Pre-Service Indicators for Assessing Educator Accomplished Practices
ASSESSMENT
“ The preprofessional teacher collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students’ instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.”
Beginning / Growing / Independent- Locates diagnostic tests or activities to assess skills or content knowledge
- Uses evaluative techniques to measure student performance
- Constructs classroom tests to measure student performance according to criteria based on objectives
- Demonstrates ability to select appropriate assessment tools
- Administers appropriate assessments
- Utilizes the results of student data in assessment design
- Identifies criteria for a rubric
- Develops a rubric to accompany an assessment
- Explains the method and procedure of the evaluation to stakeholders
- Includes evaluation as part of lesson planning
- Provides alternative evaluation methods to meet the needs of diverse students
- Analyzes correlation between lesson content and lesson evaluation & modifies plans as needed
- Observes the administration of a formal and an informal assessment
- Assists in the administration of a formal and an informal assessment (proctoring)
- Administers and interprets a formal and an informal assessment to check for student understanding
- Demonstrates an awareness of district, Cooperating Teacher, or school grading system
- Develops a grading system that reflects student learning
- Communicates the grading system to all stakeholders
- Maintains record(s) of student progress
- Monitors student progress using multiple inputs
- Communicates student progress and the method(s) by which the progress was measured/gathered
- Matches appropriate tasks to each learner’s needs
- Provides frequent and timely feedback to students on work attempted and tasks assigned
- Continuously improves a system to communicate student achievement
10.
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
COMMUNICATION
“ The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.”
Beginning / Growing / Independent- Demonstrates effective communication skills with professionals by engaging in weekly team planning
- Accurately delivers information verbally and non-verbally, formally and informally, and by spoken, written and visual means
- Actively participates in schoolwide presentations; effectively communicates with students, parents and teachers with written feedback
- Attends professional meetings with Cooperating Teacher (faculty meetings, group sessions, grade level meetings, etc.)
- Observes a student-led conference and a traditional conference
- Contributes to parent-teacher conferences, child study team meetings, LEP Committee meetings, and/or IEP conference
- Demonstrates the ability to maintain a positive attitude when dealing with all stakeholders
- Documents parent contacts
- Takes a professional role in parent-student conferences (in person or by phone)
- Acquires and adapts interaction routines for individual work
- Communicates student learning to families using the school’s and/or Cooperating Teacher’s method(s) of communication
- Tailors communication styles to the nature and needs of the individual student and/or group
- Encourages individuals to state their ideas clearly
- Uses language that reflects an understanding of the individual or group
- Practices instructional and social skills that assist students to interact constructively with their peers by encouraging expression of ideas, opinions and feelings
- Identifies long-range goals for a given subject area
- Constructs long and short-range objectives for a given subject area
- Constructs and shares long and short-range goals and objectives for their subject area
Pre-Service Indicators for Assessing Educator Accomplished Practices
CONTINUOUS IMPROVEMENT
“ The preprofessional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the roles of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self-reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.”
Beginning / Growing / Independent- Attends SAC/SIP meetings
- Designs lessons that focus in goals of the School Improvement Plan
- Implements lesson plans that reflect goals specified in the School Improvement Plan
- Demonstrates the ability to read, comprehend, interpret, and use professional materials
- Journals ideas developed from reading, comprehending, interpreting, and using professional materials
- Develops short and long term personal and professional goals using professional materials
- Demonstrates awareness of current developments in the field of specialization
- Attends faculty and curriculum development sessions in the field of specialization
- Implements lesson plans based on effective teaching practices in the field of specialization
- Attends school-based inservice or professional development opportunities as available
- Practices strategies acquired in professional development opportunities
- Makes connections using learnings from professional development opportunities that are reflected in teaching techniques
- Receives oral and written feedback
- Uses constructive collegial feedback to adjust teaching strategies & techniques
- Engages in frequent self-assessment for growth and performance
- Includes Goal 3 Standards, Sunshine State Standards, & ESOL strategies in lesson planning
- Discusses applications of the comprehensive standards and strategies with Cooperating Teacher &/or University Supervisor
- Reflects on the correlation of standards to instruction and assessment.
