without loss of significant instructional time.

Much time is lost during transitions; materials, supplies and equipment are handled inefficiently resulting in loss of instructional time.

Transitions are sporadically efficient resulting in loss of some instructional time; routines, procedures for handling materials, supplies and equipment function moderately well.

Transitions occur smoothly with little loss of instructional time; routines, procedures for handling materials, supplies and equipment occur smoothly with little loss of instructional time.

39

Standard D – Promotes Equity Rating→ Standard/Indicator↓

1 = Does not meet the standard

2 = Meets the standard

3= Exceeds the Standard

1. Encourages all students to believe that effort is a key to achievement.

Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement; all students receive the same delivery of instruction and assignments regardless of differences.

Instructional goals and activities, interactions, and the classroom environment convey consistent expectations for student achievement; awareness of the need for adaptations exists in time allowed, response modes and occasionally accommodates these needs for different learners.

Instructional goals and activities, interactions and the classroom environment convey high expectations for all students for student achievement; lesson plans take into account the needs of various learners with appropriate adaptations being a routine part of planning and delivery.

2. Works to promote high achievement in all students.

Does not show effort to promote high achievement in all students.

There is evidence in lessons and teaching that some attempt is being made to promote high achievement in all students.

Differentiation is apparent in lessons to meet the lower and higher ranges in the classroom. Instructional activities show a concerted effort to promote high achievement in all students.

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

Little attention is given to multiple perspectives. Content is presented without discussion of its relationship to real experience, other disciplines or cultural norms. Individual differences are ignored; goals are not suitable for many students in the class.

Demonstrates an awareness of multiple perspectives and opens discussions about subject matter to the class; a general goal is established with little attention to diverse needs of students.

Discussion of multiple perspectives in subject matter is routine and includes attention to students’ personal, family, and community experiences. Individual differences are respected; modifies goals for the diverse range of students and their needs.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions, and to see themselves as members of a local, state, national, and international civic community.

Little attention to given to understanding American culture, its ideals and founding principles; no sense of belonging to a community is established for students in the classroom.

Some attention is given to helping students understand American culture, its founding principles and ideals; attempts are made to develop community in the classroom with minimal success, students demonstrate basic understanding of being members of a local, state, and national civic community.

Presents complete and accurate information about American civic culture, its founding principles and ideals; students demonstrate their understanding of being members of a local, state, and national civic community by building a classroom community with the teacher being the facilitator of the process.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

No evidence of collaborating with families or considering students’ language and culture to support student learning.

Evidence shows some collaboration with families. One or two strategies that differentiate for language and culture are implemented to support student learning as home and school.

Evidence shows strong collaboration with families, through newsletters, media and meetings. A multitude of strategies are used to support student learning development at home and at school.

40

Standard E – Meets Professional Responsibilities 1. Understands his/her legal and moral responsibilities.

Has no knowledge or understanding of the moral and legal responsibilities of teaching.

Has basic knowledge and understanding of the moral and legal responsibilities of teaching.

Has a clear understanding of the moral and legal responsibilities of teaching and can apply them in a limited manner.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

Shows little if any enthusiasm for his/her academic discipline; misconceptions about the content are evident.

Has limited enthusiasm for the academic discipline; an incomplete understanding of the important concepts and generalizations of the discipline; some misconceptions are evident.

Shows enthusiasm for the academic discipline and displays a complete and accurate understanding of the important concepts and generalizations of the academic discipline.

3. Maintains interest in current theory, research and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

Engages in no professional development activities to enhance knowledge or skill.

Participates in professional activities to a limited extent when they are convenient.

Seeks out opportunities for professional development to enhance content knowledge and pedagogical skills.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

Relationships with colleagues are negative or self-serving; Does not know if a lesson was effective and/or has no suggestions for how instruction, assessment and student achievement can be improved.

Maintains cordial relationships with colleagues to fulfill the duties that the school or district requires; has a generally accurate impression of a lesson’s effectiveness and can make general suggestions on how to improve instruction, assessment, and student achievement.

Support and cooperation characterize relationships with colleagues; makes an accurate assessment of a lesson’s effectiveness and makes a few specific suggestions on how instruction, assessment and student achievement can be improved.

5. Works actively to involve parent in their child’s academic activities and performance, and communicates clearly with them.

Provides minimal academic information to parents and does not respond or responds insensitively to parent concerns about students.

Adheres to the school’s required procedures for communicating to parents. Responses to parent concerns are minimal.

Communicates with parents about students’ progress on a regular basis and is available as needed to respond to parent concerns. Response to parent concerns is handled with great sensitivity.

6. Reflects critically upon his/her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

Engages in no professional development activities to enhance knowledge or skill; does not know if a lesson was effective or achieved its goals or profoundly misjudges the success of a lesson. Perceptions are often inaccurate; has no suggestions for how a lesson may be improved.

Participates in professional activities to a limited extent when they are convenient; has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met; makes general suggestions about how a lesson may be improved.

Seeks out opportunities for professional development to enhance content knowledge and pedagogical skills; makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment; makes a few specific suggestions of what he/she may try another time, but may not be able to anticipate outcomes.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Has little or no knowledge of legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Has a working knowledge of the legal and ethical issues as they apply to responsible use of the Internet and other resources and applies that knowledge at a basic level in a classroom.

Has a clear understanding of the legal and ethical issues as they apply to the use of the Internet and other resources and is able to implement classroom policies to operate within the guidelines.

41

Massachusetts Department of

Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone: (781) 338-3000 TTY: N.E.T. Relay 1-800-439-2370

Pre-service Performance Assessment Form for Teachers 603 CMR 7.08 Professional Standards for Teachers

Part 1 – To be completed by the candidate Practicum Practicum Equivalent

First Name: Last Name:

Street Address:

City/Town: State: Zip:

Sponsoring Organization:

MEPID: or License #:

Program & Level:

Practicum/Equivalent Course Number: Credit hours:

Practicum Course Title:

Practicum/Equivalent Site: Grade Level(s) of Students:

Total Number of Practicum Hours: Number of hours assumed full responsibility in the role:

Other Massachusetts licenses held, if any:

Have any components of the approved program been waived? 603 CMR 7.03(1)(b) Yes No

Part 2- To be completed by the Program Supervisor

Name:

The Candidate completed a Practicum / Practicum Equivalent designed by the Sponsoring Organization as partial preparation for the

following license:

Candidate’s License Field: Grade Level:

To the best of my knowledge (per the Supervising Practitioner’s Principal/Evaluator) the Supervising Practitioner has received a

summative evaluation rating of proficient or higher in his/her most recent evaluation. Yes No

Part 3- To be completed by the Supervising Practitioner

Name: Position:

School District:

License: Initial Professional # of years of experience under license:

MEPID: or License #: License Field(s):

Part 4 – Initial 1, 2, 3

1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the candidate.

Date: Candidate: Program Supervisor: Supervising Practitioner:

2. Meeting held midway through the practicum at which the Candidate’s progress toward the Professional Standards was discussed.

Date: Candidate: Program Supervisor: Supervising Practitioner:

3. Final meeting held to complete evaluation and to allow the Candidate the opportunity to raise questions and make comments.

