History Midterm Student Teacher Conference Form Page 1 of 8

SOCIAL SCIENCE/HISTORY STUDENT TEACHERMIDTERM CONFERENCE FORM

Student Teacher: / Cooperating Teacher:
IWU Supervisor: / School:
Subjects and/or grade: / Date:

General Directions:

All participants in the midterm conference individually complete their respective forms prior to meeting. This form and portfolio and other evidence may be exchanged and previewed prior to the conferences. Comments of all participants are integrated into one final form completed by the IWU supervisor and signed by all parties. The student teacher should bring his or her portfolio-in-progress to the conference, and be prepared to orally present evidence speaking to proficiency with respect to each standard. Evidence may speak to more than one indicator.Evidence may include the following:

Student Teaching Checklist (portfolio requirement)

Journal entries or Reflection essays (dated and labeled by topic)

Teaching Context Narrative (portfolio requirement)

Communications to parents written by student teacher

Collegial Coaching reflection

Lesson plans in specific content areas

Digital videos of student presentations (with permissions)

Assessment instruments developed and used by student teacher

Recorded field observations of students

Sample student work (with identifying information removed)

Materials from professional conferences or in‐service days

Sample student work (with identifying information removed)

•Slide shows of one’s teaching and student work /

Sample student work (with identifying information removed)

Photos of one’s teaching and classroom (with permissions or students’ faces must be blurred)

Standard/Indicators / Check (X) one or two of the columns below, as applicable.
TEACHER SCHOLARS FOR SOCIAL JUSTICE / Performance evidence / Artifact evidence / No or little evidence
SJ1: Demonstrates the belief that all students can learn.
SJ2: Responds to the educational needs of all students in a caring, non-discriminatory, and equitable manner.
SJ3: Demonstrates the knowledge, skills, and professional dispositions that facilitate all students’ learning, regardless of race, culture, ethnicity, language, class, gender, and/or ability.
Dispositions:
R1: Engages in ongoing and thoughtful reflection, which includes

written reflections and oral conversations with cooperating teacher and IWU supervisor;

self-assessment of knowledge and skills required to teach students from diverse backgrounds and those with disabilities;
one’s impact on students, parents, and other professionals in the learning community; and
being receptive to feedback from mentors.

R2: Demonstrates resourcefulnessby

taking initiative and being self‐directed;
being creative;
learning about individual children, their families and communities;
goingbeyond use of commercial texts and instructional resources;
seeking ways to improve practice and grow professionally; and
engaging in research and inquiry to enhance professional development.

R3: Demonstrates responsivenessby

developing caring, compassionate, and respectful relationships with all students and their families;
implementing multicultural perspectives when planning curriculum and teaching; and
trying alternative approaches to teaching and learning, such as inclusion and other alternatives to ability grouping, authentic assessments beyond testing, and alternatives to traditional classroom discipline.