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
CRITICAL THINKING
“ The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively.”
Beginning
/ Growing / Independent- Articulates rationale for using Bloom’s Taxonomy in lesson planning
- Demonstrates Bloom’s higher level critical thinking and questioning skills in lesson plans and units
- Demonstrates the integration of multiple subject domains into real-world applications in lesson plans and units
- Creates an original activity
- Infuses higher-order thinking skills and real-world applications/problem-solving activities in lessons
- Uses performance assessment techniques and strategies that measure higher order thinking skills
- Models and guides students to achieve higher order thinking and questioning skills
- Identifies strategies, materials and technologies that expand student thinking ability
- Uses a variety of realistic project and problem-solving activities to develop creative thinking
- Creates interest through the use of materials and techniques appropriate to the varying abilities and backgrounds of students
- Selects, adapts or develops, and sequences instructional materials and activities for the designated set of instructional objectives and student needs
- Reflects on and modifies lesson planning to continually encourage student use of higher-order thinking skills
- Recognizes patterns of physical and social development in students
- Recognizes the instructional needs of exceptional students
- Makes assignment of tasks and duties consistent with individual abilities and specialties
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
DIVERSITY
“ The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.”
Beginning / Growing / Independent- Understands the components of diversity, including gender, ethnicity, age, religion, language, disability, or culture
- Develops lesson plans that include appropriate learning activities & strategies for all students
- Implements comprehensible instruction that reflects consideration for the needs of a diverse student population
- Develops an understanding of the various learning styles evident in students
- Uses a variety of visual, auditory & kinesthetic tools and practices
- Implements lesson plans that accommodate learning styles
- Identifies school and community resources to help meet students’ learning needs
- Uses diagnostic tests, student records, anecdotals, &/or observations to diagnose entry level skills of students
- Develops multifaceted materials and activities to teach the same lesson to different students
- Recognizes the importance of family and family structure relative to cultural traditions
- Uses individual student interests and abilities when planning instructional strategies
- Promotes student responsibility, appropriate social behavior, honesty, & the integration of valuing diversity through learning experiences
- Understands concepts and applications of peer mediation and conflict resolution
- Fosters a learning environment in which all students are treated equitably
- Provides experiences in which students will gain skills and knowledge required in a diverse society
- Recognizes multiculturalism as an integral component when selecting and/or developing instructional materials
- Introduces material that affirm diversity and honor multiple perspectives
- Adapts, develops, & sequences instructional materials that affirm diversity and honor multiple perspectives
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
ETHICS
“ Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.”
Beginning / Growing / Independent- Reviews the intern handbook, school handbook, and other materials
- Maintains a professional attitude with students, staff, administration, and parents
- Conferences with Clinical Team and school staff regarding professional experiences
- Reviews the Code of Ethics and Principles ofProfessional Conduct brochure prior to placement
- Seeks clarification of ethical obligations in dealing with students, community and the profession, aligned with the Principles of Professional Conduct
- Models behaviors aligned with school, district, and state norms as provided in the Principles of Professional Conduct
- Follows the appropriate dress code and expectations for school-based personnel
- Demonstrates professional conduct
- Models the Code of Conduct and Principles ofProfessional Conduct in all settings: university, school, and community
- Recognizes conditions harmful to learning, to the students’ mental or physical health, or safety
- Protects students from conditions harmful to learning, to students’ mental or physical health, or safety
- Assesses and reports any conditions harmful to learning, to students’ mental or physical health, or safety
- Takes reasonable caution to distinguish between personal views and those of any organization or institution with which the intern is affiliated
- Does not intentionally distort or misrepresent facts concerning an educational matter
- Supports efforts to enhance the teaching profession
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
HUMAN DEVELOPMENT AND LEARNING
“ Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities. “
Beginning / Growing / Independent- Complies with reasonable requests and orders given by and with proper authority
- Demonstrates self-confidence and self-sufficiency in exercising authority
- Applies social and instructional skills in developing positive self-concepts among students
- Recognizes developmentally appropriate physical activities and academic environments to accommodate learning styles and student needs
- Selects developmentally appropriate physical activities and academic environments to accommodate learning styles and student needs
- Implements and monitors developmentally appropriate physical activities and academic environments
- Recognizes the instructional needs of exceptionalities among students
- Uses individual student interests and abilities when planning and implementing instruction
- Makes assignment of tasks and duties consistent with individual abilities and exceptionalities
- Recognizes patterns of physical and social development in students
- Selects, adapts or develops instructional materials and activities to accommodate physical and social development in students
- Creates an environment of discovery through the use of materials and teaching techniques appropriate to the physical and social development of students
- Articulates an understanding of current learning theory and curriculum development specific to subject/grade level
- Uses a variety of strategies and activities that reflect knowledge of current learning theory and curriculum development specific to subject/grade level
- Creates lessons consistent with current learning theory and trends in curriculum development specific to the subject area and/or grade level
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
KNOWLEDGE OF SUBJECT MATTER
“ The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings, The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.”