Date:

Candidate:

Program Supervisor:

Supervising Practitioner:

Part 5

Candidate has successfully completed the Pre-service Performance Assessment 603 CMR 7.03(2)(a)(4) &7.04(2)(4)(b) Yes No

Program Supervisor:

Date

Supervising Practitioner:

Date

Mediator (if necessary see: 603 CMR 7.04(4)

Date

42

Pre-service Performance Assessment

Professional Standards for Teachers: See 603 CMR 7.08

Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines: the

rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c.

Candidates must complete the Evidence column for evaluation by the program supervisor and supervising

practitioner.

Standard A - Plans Curriculum and Instruction

Indicators Evidence

1. Draws on content standards of the relevant curriculum

frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge. (Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

2. Draws on results of formal and informal assessments as well as

knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and

writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

5. Plans lessons with clear objectives and relevant measurable

outcomes.

43

6. Draws on resources from colleagues, families, and the community

to enhance learning.

7. Incorporates appropriate technology and media in lesson

planning.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

9. Uses instructional planning, materials, and student engagement

approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

Rating:

Explanation of Rating for Standard A - Plans Curriculum and Instruction:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name:

License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

44

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard B – Delivers Effective Instruction

Indicators Evidence

1. Communicates high standards and expectations when beginning the lesson.

a. Makes learning objectives clear to students.

b. Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids.

c. Uses engaging ways to begin a new unit of study or lesson.

d. Builds on students’ prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson.

a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

45

b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

c. Demonstrates an adequate knowledge of and approach to the academic content of lessons. (Please attach documentation that license-specific questions were used to evaluate candidate knowledge)

d. Employs a variety of reading and writing strategies for addressing learning objectives.

e. Uses questioning to stimulate thinking and encourages all students to respond.

f. Uses instructional technology appropriately.

g. Uses effective strategies and techniques for making content accessible for English language learners.

h. Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

46

Rating:

Explanation of Rating for Standard B – Delivers Effective Instruction:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

3. Communicates high standards and expectations when extending and completing the lesson.

a. Assigns homework or practice that furthers student learning and checks it.

b. Provides regular and frequent feedback to students on their progress.

c. Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning.

a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

47

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Standard C – Manages Classroom Climate and Operation

Indicators Evidence

1. Creates and maintains a safe and collaborative learning

environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

2. Creates a physical environment appropriate to a range of

learning activities.

3. Maintains appropriate standards of behavior, mutual respect,

and safety.

4. Manages classroom routines and procedures without loss of

significant instructional time.

Rating:

Explanation of Rating for Standard C - Manages Classroom Climate and Operation:

SAMPLE

48

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Standard D – Promotes Equity

Indicators Evidence 1. Encourages all students to believe that effort is a key to

achievement.

2. Works to promote achievement by all students without

exception.

3. Assesses the significance of student differences in home

experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its

underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

5. Collaborates with families, recognizing the significance of

native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

Rating:

Explanation of Rating for Standard D- Promotes Equity:

SAMPLE

49

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard E – Meets Professional Responsibilities

Indicators Evidence

1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and

developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child’s

academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

SAMPLE

50

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Rating:

Explanation of Rating for Standard E – Meets Professional Responsibilities:

SAMPLE

51

Pre-service Performance Assessment for Practicum/Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Summary Decision for Pre-service Performance Assessment

To be completed and agreed upon by both the supervising practitioner and the program supervisor

Teacher candidate’s Pre-service Performance Assessment in the practicum/practicum

equivalent meets the Professional Standards for Teachers: Yes No

Candidate (sign): MEPID: or License #:

Program Supervisor (sign): Date:

Supervising Practitioner (sign): Date:

Standard Rating Standard A- Plans Curriculum and Instruction Standard B- Delivers Effective Instruction Standard C- Manages Classroom Climate and Operation

Standard D- Promotes Equity Standard E- Meets Professional Responsibilities

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Summary Assessment of Performance:

SAMPLE

52

SAMPLE

53

Pre-service Performance Assessment

Professional Standards for Teachers: See 603 CMR 7.08

Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines: the ratingscale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidatesmust complete the Evidence column for evaluation by the program supervisor and supervising practitioner.

Standard A - Plans Curriculum and Instruction

Indicators Evidence

1. Draws on content standards of the relevant curriculum frameworksto plan sequential units of study, individual lessons, and learningactivities that make learning cumulative and advance students’ levelof content knowledge. (Specify Curriculum Framework title, learningstandards, and concept and skills used [attach list if necessary]).

All lessons and units were designed in relation toMassachusetts Common Core State Standards as wellas WIDA English Language Development Standards.Integrating the two is necessary for ELL students toaccess the language of the academics required.Lessons were focused and presented in a logicalmanner, with smooth transitions throughout.

2. Draws on results of formal and informal assessments as well asknowledge of human development to identify teaching strategiesand learning activities appropriate to the specific discipline, age,level of English language proficiency, and range of cognitive levelsbeing taught.

Each student was assessed formally using the WIDAAccess standardized test and each student’s languagelevel was considered for each lesson and unit, as wellas standardized and district testing scores. Informalassessments were continually used throughout eachlesson as is evidenced in my lesson plans. Futurelessons and instruction were based on immediatefeedback provided by daily informal assessments.

3. Identifies appropriate reading materials, other resources, and writingactivities for promoting further learning by the full range of studentswithin the classroom.

DAR, WIDA and interest were all considered when itcame to reading materials used throughout my unitplans. The small group environment used for thispracticum allowed for a lot of one-on-one where thestudents were able to access a higher level of readingthrough pre-reading activities, vocabulary instructionand guided reading.

4. Identifies prerequisite skills, concepts, and vocabulary needed forthe learning activities and design lessons that strengthen studentreading and writing skills.

Each lesson is characterized by accessing priorknowledge, vocabulary (language and content), andclarifying learning objectives. Differentiation wasprovided through the use of sentence frames andmultiple graphic organizers. All lessons were createdwith improving English language development literacyskills in mind.

SAMPLE

54

5. Plans lessons with clear objectives and relevant measurableoutcomes.

All lessons were created with relevant measurableoutcomes. Lessons were also based off of previouslesson outcomes and assessments, giving more timeto areas of need and concern. The students weregiven assessments based on their languagecapabilities. I ensured that students understoodlesson and unit objectives and what was required ofthem prior to beginning the lesson, pausing forclarification when needed.

6. Draws on resources from colleagues, families, and the community toenhance learning.

I have weekly/daily contact with my students’classroom teacher (where reading levels arediscusssed and district testing is analyzed), as well asLanguage Assessment Team meetings with parentsand teachers for each student. I also attend PLCmeetings with other ELL teachers from area districts.My students’ learning is enhanced by my sensitivityand desire to incorporte culture into our lessons anddiscussions, and making sure that all of my studentsare valued and understand how wonderful beingmulti-lingual/multi-cultural is.

7. Incorporates appropriate technology and media in lesson planning.

My use of technology and media is evidenced by thelessons I’ve submitted where vocabulary, images,videos and research were conducted online. The finalpiece of the research project was a video tapedproduction of the entire class reading their researchpapers for our show “Animal Kingdom” usingWeVideo.

8. Uses information in Individualized Education Programs (IEPs) to planstrategies for integrating students with disabilities into generaleducation classrooms.

I used the knowledge of one of my student’s IEP whencreating my lessons. For him, focus was needed onorganization, so I incorporated more graphicorganizers into our lesson, as well as speech, wherewe paused to annunciate words more slowlyespecially with digraphs.

9. Uses instructional planning, materials, and student engagementapproaches that support students of diverse cultural and linguisticbackgrounds, strengths, and challenges.

All of my lessons were created with my students’WIDA English language levels in mind. Differentiationwas used to capitalize on their strengths as well asprovide scaffolding and support in their areas ofdeficiency. Sensitivity to their cultural backgroundsand needs is always at the forefront of my mind whenplanning lessons. For this unit, we were able toincorporate talking about animal habitats on variouscontinents and tied this into the areas of the worldwhere their families originate.

SAMPLE

55

Rating:3

Explanation of Rating for Standard A - Plans Curriculum and Instruction: Ann effectively communicated the goals and objectives to her students. Herdirections were clear and a variety of strategies were used to meet the needs of thestudents. Ann took the time to really get to know her students and theirbackgrounds, and then utilized this information to make lessons more meaningful forthem.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard B – Delivers Effective Instruction

Indicators Evidence

1.Communicates high standards and expectations when beginning thelesson.

a. Makes learning objectives clear to students.

My communication of the objectives was clear in mylessons. I ensured that I began each lesson reviewingthe language and academic objectives, and providedclarification when needed. I also referred back to theobjectives numerous times throughout the lesson sothat the students were able to connect their learningactivities to the day’s goals.

b. Communicates clearly in writing, speaking and through the useof appropriately designed visual and contextual aids.

My oral communication is characterized by slower, yetnot unnatural speech. I have used many variousThinking Map graphic organizers throughout mylessons, which are versatile, and once taught, easy touse.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial): Date:

SAMPLE

56

c. Uses engaging ways to begin a new unit of study or lesson.

The beginning of each unit and/or lesson wascharacterized by the use of a “hook”. I engaged thestudents in their learning through questions, oddfacts/realia and also got them excited by what theyknow and wanted to know about various animals.

d. Builds on students’ prior knowledge and experience.

Throughout my lessons I constantly make referencesto previous learning, student interests, and also buildbackground knowledge when necessary. For this uniton Creatures and Critters, the students knew a lotabout animals, but did not have a deep understandingof habitats and prey, so I was able to build on whatthey knew and connect these new concepts to theirprior knowledge.

2. Communicates high standards and expectations when carrying out thelesson.

a. Uses a balanced approach to teaching skills and concepts ofelementary reading and writing.

This unit focused on research and I communicatedclearly the need for high standards and the fact thatresearching takes time and effort. The texts used fortheir research were chosen based on theirinstructional reading levels so that with scaffolding,they were able to access the content being challengedyet not frustrated. I also used a balanced approachwith teaching skills and concepts of reading andwriting, as well as speaking and listening. Each of mylessons incorporated all four of these languagedomains.

b. Employs a variety of content-based and content-orientedteaching techniques from more teacher-directed strategies suchas direct instruction, practice, and Socratic dialogue, to lessteacher-directed approaches such as discussion, problemsolving, cooperative learning, and research projects (amongothers).

My unit structures follow my basic philosophy of “I do,We do, You do”. By this I mean that newconcepts/learnings are scaffolded and modeled by mefirst, then practiced together, and finally, when thestudents are capable, practiced individually. This wasevidenced in my lessons, where we worked togetherin whole groups and eventually worked in smallgroups/partners and then individually.

c. Demonstrates an adequate knowledge of and approach to theacademic content of lessons. (Please attach documentation thatlicense-specific questions were used to evaluate candidateknowledge)

Before each unit, I make sure I understand clearly theacademic conent of the lessons, as well as the skillsand strategies being taught. I also review and clarify,if needed, the state standards and WIDA languagedevelopment standards that are necessary forteaching and presenting the unit. My lessonsprovided evidence of my knowledge of and approachto the academic content of each lesson, as well asdemonstrated my knowledge of factors affectingsecond language acquisition. Standard (b)2c.

d. Employs a variety of reading and writing strategies foraddressing learning objectives.

I employed a wide variety of reading and writingstrategies for the learning objectives of this unit. Forexample, students used T-graphs and comparing andcontrasting double bubble organizers to share andwrite about what they knew about animals. They alsoreferenced nonfiction text features and highlightedpertinent information during their research learningthe importance of reading multiple times for

SAMPLE

57

understanding. They collected their newfound factson a Circle Map, then used their information andcategories to write a well-organized research paper.These strategies helped the students gain importantskills on the step by step process of reading nonfiction,researching, organizing information and writing a finalproduct.

e. Uses questioning to stimulate thinking and encourages allstudents to respond.

My lessons all incorporate higher order thinkingquestions, ones that stimulate thinking and take timeto process. All students are given time to respond, notjust those with their hands up. During these lessons, Iencouraged all students to participate and gave theman opportunity to think about it more beforeresponding, which is crucial for ELLs.

f. Uses instructional technology appropriately.

When appropriate, as was with this lesson onresearching animals, the students, with my assistance,used an I-Pad to collect facts on their animals. I alsouse the computer to show visuals for vocabulary thatis unfamiliar to the students. As a final project for thisunit the students recorded a video using WeVideo.

g. Uses effective strategies and techniques for making contentaccessible for English language learners.

These lessons were created and presented for ELLstudents, therefore every aspect of the lessonincorporated scaffolding, modeling and multipleopportunities for using the desired language, all ofwhich are necessary for language development.Graphic organizers, vocabulary development andusage, and sentence frames were also used to makecontent accessible to the students. All four languagedomains – listening, reading, writing and speaking ateach student’s WIDA level were incorporated intoeach lesson.

h. Demonstrates knowledge of the difference between social andacademic language and the importance of this difference inplanning, differentiating and delivering effective instruction forEnglish language learners at various levels of English languageproficiency and literacy.

As a teacher, I am aware of the differences betweenacademic language proficiency and basic interpersonalcommunication skills, therefore much of thevocabulary that is focused on within these lessons wasnot only on academic language (brick words), butalsoTier 2 (mortar words) vocabulary such as“enormous” versus “big” and “jolly” versus “happy”.It is this academic language that takes time to developand must be continually highlighted and used, as wasevidenced in my units and lessons.

3. Communicates high standards and expectations when extending andcompleting the lesson.

a. Assigns homework or practice that furthers student learning andchecks it.

Each unit and, when applicable, lesson concludes witha final activity that provides an opportunity for eachstudent to practice the desired objective/learning.Not only does this provide much needed assessmentto see if the students have acquired the desiredlearning, it also gives each of them an opportunity toapply their learning and gain a deeper understanding.This was evidenced in their final writing afterresearching animals and their video production onhabitats.

SAMPLE

58

b. Provides regular and frequent feedback to students on theirprogress.

Continual positive feedback was evident during all ofmy lessons. Whether one-on-one or in a group settingI am constantly checking to see if the desired learningand skills are being used and applied. I capitalize ontheir successes and take advantage of their strugglesas learning opportunities by always seeking new waysto communicate and teach the desired objectives aswas evidenced in my lessons.

c. Provides many and varied opportunities for students to achievecompetence.

My lessons are designed so that students are able toachieve the desired learning objectives - content andlanguage. I integrate a variety of activities which focuson a mixture of listening, speaking, writing andreading skills. Partner work was also a big part ofthese lessons and together the students were givenopportunities to use their strengths and contribute tothe desired learning and success of their group.

4. Communicates high standards and expectations when evaluatingstudent learning.

a. Accurately measures student achievement of, and progresstoward, the learning objectives with a variety of formal andinformal assessments, and uses results to plan furtherinstruction.

Each unit begins with a formal assessment to measuregrowth, and also throughout the unit informalassessments are made which are aligned with thedaily/lesson’s objectives. The results from both theinformal and formal assessments were analysed andwhen further learning was needed or when therewere gaps or deficiencies in the students’ knowledgethis directly affected the upcoming learningobjectives. For example, the students were unfamiliarwith nonfiction text features that were in theirresearch readings, so we took a day to talk aboutthese features and their purposes as well as looked forexamples of each in the books they were using.

b. Translates evaluations of student work into records thataccurately convey the level of student achievement to students,parents or guardians, and school personnel.

Each student’s WIDA testing score was compiled andshared with the classroom teacher and parents duringa Language Acquisition Team meeting. Unit projects,such as the research papers and video, were added totheir portfolios and shared with their classroomteacher and parents.

Rating:3

Explanation of Rating for Standard B – Delivers Effective Instruction: Ann has an engaging teaching style and used a repertoire of teaching strategies tomeet the diverse needs of her students. She provided small group instruction, whichallowed for plenty of student interaction and the opportunity to further developacademic language and critical thinking skills. Ann used routine, ongoingassessments to monitor student progress.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

SAMPLE

59

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial): Date:

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard C – Manages Classroom Climate and Operation

Indicators Evidence

1. Creates and maintains a safe and collaborative learningenvironment that values diversity and motivates students to meethigh standards of conduct, effort and performance.

Safety is a priority in my class – this means physicallyand mentally safe. It is made clear to my studentsthat our class is one where everyone is valued. Wecelebrate the fact that each of them is bi-lingual aswas evidenced with this lesson when they shared thename of an animal in their native language.Disrespect is not tollerated and I view it as a teachablemoment. Accountable Talk is taught to them whereeach of them is taught to speak and listen respectfullyto one another and, when needed, we practice wordsand conduct that show respect.

2. Creates a physical environment appropriate to a range of learningactivities.

The physical environment is very conducive to a widerange of learning, from whole group work, to pairs, toindividual work as was evidenced throughout this unit.My students are always greeted with a smile and I amalways quick to listen to what they have to share.

3. Maintains appropriate standards of behavior, mutual respect, andsafety.

My ability to maintain behavior, respect and safety isevidenced by the observation reports that testified tostudent engagement during activities. My lessons aredesigned to keep students active participantsthroughout and capitalize on each minute of theinstructional time. When redirection is necessary ithas always been done with a calm demeanor andrespectfully.

4. Manages classroom routines and procedures without loss ofsignificant instructional time.

I prepare my classroom prior to the lesson so thatprecious instructional time is not wasted. My lessonsfollow the same routine which was established at thebeginning of the year. The students are well aware ofthis routine and quickly settle in for instruction.

SAMPLE

60

Rating:3

Explanation of Rating for Standard C - Manages Classroom Climate and Operation: Ann was able to transition students from their previous class to her lesson veryquickly. Her learning environment was very positive and she had a good rapport withthe students. The lessons flowed smoothly and time on task was not an issue.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial): Date:

Pre-service Performance Assessment for Practicum or Practicum EquivalentProfessional Standards for Teachers: See 603 CMR 7.08

Standard D – Promotes Equity

Indicators Evidence

1. Encourages all students to believe that effort is a key toachievement.

My lesson’s learning objectives are evidence of highexpectations. Encouragement, scaffolding andmodeling are incorporated into every lesson, but mystudents know that without their own effort, learningwill not happen. Therefore, we take everyopportunity to celebrate the effort and successes ofevery student, not only teacher to student, butstudent to student as was evidenced in these lessonswhen the students provided positive feedback to oneanother on their research.

2. Works to promote achievement by all students without exception.Each student was given opportunities to achieve usingtheir strengths, for example, new vocabulary, ideas onorganization, categories for studying animals, etc.Also, throughout this lesson I worked with eachstudent one-on-one to differentiate and focus in onareas of need, such as writing complete sentences,spelling, handwriting, and organization. This also gaveme an opportunity to view their work and celebratewhat they had achieved.

SAMPLE

61

3. Assesses the significance of student differences in homeexperiences, background knowledge, learning skills, learning pace,and proficiency in the English language for learning the curriculumat hand and uses professional judgment to determine ifinstructional adjustments are necessary.

I achieved this through my discussions with studentson an individual basis as students were working. Iadjusted instruction based on student differences inthis way. When I noticed that students needed moreor less time, or additional clarification, I adjustedtiming and instruction to accommodate these needs.

4. Helps all students to understand American civic culture, itsunderlying ideals, founding political principles and politicalinstitutions, and to see themselves as members of a local, state,national, and international civic community.

This was achieved through establishing a schoolcommunity in which many of my students over thepast few months were designated “Student Helpers”.They are charged with the task of helping studentswho need help, playing with a friend who is alone onthe playground and eating lunch with someone sittingby themselves. They also help with the collection ofcanned goods for those in need in the community.

5. Collaborates with families, recognizing the significance of nativelanguage and culture to create and implement strategies forsupporting student learning and development both at home and atschool.

During parent – teacher language acquisitionconferences I communicated the importance ofremaining bi-lingual and the need for a continualdevelopment of their child’s native language. Iencouraged parents to read/speak/write to theirchildren in their native language. I also emailed to allof the parents the final video project that the studentstaped on habitats to keep them abreast of their child’saccomplishments with this unit.

Rating:3

Explanation of Rating for Standard D- Promotes Equity: Ann’s instructional goals and interactions with her students conveyed highexpectations for all students. Individual student differences were acknowledged andrespected.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial): Date:

SAMPLE

62

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard E – Meets Professional Responsibilities

Indicators Evidence

1. Understands his or her legal and moral responsibilities.

I understand my legal and moral responsibilitieswhen it comes to documents such as IEPs and 504plans and the necessity to know and implementthe required accommodations in my class. I amalso aware of my responsibilities when it comes tostudent safety issues and being a mandatedreporter.

2. Conveys knowledge of and enthusiasm for his/her academicdiscipline to students.

As is evidenced in my observation reports, I bring alot of enthusiasm to my classroom, as well ascontent knowledge. I bring additional training andbackground knowledge when it comes to specialconsiderations and differentiation when educatingEnglish language learners.

3. Maintains interest in current theory, research, anddevelopments in the academic discipline and exercisesjudgment in accepting implications or findings as valid forapplication in classroom practice.

Every six weeks I participate in a Teachers ofEnglish Language Learners professional learningcommunity meeting with other area ELL teacherswhere we are kept up to date with the latesttheory, research and developments. I also keepabreast of the state’s WIDA developmentstandards and their application through webinars.I attended an in-service training on Mindfulnessduring my practicum.

4. Collaborates with colleagues to improve instruction,assessment, and student achievement.

I meet weekly with my students’ classroomteacher and my supervisor to discuss studentneeds, issues, assessments and achievements, aswell as curriculum. Many times we collaborate onwhat the greatest needs are for each individualstudent and what teaching needs to occur to helpeach student improve their skills, strategies and/orknowledge.

5. Works actively to involve parents in their child’s academicactivities and performance, and communicates clearly withthem.

For this unit I sent an email out to each parentexplaining our project and all that their childrenhad achieved, as well as a link to the video onhabitats that the students taped. I alsoparticipated in a Language Acquisition Teammeeting and an IEP meeting.

SAMPLE

63

6. Reflects critically upon his or her teaching experience,identifies areas for further professional development aspart of a professional development plan that is linked tograde level, school, and district goals, and is receptive tosuggestions for growth.

I continually reflect upon whether or not myteaching, scaffolding and modeling have beensuccessful in helping my students achieving thedesired learning. I am not adverse to seeking outalternative methods with my peers andprofessional learning community. For example,when I use this lesson again in the future, I will usea different graphic organizer for laying out andcategorizing facts so that it is easier for thestudents to read and follow.

7. Understands legal and ethical issues as they apply toresponsible and acceptable use of the Internet and otherresources.

My understanding of acceptable use of theInternet is evident in my use of the Ipad forresearch purposes only and only on web sitesappropriate for school use, all of which Icommunicate with the students prior to use. I amalso aware of my responsibility to upholdcopyright laws on materials used for classroompurposes. I also understand that school resourcesare for the sole purpose of school-relatedactivities.

Rating:3

Explanation of Rating for Standard E – Meets Professional Responsibilities: Ann has made great efforts to implement both the Common Core State Standardsand WIDA. She exhibits enthusiasm in her teaching practices and seeks outopportunities to attend professional development and increase her knowledge in thefield of English Language Learning. She communicates with parents/families as neededand in a professional manner, in regards to student progress, behavior, and other issues.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial): Date:

SAMPLE

64

Pre-service Performance Assessment for Practicum/Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Summary Decision for Pre-service Performance Assessment

To be completed and agreed upon by both the supervising practitioner and the program supervisor

Teachercandidate’s Pre-service Performance Assessment in the practicum/practicum equivalent meets theProfessional Standards for Teachers: XYes No

Candidate (sign): MEPID: or License #:

Program Supervisor (sign): Date:

Supervising Practitioner (sign): Date:

Standard Rating

Standard A- Plans Curriculum and Instruction 3

Standard B- Delivers Effective Instruction 3

Standard C- Manages Classroom Climate and Operation 3

Standard D- Promotes Equity 3

Standard E- Meets Professional Responsibilities 3Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Summary Assessment of Performance:Ann has a good understanding of the Common Core State Standards, the WIDA standards, and the local curriculum.Her lessons have a clearly defined structure, and convey both the content and language objectives to her students. She doesan excellent job of provisioning and setting high expectations for her students. Her lessons are well-planned and rigorous.She builds on background knowledge and makes meaningful connections between the curriculum materials and herstudents’ lives and cultures.

Ann’s teaching practice reflects current research, which she demonstrates by implementing a variety of appropriatestrategies. She does a wonderful job of differentiating instruction and adapting the curriculum to meet her students’individual needs. Ann makes the learning environment comfortable and non-threatening for her students. She isextremely organized, which minimizes class transition time and maximizes student learning time.

Ann uses a variety of assessments, both formal and informal, to monitor student progress and plan for futureinstruction. She uses information gained from assessments, appropriately and effectively, to guide her teaching and increasestudent learning potential. Ann communicates with the families’ of her students on a regular basis and meets withparents/guardians as needed. She is dedicated to her position and maintains excellent relationships with both her students

SAMPLE

65

and colleagues. Ann does a great job of engaging students and encouraging them to be independent thinkers and highachievers. It has been an enjoyable experience to work with Ann in this capacity and observe her in action with herstudents.

SAMPLE

66

The Professional Standards for Teachers (PST) Evaluation Questions

Evaluation questions for the Professional Standards for Teachers are designed to support the professional judgment of the supervising practitioner and program supervisor. The following evaluation questions must be used with the Pre-service Performance Assessment Form by the program supervisor and supervising practitioner. Supervisors may elect to include additional evaluation questions where appropriate.

Standard A: Plans Curriculum and Instruction

Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.

Evaluation Questions: Does documentation show evidence of activities planned as lessons in sequential units of

study? (For example, is the structure of each lesson and unit clear? Is there a focus and logic to each lesson, and are the connections within the lessons and the transitions between lessons appropriate?)

Are specific standards in the curriculum framework noted with page number and date of publication?

Is there an explanation of why these content standards and units of study are being taught?

Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

Evaluation Questions: Does documentation note what assessments have been used and how their results

guided planning? Does the planned pedagogy include a rationale grounded in research and common

sense? Does the candidate choose teaching strategies that are appropriate for the content, grade

level, and range of students being taught? Are the learning activities described and do they provide suitable challenges for

academically advanced as well as for those whose work is below grade level? Is there an explanation of how knowledge of human development and learning guided

planning?

Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

67

Evaluation Questions: Does documentation describe the reading and other resources being planned and explain

which will suitably challenge students at each level: below grade level, learning disabled, English language learners, at grade level, and academically advanced?

Is there an explanation of the different writing activities selected for these different groups of students?

Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.

Evaluation Questions: Does documentation list skills, concepts, and vocabulary needed for the topic being

studied and for the different groups of students in the class?

Plans lessons with clear objectives and relevant measurable outcomes.

Evaluation Questions: Does documentation show the objectives for each planned lesson? Does it describe the measurable outcomes expected? Is there an explanation of how the expected outcomes will be measured? Do the homework, learning activities, and assessments reflect the objectives described? Are there suitable objectives for students who are academically advanced as well as for

those whose work is at or below grade level?

Draws on resources from colleagues, families, and the community to enhance learning.

Evaluation Question: Are resources identified that may be provided by colleagues, student families, or the

community? Does the candidate explain how the resources are going to be used and why?

Incorporates appropriate technology and media in lesson planning.

Evaluation Questions: Are the technology or media identified that will be used during the unit of study? How and why are technology and media used to achieve the objectives of the lesson? Are these uses appropriate for the discipline at the intended grade level?

Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

68

Evaluation Questions: What information in the IEPs has been used to plan units of study? What strategies or materials are to be used to promote the learning of students with

disabilities and why they are expected to be effective for these students in this discipline?

Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

Evaluation Questions: Does the candidate employ WIDA ELD standards instructional tools and other relevant

data about English language proficiency (for example, ACCESS scores) when planning lessons to help ELLs at different proficiency levels meet the MA standards and develop academic language for all disciplines?

Does the lesson plan have language objectives that consider all levels of language proficiency?

Does the candidate employ appropriate support, materials and strategies to make standards accessible and promote language learning?

Do lesson and unit activities, assignments, and assessments align with identified language and content objectives – where applicable?

Standard B: Delivers Effective Instruction

Communicates high standards and expectations when beginning the lesson:

Makes learning objectives clear to the student.

Evaluation Questions: How are learning objectives communicated to the student? Are the transitions from the beginning of the lesson to the body of the lesson smooth, and

clear?

Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids.

Evaluation Questions: Does the candidate communicate clearly in writing and speaking? Does the candidate utilize visual and contextual aids to make instruction comprehensible

to ELLs at different proficiency levels?

69

Does the candidate modulate his or her use of language to make instruction comprehensible, but also promote language development of students at different proficiency levels?

Uses engaging ways to begin a new unit of study or lesson.

Evaluation Questions: What types of opening activities are used and what are the purposes (i.e., to stimulate

prior knowledge, to frame the lesson, or to motivate students)?

Builds on students’ prior knowledge and experience.

Evaluation Questions: Does the candidate build on students’ prior knowledge and experience?

Communicates high standards and expectations when carrying out the lesson:

Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

Evaluation Questions: Are phonemic awareness, phonics, and vocabulary skills taught and practiced separately

as well as together with comprehension skills? Are materials provided for practice? Are decodable texts used for practicing phonics lessons? Are reading materials suitably challenging for students with different learning paces?

Are provisions made to develop automaticity and fluency?

Employs a variety of content-based and content-oriented teaching techniques, from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

Evaluation Questions: Does candidate indicate two or more teaching techniques that address the range of

student skills? Are the teaching techniques appropriate for the objectives of the lesson and for the

different groups of students?

70

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evaluation Questions: See license-specific evaluation questions.

Employs a variety of reading and writing strategies for addressing the learning objectives.

Evaluation Questions: Are reading and writing activities included in the body of the lesson and /or in the

homework? Are students asked to describe, explain and justify their ideas?

Uses questioning to stimulate thinking and encourages all students to respond.

Evaluation Questions: Does the candidate use probing questions to help students understand concepts? Does the candidate address questions to all students to encourage participation?

Uses instructional technology appropriately.

Evaluation Questions: Is the candidate knowledgeable in the use of technology? Is there a smooth transition to and from technology use? Do all students have access to the technology and are they given sufficient instruction in

its use? Is technology used as a tool to develop and reinforce knowledge and skills?

Uses effective strategies and techniques for making content accessible for English language learners.

Evaluation Questions: Does the candidate use proven research-based strategies and techniques to adapt or

modify grade level content material in ways that make it more comprehensible for students at different proficiency levels while maintaining appropriate rigor?

Does the candidate emphasize academic and content related language and give students frequent opportunities to English in relevant academic contexts?

Does the candidate’s speech model proper English usage when working with English language learners despite modifications to make instruction more comprehensible?

71

Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating, and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

Evaluation Questions: Does the candidate provide explicit instruction in both social and academic language,

along with opportunities to practice both types of language and receive feedback on improvement?

Does the candidate choose and implement assessments appropriate for students’ proficiency level?

Does the candidate design appropriate tasks, supports and scaffolding in response to the needs and proficiency levels of ELL students?

Communicates high standards and expectations when extending and completing the lesson:

Assigns homework or practice that furthers student learning and checks it.

Evaluation Questions: Does the candidate provide evidence of differential homework assignments or practice

that further the learning of students who are academically advanced as well as students whose work is at or below grade level?

Are several examples of assignments included and a rationale provided for them? Are classroom sets of examples of student homework provided? How is student homework evaluated?

Provides regular and frequent feedback to students on their progress.

Evaluation Questions: Does the candidate aptly summarize what students have been expected to learn at the

end of the lesson (or ask students to do so)?

Provides many and varied opportunities for students to achieve competence.

Evaluation Questions: Does the candidate guide students to an adequate or useful conclusion to the lesson? Does the candidate provide examples of how student work is evaluated and how that

evaluation is communicated to students?

Communicates high standards and expectations when evaluating student learning.

72

Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

Evaluation Questions: Has the candidate provided examples of tests written by her/him? Are formal tests provided by the district identified? Are examples of student response papers for teacher tests provided? Have alternate forms of assessment (portfolios, projects, etc.) been used and copies

provided?

Translates evaluations of student work into records that accurately convey the level of achievement students for parents or guardians, and school personnel.

Evaluation Questions: Are report cards or grades given for student learning provided?

Standard C: Manages Classroom Climate and Operation

Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

Evaluation Questions: Does the candidate use strategies to create environments that reduce the environmental

“affective filter?” Does the candidate have appropriate linguistic expectations for students based on their

English language proficiency level, as evidenced by lesson planning and delivery? Does the candidate utilize flexible grouping strategies (homogeneous, heterogeneous

groups, etc.) to promote a classroom culture of inclusion? Does the candidate demonstrate the ability to recognize when classroom management

issues stem from cultural issues and address them appropriately?

Creates a physical environment appropriate to range of learning activities.

Evaluation Questions: Has the candidate created a physical environment appropriate to the range of learning

activities? How has candidate created an environment that is conducive to learning? (For example,

does the candidate establish a positive atmosphere where students are encouraged to participate?

73

Does the candidate have good rapport with the students? Is the candidate patient with students?)

Maintains appropriate standards of behavior, mutual respect, and safety.

Evaluation Questions: Has the candidate maintained appropriate standards of behavior, mutual respect, and

safety? (For example, does the candidate communicate rules and procedures for classroom behavior to the students? Is the candidate alert to student behavior at all times? Does the candidate stop inappropriate behavior promptly and consistently? Does the candidate treat the students with respect and is that respect returned?)

Manages classroom routines and procedures without loss of significant instructional time.

Evaluation Questions: Does the candidate manage classroom routines and procedures without loss of significant

instructional time? (For example, does the candidate use appropriate time periods for checking homework, for the body of the lesson, etc.? Are the materials needed for activities ready for distribution and is the candidate organized in transitioning between activities?)

Standard D: Promotes Equity

Encourages all students to believe that effort is a key to achievement.

Evaluation Questions: Does the candidate pay as much attention to students who are academically advanced as

to those whose work is at or below grade level?

Works to promote achievement by all students without exception.

Evaluation Questions: Does the candidate provide opportunities for students to receive extra help outside of

class time? Does the candidate provide more challenging work on a systematic or accelerated basis

for academically advanced students?

Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English language for

74

learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

Evaluation Questions: Does student work reflect adjustments made? For example, what did the candidate do for

students who may require additional foundational knowledge or skills; or for students who have advanced knowledge or skills?

Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions and to see themselves as members of a local, state, national, and international civic community.

Evaluation Questions: Has the candidate explained what adjustments have been made for these purposes, and

why? Does the candidate address all students as unique individuals and as Americans or

potential Americans? Does the candidate avoid identifying students as “representatives” of particular racial,

ethnic, or gender groups? Does the candidate help students to see themselves and each other as American

citizens? Does candidate give special writing assignments, lessons on national symbols, songs, phrases, and Pledge of Allegiance, or special civics lessons?

Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

Evaluation Questions: Does the candidate serve as a cultural mediator to help bridge cultural differences and

promote student success? Can the candidate demonstrate that he or she has communicated with students’ parents

and families to gather information for lesson planning and assessment? Does the candidate regularly communicate with parents about students’ academic

progress and English language development, as well as strategies for supporting students at home?

Does the candidate design activities and assignments that draw on cultural and linguistic “funds of knowledge” of students’ family and culture?

Does the candidate explicitly make connections between students’ native language and English during instruction, when possible?

Standard E: Meets Professional Responsibilities

75

Understands his or her legal and moral responsibilities.

Evaluation Questions: Does the candidate behave in a professional manner (including punctuality,

confidentiality, and carrying out all job-related responsibilities)?

Conveys knowledge of and enthusiasm for his/her academic discipline to students.

Evaluation Questions: Is the candidate enthusiastic about his/her academic discipline during interactions with

students?

Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

Evaluation Questions: Does the candidate take advantage of professional development opportunities provided

by the school during his/her teaching there?

Collaborates with colleagues to improve instruction, assessment, and student achievement.

Evaluation Questions: Does the candidate confer with his/her supervising practitioner and other colleagues

(including other student teachers) about improving his/her practice?

Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

Evaluation Questions: Does the candidate participate in conferences with parents (under the guidance of the

supervising practitioner) when appropriate?

Reflects critically upon his or her teaching experience identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

Evaluation Questions:

76

Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice?

Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Evaluation Questions: Does the candidate communicate appropriate use of the Internet to students whenever

class activities include Internet use?

77

Licensure Specific Questions

English (5-8)(8-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate demonstrate an adequate knowledge of the literary work, its genre, literary period, and author when conducting a lesson on a particular work?

Does the candidate use or refer to historically contemporary primary sources to shed light on the historical or social context for a particular work in the course of the lesson?

Does the candidate ensure that students understand the differences between a literary work and an expository or persuasive work?

Does the candidate ensure that students have determined the meaning of what an author has written before encouraging them to interpret or evaluate it?

Does the candidate require students to provide adequate evidence from a text to support their interpretations or judgments?

Does the candidate help students understand the uses of the imagination and the limitations of using personal experience to understand a literary work?

Has the candidate referred to appropriate learning standards and skills in the English Language Arts Curriculum Framework in developing a lesson on a literary work?

Does the candidate use the English language effectively in speaking and/or writing during the lesson?

78

Does he or she demonstrate knowledge of the elements in the writing process when conducting a composition lesson?

Does the candidate clarify the differences between the elements of expository writing and the elements of literary writing when conducting a composition lesson?

Does the candidate make useful responses to student drafts that help students improve their next draft?

79

English as a Second Language (PreK-6)(5-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate demonstrate knowledge of the structure, components, and nature of the English language system?

Does the candidate demonstrate knowledge of the factors affecting second language acquisition, especially the role of fist language literacy and other critical factors, when organizing and managing instruction?

Does the candidate create opportunities for ELLs to use academic language associated with each subject or content area in ways that are appropriate for their level of English language proficiency?

Does the candidate plan instruction based on appropriate learning standards and skills in the WIDA English Language Development Standards and the Massachusetts Curriculum Frameworks?

Does the candidate promote language development in all four language domains (listening, speaking, reading and writing) as evidenced in lesson plan and unit development?

Does the candidate demonstrate knowledge of research-based strategies and tools for sheltering content instruction to maximize English language acquisition (i.e., WIDA’s Strand of Model Performance Indicators (MPI), CAN DO Descriptors, Performance Definitions, comprehensible input, flexible grouping, etc.)?

Does the candidate plan and implement lessons on topics

80

and academic language appropriate for the grade level and proficiency level of the students?

Does the candidate demonstrate knowledge of research-based practices and instructional tools for developing and assessing reading skills and reading comprehension of English for English language learners?

Does the candidate demonstrate knowledge of research-based practices and instructional tools for developing and assessing oral language and listening skills of English for English language learners?

Does the candidate demonstrate knowledge of research-based practices and instructional tools for developing and assessing writing skills of English for English language learners?

Does the candidate plan and use a variety of assessment strategies aligned with language and content objectives to regularly assess English language acquisition and comprehension?

Does the candidate apply understanding of the role of culture and other socio-economic, socio-emotional factors in lesson planning, instructional delivery, and classroom management?

Does the candidate apply understanding of formal and informal English language assessment procedures and instruments for English language learners when planning and delivering instruction?

Does the candidate apply understanding of the differences between diverse English language learner groups (long term ELLs, ELLs with disabilities, newcomer ELLs, students with interrupted formal education, etc.) when planning and delivering instruction?

81

History (1-6)(5-8)(8-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found

License-Specific Evaluation Questions

Does the candidate demonstrate an adequate historical knowledge of the period, event, or individual under discussion when conducting a history lesson? Does he or she place the period, event, or individual in an appropriate historical context? Does he or she use maps or globes when relevant to the topic?

Does the candidate explain how the individual, period, or event under discussion is related to the development of our political principles or institutions, when relevant?

Does the candidate avoid presentism, that is, making moral judgments about past events, behaviors, or decisions that reflect contemporary moral views, not those of the time of the event, behavior, or decision?

Does the candidate avoid presenting his or her own views on social or political issues as the correct ones and inhibiting a full range of student views? Does the candidate encourage students to offer views that may conflict with the candidate’s views?

Does the candidate place the topic of the lesson in an international context when relevant?

Does the candidate use or refer to historically contemporary primary sources in addition to the textbook in the course of the lesson?

Does the candidate refer to appropriate concepts and skills as well as standards from the History and Social Science Curriculum Framework

82

in developing a lesson?

Does the candidate refer regularly to maps and globes when conducting geography lessons?

Does the candidate address theories and practices in economics and government appropriately into history lessons?

Does he or she adequately address causes and consequences of events?

83

Mathematics (1-6)(5-8)(8-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate appropriately balance activities for developing conceptual and procedural learning activities to understand mathematics?

Does the candidate use multiple representations of concepts, verbally, pictorially and symbolically, such as: numerals or diagrams, algebraic expressions or graphics, or matrices that model a method for solving a system of equations to help students develop a deeper understanding?

Are manipulatives and concrete representations used when appropriate?

Does the candidate help students to learn alternate methods of solving mathematics problems?

Are students’ mathematical misconceptions identified and addressed?

Does the candidate provide a clear model of mathematical reasoning when helping students solve mathematics problems?

Does the candidate know how to teach the standard algorithms for arithmetical operations and teach them to students?

Does the candidate refer to the state's grade level mathematics standards to prepare a lesson?

Is the candidate's explanation of mathematical concepts accurate?

84

Does the candidate provide opportunities for students to use accurate mathematical language to talk and write about the mathematics?

85

Middle School Humanities (5-8)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

History and Social Science

Does the candidate demonstrate an adequate historical knowledge of the period, event, or individual under discussion when conducting a history lesson? Does he or she place the period, event, or individual in an appropriate historical context? Does he or she use maps or globes when relevant to the topic?

Does the candidate explain how the individual, period, or event under discussion is related to the development of our political principles or institutions, when relevant?

Does the candidate avoid presentism, that is, making moral judgments about past events, behaviors, or decisions that reflect contemporary moral views, not those of the time of the event, behavior, or decision?

Does the candidate avoid presenting his or her own views on social or political issues as the correct ones and inhibiting a full range of student views? Does the candidate encourage students to offer views that may conflict with the candidate’s views?

Does the candidate place the topic of the lesson in an international context when relevant?

Does the candidate use or refer to historically contemporary primary sources in addition to the textbook in the course of the lesson?

86

Integrated Humanities

Does the candidate refer to appropriate concepts and skills as well as standards from the History and Social Science Curriculum Framework or learning standards in the English Language Arts Curriculum Framework in developing a lesson?

Does the candidate integrate knowledge of literature and history when conducting a lesson?

87

Middle School: Mathematics/Science (5-8)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

General Science

Is the candidate’s explanation of scientific concepts accurate?

Does the candidate demonstrate adequate background knowledge of the scientific concepts and skills presented at the grade level?

Does the candidate refer to appropriate learning standards and skills in the Science and Technology/Engineering Framework in developing the lesson?

Does the candidate discuss the mathematical skills related to the particular science unit they are teaching?

Does the candidate practice and teach students safe laboratory practices as referred to in the Science and Technology Curriculum Framework Appendix V?

Does the candidate model scientific reasoning in demonstrating or teaching scientific units?

Does the candidate address student’s prior knowledge and misconceptions in science?

Does the candidate model a variety of methods research, including laboratory techniques and use of computers?

Does the candidate encourage students to build essential scientific skills by conducting investigations and experiments?

88

Mathematics

Does the candidate appropriately balance activities for developing conceptual and procedural learning activities to understand mathematics?

Does the candidate use multiple representations of concepts, verbally, pictorially and symbolically, such as: numerals or diagrams, algebraic expressions or graphics, or matrices that model a method for solving a system of equations to help students develop a deeper understanding?

Are manipulatives and concrete representations used when appropriate?

Does the candidate help students to present alternate methods of solving mathematics problems?

Are possible student mathematical misconceptions identified and addressed?

Does the candidate provide a clear model of mathematical reasoning when helping students solve mathematics problems?

Does the candidate know how to teach the standard algorithms for arithmetical operations and teach them to students?

Does the candidate refer them to the state's grade level mathematics standards to prepare a lesson?

Is the candidate's explanation of mathematical concepts accurate?

Does the candidate provide student opportunities to use accurate mathematical language to talk and write about the mathematics?

89

Reading Theory, Research and Practice

To teach a specific skill or concept, has the candidate selected appropriate instructional materials for students of differing reading abilities?

Does the candidate ensure that students have determined the meaning of the text or word problem before encouraging students to interpret, evaluate or solve it?

90

Political Science/Political Philosophy (5-8)(8-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate demonstrate an adequate knowledge of the political philosopher, theory, principle, procedure, or institution that is related to the topic of the lesson?

Does he or she demonstrate adequate knowledge of the historical and international context for the political philosopher, theory, institution, or practice related to the topic of the lesson?

Does the candidate use primary sources in political philosophy, in addition to the textbook, in the course of the lesson?

Does the candidate refer to appropriate concepts and skills as well as standards from the History and Social Science Curriculum Framework in developing a lesson?

Does the candidate refer regularly to maps and globes when appropriate?

Does the candidate demonstrate knowledge of the relevant aspects of history, economics, and geography in lessons on political philosophy and practice?

Does he or she adequately address the development and evolution of the political theories, principles, institutions, and practices underlying the U.S. Constitution and Bill of Rights?

91

Reading Specialist (All)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate use lesson plans referring specifically to the Massachusetts English Language Arts standards and evidence-based practices and “scientifically-based” research?

Does the candidate demonstrate advanced knowledge of the five dimensions of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension?

Does the candidate demonstrate knowledge of a variety of intensive interventions when working with struggling readers?

Are the approaches used by the candidate during observations appropriate given the needs of the students?

Does the candidate use an intervention specific to the needs of English language learners when addressing these students?

Does the candidate use an intervention specific to students identified as in need of special education?

Has the candidate selected reading instructional materials that are the most appropriate ones for students with specific reading instructional needs (e.g. decoding multi-syllabic words, summarizing informational text)?

Has the candidate selected and implemented appropriate technology-based practices to teach specific skills during intensive interventions?

Does the candidate demonstrate explicit, direct instructional approaches as well as literature-embedded approaches to

92

skills instruction?

Does the candidate work on specific reading skills needed by students independently as well as through an integrated approach?

Does the candidate link reading assessment data to appropriate curriculum materials and instruction for particular learners?

What evidence is there that the candidate can administer a wide range of assessments and use the data to make sound instructional decisions?

93

Science: Biology, Chemistry, Earth Science, General Science, & Physics (5-8)(8-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Is the candidate’s explanation of scientific concepts accurate?

Does the candidate demonstrate adequate background knowledge of the scientific concepts and skills presented at the grade level?

Does the candidate refer to appropriate learning standards and skills in the Science and Technology/Engineering Framework in developing the lesson?

Does the candidate discuss the mathematical skills related to the particular science unit they are teaching?

Does the candidate practice and teach students safe laboratory practices as referred to in the Science and Technology Curriculum Framework Appendix V?

Does the candidate model scientific reasoning in demonstrating or teaching scientific units?

Does the candidate address student’s prior knowledge and misconceptions in science?

Does the candidate model a variety of methods research, including laboratory techniques and use of computers?

Does the candidate encourage students to build essential scientific skills by conducting investigations and experiments?

94

Teacher of Students with Moderate Disabilities (PreK-8)(5-12)

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate satisfactorily demonstrate an understanding of how the individual student’s moderate disability (ies) affects progress in learning the academic content in the general curriculum program that their non-disabled peers learn?

Does the candidate appropriately use the information in the IEP of students with moderate disabilities to modify the academic content, methodology/delivery of instruction, and performance criteria (specially designed instruction) used in the general curriculum program that their non-disabled peers learn?

Does the candidate implement the specially designed instruction as required in the IEP to help the students learn the academic content in the general curriculum program that their non-disabled peers learn?

Does the candidate show a familiarity with the measurable annual goals and objectives/benchmarks in the student’s IEPs?

Does the candidate demonstrate the ability to help the students with moderate disabilities learn the deficit skills detailed in the measurable annual goals and objectives/benchmarks in the student’s IEPs?

Does the candidate’s use of the assistive technology required in the student’s IEP help the student learn the academic content in the general curriculum program that non-disabled peers learn?

Does the candidate’s use of behavioral intervention strategies that are identified in the student’s IEP help the student learn the academic content in the general curriculum

95

program that non-disabled peers learn?

Does the candidate appropriately interpret the results of formal and informal assessments of students with moderate disabilities?

Does the candidate demonstrate familiarity with state and federal law in special education while working with the supervising practitioner, students’ families, and agency representatives?

96

Practicum Checklist

The following is a checklist of the practicum paperwork, required and optional. The “required” paperwork must be included in the practicum portfolio in order to be endorsed by the CES Licensure Program All of these forms are available on MOODLE.

Required for all practicum experiences:

Pre-service Performance Assessment (The “heart” of the practicum paperwork; this to be completed in collaboration with the program supervisor, supervising practitioner and the student. The DOE guidelines for completion of this are included on MOODLE)

Practicum Time Log; please highlight your 100 hours of Full Responsibility. (If you are a Moderate Disabilities certification candidate, be sure to differentiate general inclusion classroom hours from substantially separate classroom hours.)

Three Lesson plans (There is a template on the MOODLE for the student’s use)

Practical Experience Practicum Reflection Paper

One Observation Report for Supervising Practitioner

Two Observation Reports from Program Supervisor

Weekly Contact Report

Practicum Signature Page

Optional:

Student work

Other portfolio materials such as classroom photos, etc.

97