TEACHING DIVERSE STUDENTS (IPTS 1) / Performance evidence / Artifact evidence / No or little evidence
Applies understandings of the diverse characteristics and abilities of each student and the context of his or her social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning.
Performance Indicators:
1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement;
1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences;
1J) differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs;
1K) facilitates a learning community in which individual differences are respected;
1L) uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.
CONTENT AREA AND PEDAGOGICAL KNOWLEDGE(IPTS 2) / Performance evidence / Artifact evidence / No or little evidence
Creates meaningful learning experiences for each student, applying in-depth understanding of content area knowledge, including content area literacy, pedagogical knowledge, and evidence-based practice.
Performance Indicators:
2I) evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs;
2J) uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts;
2K) engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines;
2L) demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines;
2M) uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings;
2N) facilitates learning experiences that make connections to other content areas and to life experiences;
2O) designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities;
2P) adjusts practice to meet the needs of each student in the content areas;
2Q) applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student.
CONTENT AREA TEACHING
Social Science and History[1](as applicable)
Connections among the behavioral sciences, economics, geography, history, political science, and other learning areas.
SS1E) Explains the methods social scientists employ to answer questions about the human experience.
SS1F) Integrates concepts from the social sciences in constructing discipline-specific lessons and units.
SS1G) Develops interdisciplinary approaches to the teaching of general social science.
Performance evidence / Artifact evidence / No or little evidence
United States History
Provides accurate explanations of major trends, key turning points,and the roles of influential individuals and groups from the colonial era through the growth of the American Republic, from the Civil War through World War I, and through the 20thand into the 21stcentury. Specifically, (as applicable):
H1F) The Age of Exploration and the Columbian Exchange;
H1G, H, I) The American Revolution;
H1J) the evolution of the two-party system;
H2G, H) The Civil War and reconstruction;
H2I) Industrialization and urbanization;
H2J, K) Patterns of immigration and the obstacles, opportunities, and contributions of immigrants;
H2L) The relationship between business and labor.
H2M) Populism and Progressivism.
H2N) World War I.
H3H) The Great Depression: its causes and impact;
H3I,J) U.S. participation in World War II;
H3K) The Cold War;
H3L) Post-1945 social movements, particularly the Civil Rights movement;
H3M) U.S. domestic and foreign policies in the 20th century;
H3N) The U.S. military engagement in Vietnam and the post-Vietnam era
IWU) 9/11 and the decade since
World History
Provides accurate explanations of major trends, key turning pointsand the roles of influential individuals and groups from prehistory to the Age of Exploration through the present. Specifically, (as applicable):
H4E) The populating of major world regions by human communities;
H4F) Centralized and decentralized states;
H4G, H) Greek and Roman civilizations, and the Roman Empire;
H4I) Feudalism.
H4J) Major political, social, and economic developments in non-western states.
H5F) Encounters between Europeans and peoples of Africa, Asia, and the Americas;
H5G) The cultural and religious significance of the scientific revolution;
H5H) Political and industrial revolutions and social and cultural change.
H5I) European, American, and Asian imperial expansion;
H5J) 20th and 21st century wars;
H5K) Causes and global consequences of economic development;
H5L) The Holocaust; and
H5M) Independence and decolonization.
Illinois History
Provides accurate explanations of major trends, key turning points, from the colonial era through the present. Specifically, (as applicable):
H6E) Political ideas, institutions, and practices.
H6F) Development of the Illinois economy.
H6G) The impact of cultural migration and religious traditions.
H6H) Relationships between Illinois family and local history to U.S. and world history.
The United States and Illinois (as applicable)
Accurately teaches major political, social and cultural, scientific, geographic, and economic developments and patterns of continuity and change, including
SS18D) the origins and development of democracy;
SS18E) the emergence of the United States as a world power;
SS18F) the influence of domestic affairs on foreign policy;
SS18G) the development of government in Illinois;
SS19D) migration patterns and movement of people to and within the United States and Illinois;
SS19E) examples of continuity and change in American culture, arts and letters, education,religion, and values;
SS19F) the concept of “e pluribus unum;”
Performance evidence / Artifact evidence / No or little evidence
SS20C) the impact of technological change and urbanization in the United States and Illinois;
SS20D) the changing role of labor in the United States and Illinois;
SS20E) the development and impact of capitalism in the United States and Illinois;
SS20F) the changing role of the United States economy within the global economy.
Comparative History(as applicable)
Major political, social and cultural, scientific, geographic, and economic developments and patterns of continuity and change, in different regions of the world, including:
H7E) Similarities and differences within and between cultures.
H7F,G) The impact and implications of broad historical developments on diverse cultures.
H7H) Continuities and changes within and among generations.
SS15E) European political ideologies;
SS15F) Modern political revolutions;
SS15G) Colonization and decolonization;
SS15H) Representative government;
SS16F,G,H,I) Social classes, ethnic groups, religious denominations, and genders; cultural diffusion;
SS17E) transportation and communication;
SS17F) hunter-gatherer, agricultural, and industrial societies;
SS17G) the effect of technology on the environment over time; and
SS17H) globalization of the world economy
Historical Interpretation