Beginning / Growing / Independent- Works toward currency in his/her subject field
- Develops short and long-term professional goals relating to knowledge of subject matter
- Provides portfolio artifacts, based on Florida’s Preprofessional Educator AccomplishedPractices, that support and document an increasing knowledge of subject matter
- Uses the references, materials and technologies of the subject field in developing learning activities for students
- Uses knowledge of subject matter to support student interest and engagement
- Communicates knowledge of subject matter in a manner that enables students to learn
- Identifies curriculum and resource materials that support and extend subject matter knowledge
- Uses curriculum, technology and resource materials in designing lesson plans
- Applies Goal 3 Standards from the Florida Sunshine State Standards and ESOL strategies in lesson implementation
- Identifies resources from which concepts can be extrapolated
- Provides a variety of examples to introduce a concept using language and style appropriate to the learner
- Integrates various disciplines and culturally-relevant examples to teach a concept
- Demonstrates awareness of professional associations which directly support knowledge of subject matter
- Participates in activities or events of professional associations which directly support knowledge of subject matter
- Collaborates with peers and mentors from same and other subject fields to expand and integrate subject matter knowledge
- Attends professional development opportunities
- Applies learning from professional development opportunities to current subject matter knowledge
- Integrates learning from professional development opportunities into subject matter knowledge for implementation of new strategies
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
LEARNING ENVIRONMENTS
“The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will needs a variety of techniques and work to increase her/his knowledge and skills.
Beginning / Growing / Independent- Provides clear directions for instructional activities and routines
- Develops a repertoire of techniques for establishing smooth and efficient routines and has opportunities to practice them
- Maintains consistency in the application of policy and practice by (1) establishing routines and procedures for the use of materials and the physical movement of students; (2) formulating appropriate standards for student behavior;(3) identifying appropriate behavior and employing appropriate techniques for correction
- Demonstrates knowledge of cooperative learning and its positive effects
- Plans a unit of instruction that incorporates cooperative learning activities
- Monitors cooperative learning activities and provides constructive feedback to student groups
- Organizes classrooms activities and materials effectively
- Arranges and manages the physical environment to facilitate student learning outcomes
- Uses learning time effectively; maintains instructional momentum and makes effective use of time for administrative and organizational activities
- Recognizes academic focus as a pre-requisite to learning
- Observes then practices transitions that promote academic focus
- Maintains academic focus of students through the use of varied motivational devices
- Recognizes the importance of providing a safe environment for risk-taking
- Creates a risk-free environment that is physically and psychologically safe for students
- Extends the safety of the physical and psychological environment for children by modeling academic risks (think-alouds, etc.)
- Demonstrates understanding of management techniques appropriate to a given setting
- Maintains standards of conduct required in Rule 6B-5.007(2),FAC
- Resolves discipline problems in compliance with the policies of the school, rules of the district school board and State Board, and Florida Statutes
AES Intern Support Instrument Spring 2004112/03
Pre-Service Indicators for Assessing Educator Accomplished Practices
PLANNING
“Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meets students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teachercontinuously refines outcome assessment and learningexperiences.”