H8D) Various definitions of history.
H8E) Interpretive frameworks for analyzing historical events.
H8F) Major debates among historians.
SS2G) Demonstrates the ability to compare and contrast.
SS2H) Differentiates between facts and interpretations.
SS2I. Analyzes cause-and-effect relationships.
SS2J) Compares competing narratives and multiple perspectives.
SS2K) Identifies the central questions addressed in a narrative.
SS2L) Analyzes data from a variety of sources before reaching a general conclusion or interpretation.
SS14E) Chronological framework of historical events and alternative models of periodization.
SS14F) The causes and effects of historical events.
SS14G) Patterns of historical succession and duration, continuity, and change.
SS14H) Events in relationship to historical setting.
Government and politics in Illinois, the U.S., and Internationally
Accurately teaches:
SS4) Basic concepts, functions, and characteristics of various forms of government.
SS5) The formation and implementation of public policy in the United States and other nations.
SS6, H1E) Constitutional government in Illinois and the U.S.
SS7) The organization and functions of government at national, state, and local levels in the United States.
SS8) The rule of law and the rights and responsibilities of individual citizens in a democratic society.
SS9) The purposes and functions of international organizations and global connections.
Economic concepts, terms, systems, theories, components, and structures
and relationships (U.S. and international)
SS10, 11, 12, 13 ) Accurately teaches about: Scarce resources, standards of living, supply and demand theory, labor, capitalism, competition, monopoly, taxes, subsidies, inflation, unemployment, global economics, trade, economic interdependence, and economic problems and the implications of government policies.
Social Science (as applicable)
SS21) Geography: Explains how to use representations, tools, and technologies to obtain information about people, places, and environments on earth, the ways that mental and other maps influence human decisions about location, settlement, and public policy, and how to use geographic tools to pose questions and solve problems.
Performance evidence / Artifact evidence / No or little evidence
SS22, 23, 24, 25, 26) People, places, and regions: Lessons address theinfluence of culture and experience, physical and human characteristics, the influence of physical processes and human activities, the role of science and technology in the modification of human and physical environments, and the consequences of global interdependence on people, places, and regions over time.
Social Science (as applicable)
SS27) Human Behavior and Development: Lessons incorporate major concepts, terms, and theories from human development and psychology.
SS28) Culture and Society: Lessons incorporate major concepts, terms, and theories related to the study of cultures, the structure and organization of human societies, and the process of social interaction.
PLANNING FOR DIFFERENTIATED INSTRUCTION (IPTS 3) / Performance evidence / Artifact evidence / No or little evidence
Plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. Plans for ongoing student growth and achievement. Performance Indicators:
3H) establishes high expectations for each student’s learning and behavior;
3I) creates [flexible] short-term and long-term plans to achieve the expectations for student learning [based on elementary-level scope and sequence];
3J) uses data to plan for differentiated instruction to allow for variations in individual learning needs [and styles];
3K) incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences;
3L) creates approaches to learning that are interdisciplinary and that integrate multiple content areas;
3M) develops plans based on student responses and provides for different pathways based on student needs;
3N) accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement;
3O) when planning instruction, addresses goals and objectives specified by law regarding students with disabilities;
3P) works with others to adapt and modify instruction to meet individual student needs;
3Q) develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction.
LEARNING ENVIRONMENT(IPTS 4) / Performance evidence / Artifact evidence / No or little evidence
Structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Performance Indicators:
4I) creates a safe and healthy environment that maximizes student learning;
4J) creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals;
4K) uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities;
4L) analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement;
4M) organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities;
4N) engages students in and monitors individual and group-learning activities that help them develop the motivation to learn;
4O) uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports;
4P) modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics; and
4Q) analyzes student behavior data to develop and support positive behavior.
INSTRUCTIONAL DELIVERY(IPTS 5) / Performance evidence / Artifact evidence / No or little evidence
Differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. In doing so, demonstrates understanding that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Performance Indicators:
5I) uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities;
5J) monitors and adjusts strategies in response to feedback from the student;
5K) varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students;
5L) develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking;
5M) uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences;
5N) uses technology to accomplish differentiated instructional objectives that enhance learning for each student;
5O) models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning;
5P) uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics of each student;
5Q) uses effective co-planning and co-teaching techniques to deliver instruction to all students;
5R) maximizes instructional time (e.g., minimizes transitional time);
5S) implements appropriate evidence-based instructional strategies.
READING, WRITING, AND ORAL COMMUNICATION (IPTS 6) / Performance evidence / Artifact evidence / No or little evidence
Recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Performance Indicators:
6I) selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers);
6J) uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction;