DEPARTMENT OF EDUCATION - CSU, Chico Plan Format – Lesson plan model used by the School of Education. Lesson plans, written in ... Parts of speech, verb tenses, subject verb agreement,

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CSU, Chico • School of Education • RTR Program • 2013-2014

RESIDENCY EVALUATION FORMS & RUBRICS: Multiple Subject

The forms and rubrics listed below will be used throughout your RTR Residency. Samples of each follow

these descriptions. Your University Supervisor will provide further instructions on the use of these

documents.

1. Lesson Plan Format – Lesson plan model used by the School of Education. Lesson plans, written in

this format, are required for all formal observations.

2. Candidate Observation Form – Used by the University Supervisor and Mentor teacher to evaluate

individual lessons presented by the candidate in Teaching Residency I and II. Teaching Performance

Expectations are listed on the form and each should be demonstrated over the course of the semester.

For a detailed list of TPEs, see the RTR Student Handbook.

3. Teaching Residency I Self-Evaluation Form – Completed by the candidate and submitted to the

Mentor Teacher and University Supervisor one week before the 3-way Teaching Residency I

Culminating Conference.

4. Teaching Residency I Culminating Conference Form – The University Supervisor completes this

form in concert with the Mentor Teacher using observation forms, midterm conference results, the

self-evaluation form and discussion during this 3-way conference. The form is signed by all parties

and is used to determine if the candidate shall proceed to Teaching Residency II.

5. Residency & Disposition Midterm/Final Evaluation – This form is completed by the University

Supervisor and is based on candidate progress documented on observation forms and agreed upon at a

3-way conference. The Residency and disposition rubrics should be reviewed when completing the

form. It can be used midterm and is also completed at the end of Teaching Residency I and II.

6. Teaching Residency II Exit Interview & Induction Preview Form – The University Supervisor

completes this form in concert with the Mentor Teacher during the final 3-way conference in

Teaching Residency II. The candidate will receive a copy of the form to share with his/her Induction

Support Provider during the first teaching position.

7. Dispositions Rubric—This rubric is used by University Supervisors and Mentor Teachers in

determining Dispositions ratings for field performance.

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8. Teacher Performance Expectations (TPE) Rubric – This rubric is used by University Supervisors and

Mentor Teachers in determining TPE ratings for field performance.

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Lesson Plan Format

CANDIDATE NAME: ________________________ DATE/TIME: ______________

ESTIMATED LESSON LENGTH: ___________________

GRADE LEVEL: _______________

CO-TEACHING STRATEGY: __________________

SETTING (general, special education, or RtI group):

PUPILS: [ ] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

LESSON TOPIC:

A brief and clear statement of the themes, ideas, attitudes and/or skills students will learn

about in this lesson.

LESSON RATIONALE:

A justification for teaching the lesson aligned with the standards. Why is this lesson

important in terms of scope and sequence? How does this lesson address the content

standard? How is the lesson addressing Bloom’s Taxonomy/Domains of learning: cognitive

(factual/conceptual/procedural/metacognitive), affective or psychomotor.

CONTENT AREA:

CALIFORNIA CONTENT STANDARD(S): One or two K-12 standards being addressed by the content objective of the lesson.

IEP GOALS (if for special education students):

ELD STANDARDS:

These should focus on the language proficiency(ies) represented in your current class. Given

the academic language demand of the lesson and specific targeted areas for academic

language demand, choose appropriate ELD standard(s).

ACADEMIC LANGUAGE DEMAND: Identify academic language demand The planning on your part, conceptualization for

identifying academic language demand.

Visualize how students will participate in this lesson What are students being asked to do in

this lesson?

Determine key concept vocabulary and other essential words

Determine the content process skills/tasks (Blooms Taxonomy - what lower order, higher

order thinking skills will students be using)

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Language skills: listening, speaking, reading, writing

Language functions: what is purpose of language in the lesson

Language forms: language patterns and grammatical structures students will be using

CONTENT VOCABULARY: Selected key vocabulary that serves as focus for the lesson. The number of vocabulary words

selected depends on the developmental and language level of the pupils.

LANGUAGE FUNCTIONS:

The purpose of the language to perform effectively in the content standards identified.

Language functions include explaining, informing, justifying, comparing, describing,

classifying, etc.

LANGUAGE FORMS (GRAMMATICAL STRUCTURES:

Parts of speech, verb tenses, subject verb agreement, use of pronouns, prepositions,

conjunctions, sentence structure (syntax) complex and compound sentences, questions, word

order.

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

Given the identified academic language demand, how is this lesson being adapted, modified

and scaffolded for the targeted language proficiency level of your students (in your lesson)?

OBJECTIVE(S): A specific and concise identification of the learning outcomes pupils are to achieve as a

result of the lesson that connects to the content standard identified above. The objective

includes criteria for mastery. It must follow the ABCD format. [A = audience; B= behavior;

C = condition; D = degree]. There will usually be two objectives – a content area objective

and a language objective.

ASSESSMENT:

An authentic assessment to determine whether the student has met the standard(s)/objective.

A description of the performance or behavior by which learners will demonstrate that each of

the standards/objective has been attained. There should be an evaluation procedure matching

each content and language standard above.

INSTRUCTIONAL STRATEGIES: (e.g., direct instruction, guided inquiry, etc.) A specification of the main instructional method to be employed in this lesson (not to exceed two or

three strategies or techniques in a lesson).

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REQUIRED TEACHER BACKGROUND INFORMATION:

Information the teacher must have in order to teach the lesson well (e.g., review content

knowledge, become familiar with curriculum, etc.)

TASK ANALYSIS: Task Analyze for Prerequisite Student Skills (i.e., what entry skills must students possess in

order to be successful with the lesson).

PROCEDURES:

Introduction:

Introduction/Introducción

This is the first step in conduction the lesson. Its purposes are to capture attention and to

motivate students. Methods for introducing lessons may include:

Telling students what will be accomplished.

Involving students in some curiosity raising or motivating activity/ -demonstration, or

giving children examples to observe.

Seeking responses to an open-ended question

Involving students in a problem to be solved.

Explaining/reviewing expected student behaviors.

Describing the evaluation procedures

Lesson Sequence:

This is a set of directions telling the teacher how to present the lesson. It should be as

specific as possible and will generally be the longest section of your lesson plan. This

section includes: (a) what the teacher does/says, (b) what the learner does, (c) steps for

checking understanding, (d) different levels of practice (guided and independent), etc. What

the teacher and students do in (a) and (b) should reflect the chosen teaching strategy.

Closure:

This section provides an opportunity to review or summarize the concepts or skills students

learned in this lesson. This section may originate with the teacher making summarizing

statements, by questioning students to provide information about the lesson. The closure

activity engages students in demonstrating what they have learned. These activities and/or

assignments provide the opportunity for the lesson’s summative evaluation.

UNIVERSAL ACCESS:

Modifications/Differentiation for English Learners and/or Students with Special Needs

CONTENT INTEGRATIONS/EXTENSIONS:

RESOURCES/SOURCES:

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MATERIALS/EQUIPMENT: A list of items which must be available for this lesson, including directions for distribution and

cleanup.

PERSONAL TEACHING OBJECTIVES:

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

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RESIDENT TEACHER OBSERVATION FORM for use by: Mentor Teacher and University Supervisor

Resident Teacher: Date:

Mentor Teacher: University Supervisor: School: __________

Please check for candidate progress on each of the Teaching Performance Expectations (TPEs) over the semester

TPEs observed this session:

1. Specific Pedagogical Skills for

Subject Matter Instruction

2. Monitoring Student Learning

During Instruction

3. Interpretation and Use of

Assessments

4. Making Content Accessible

5. Student Engagement

6. Developmentally Appropriate

Teaching Practices

7. Teaching English Learners

8. Learning about Students

9. Instructional Planning

10. Instructional Time

11. Social Environment

12. Professional, Legal, and

Ethical Obligations

13. Professional Growth

Comment on the Resident’s application of the co-teaching model to support the TPEs.

COMMENTS

Completed by: __________________ Candidate’s Initials: ______________

Future Growth Focus:

Teaching Residency I Teaching Residency II Time/Period: Grade Level/Subject:

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TEACHING RESIDENCY SELF-EVALUATION FORM MULTIPLE SUBJECT


The Teaching Performance Expectations (TPE) are specific observable behaviors that identify what a teacher candidate should know and be able to do. Teaching Dispositions identify observable attitudes toward teaching, students, and the teaching profession. Please complete both sections of this form based on your Teaching Residency experience. Note your areas of strength and areas for future focus.

TPE 1 – Specific pedagogical skills for subject matter instruction

TPE 2 – Monitoring student learning during instruction

TPE 3 – Interpretation and use of assessments

TPE 4 – Making content accessible

TPE 5 – Student engagement

TPE 6 – Developmentally appropriate teaching practices

TPE 7 – Teaching English learners

TPE 8 – Learning about students

TPE 9 – Instructional planning

TPE 10 – Instructional time

TPE 11 – Social environment

TPE 12 – Professional, legal, and ethical obligations

TPE 13 – Professional growth

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Disposition 1 - The candidate appreciates and values human diversity, recognizes community and cultural norms, shows respect for students' varied talents and perspectives, seeks to foster culturally appropriate communications and demonstrates best practices in his or her field.

Disposition 2 - The candidate believes that all children can learn, appreciates their varying abilities, and persists in helping all children achieve success.

Disposition 3 - The candidate is committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines.

Disposition 4 - The candidate demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.

Disposition 5 - The candidate is committed to the expression and use of democratic values and to the creation of a learning environment that fosters active engagement in learning and encourages positive social interaction.

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TEACHING RESIDENCY I CULMINATING CONFERENCE FORM


Comments on Self-Evaluation Form and Areas of Strength

Future Growth Areas

Recommendation: Based on this conference, our knowledge of, and our current association with the Resident Teacher, we (check one)

recommend conditionally recommend do not recommend

advancement to full candidacy in the program and authorization to register for Teaching Residency II (with Program Director approval).

Signed, University Supervisor Signed, Mentor Teacher

Signed, Resident Teacher

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CSU Chico School of Education

TPE/DISPOSITION EVALUATION FORM General Education Programs

Candidate Name: ________________________________ School/District_____________________ Practicum/Residency: I II Mid-semester: Final: University Supervisor Directions: Based on candidate progress documented on observation forms and agreed upon at the culminating conference, please provide overall ratings on the form below for each TPE and disposition. Use the TPE and disposition rubrics to inform your decisions. Indicate the performance level of each with an X and provide a total point value in the areas indicated. For final evaluations, please enter the data on STEPS, the online data system for final evaluations, at https://steps.csuchico.edu/login.aspx?ReturnUrl=%2flogout.aspx&school=csuchico.

TPE or Disposition

Rating

Unacceptable (1)

Acceptable Beginning Practice

(2)

Acceptable

Professional Practice

(3)

Exceptional

Practice

(4)

Not Observed

TPE 1 – Specific pedagogical skills

TPE 2 – Monitoring student learning




TPE 6 – Developmentally appropriate teaching practice





TPE 11 – Social Environment

TPE 12 – Professional, legal & ethical obligations

TPE 13 – Professional growth

TOTAL TPE POINTS: _____

Disposition #1 Values diversity

Disposition #2 Believes all children can learn

Disposition #3 Committed to continuous learning

Disposition #4 Demonstrates pride in education

Disposition #5 Committed to democratic values

TOTAL DISPOSITION POINTS: _____

Supervisor Signature _____________________________ CT/Mentor Teacher Signature______________________________ Credential Candidate Signature______________________________ Date

https://steps.csuchico.edu/login.aspx?ReturnUrl=%2flogout.aspx&school=csuchico

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TEACHING RESIDENCY II EXIT INTERVIEW & INDUCTION PREVIEW SHEET


Share this form with your Induction Support Provider (BTSA) when you take your first teaching position.

1. TPE Strengths

What elements of the TPEs describe my strengths as a teacher?

2. Growth Needs

Which California Standard for the Teaching Profession (CSTP) will I focus on in my first teaching position to improve my teaching?

3. Growth Goal

Considering the CSTP standards I will focus on, my professional growth goal is…

4. Student Outcomes

Based on my CSTP growth goal, what changes could I see in my students?

5. Implementation Plan

Steps I will take to achieve my goal: (attach a separate sheet if necessary)

University Supervisor: _________________________________________

Mentor Teacher: ______________________________________________

Resident Teacher: _____________________________________________

CSU Chico School of Education Teaching Dispositions Rubric

Unacceptable

(1)


(2)1

Acceptable Professional Practice (3)

2

Exceptional Practice

(4)

Disposition #1

Appreciates and values human diversity, recognizes community and cultural norms, shows respect for students’ varied talents and perspectives, seeks to foster culturally-appropriate communications and demonstrates best practices in his or her field.

Inequitably interacts and responds to students; is unaware of opportunities to enhance cross-cultural understandings; is non-responsive to students’ individual differences; misses opportunities to encourage cultural sensitivities and perspectives; is unaware of culturally responsive pedagogical practices

Is aware of the need to interact and respond to all students equitably; attempts to respond to opportunities to enhance cross-cultural understandings; recognizes individual differences; attempts to encourage cultural sensitivities and perspectives; is aware of culturally responsive pedagogical practices

Is aware of the need to interact and respond to all students equitably and demonstrates attempts to do so; looks for and responds to opportunities to enhance cross-cultural understandings; integrates students’ individual differences into the classroom environment; encourages cultural sensitivity and perspectives; is aware of culturally responsive pedagogical practices and attempts to model them.

Interacts and responds with all students equitably; looks for and creates opportunities to respond to and enhance cross-cultural understandings; invites and integrates students’ individual differences into the classroom environment; encourages cultural sensitivity and perspectives; models culturally responsive pedagogical practices.

Disposition #2

Believes that all children can learn, appreciates their varying abilities and persists in helping all children achieve success.

Perceives students as having deficits rather than assets; does not engage with students at all levels of student abilities; easily frustrated when students don’t understand; focuses on higher level students only; does not seek to help students.

Recognizes the assets and resources that all students bring to the classroom; recognizes and engages all levels of student abilities: Tries to help students that don’t understand; attempts to interact all levels of student abilities; seeks to help all students.

Recognizes the assets and resources that all students bring to the classroom Looks for and inquires about a variety of strategies to engage all levels of student abilities: Tries various means to help students who don’t understand; encourages students at all levels; seeks strategies to be more effective with all students.

Looks for, inquires about, and implements a variety of strategies to engage all levels of student abilities and interests: Persists with students to try to help them understand; encourages students at all levels; implements strategies evidenced to be more effective with all students.

Disposition #3

Committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines.

Infrequently makes observations or asks questions about classroom dynamics; passes by opportunities to discuss teaching practice; demonstrates inadequate knowledge of subject and curriculum, and/or has few ideas to increase his/her knowledge; does not accept constructive feedback

Sometimes makes observations and asks questions about classroom dynamics; occasionally engages in thinking about and discussing teaching practice; demonstrates knowledge of subject and curriculum, but is less certain of ways to increase his/her knowledge; accepts constructive feedback and attempts to use it for improvement

Frequently/Often makes observations and asks questions about and shares insights regarding classroom dynamics; shows a real interest in thinking about and discussing teaching practice by initiating discussions often; demonstrates superior knowledge of subject and curriculum; describes workable plans for increasing his/her knowledge; accepts constructive feedback and uses it for improvement

Consistently asks questions about and comments on classroom dynamics; shows a real interest in thinking about and discussing teaching practice by initiating discussions consistently; demonstrates superior knowledge of subject and curriculum; describes realistic and specific workable plans for increasing his/her knowledge; seeks out

1 Candidate must score at level 2 or above to be eligible for Teaching Practicum II/ Residency II.

2Candidate must earn at least 15 points with all scores at level 2 and above to be eligible to complete Teaching Practicum II/ Residency II.

constructive feedback and uses it for improvement

Unacceptable

(1)


(2)

Acceptable Professional Practice (3)

Exceptional Practice

(4)

Disposition #4

Demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.

Dresses inappropriately and/or exhibits inappropriate and/or unprofessional behavior; uses verbal communication that does not foster interaction; Attendance, punctuality, and/or preparation is problematic; Does not respond promptly to electronic communications.

Dresses and conducts self appropriately; communicates effectively with students and colleagues; meets scheduled time/hour commitment and is prepared; Responds promptly to electronic communications

Models professional dress and conduct; uses verbal communication that enhances interactions with students and colleagues; meets scheduled time/hour commitments, arrives promptly and is well prepared; Responds promptly to electronic communications

Models professional dress and conduct; uses verbal communication that enhances interactions with students, colleagues & parents/guardians; meets or exceeds scheduled time/hour commitments, arrives promptly and is well prepared;

Responds promptly to electronic communications

Disposition #5

Committed to the expression and use of democratic values and to creating a learning environment that fosters active engagement in learning and encourages positive social interaction.

Unaware of democratic and social justice values; unaware of the need for interdependent, collaborative social interaction; unresponsive to student ideas; displays little interest or involvement in group work; limited responsiveness to students

Aware of democratic and social justice values; aware of the need for interdependent, collaborative social interaction; listens to student ideas; actively observes group work; responsive to students

Is committed to democratic and social justice values; recognizes and values interdependent, collaborative social interaction; values student ideas; facilitates student group work, when asked; very responsive and respectful to all students, both verbally and nonverbally.

Advocates for democratic and social justice values; recognizes and values interdependent, collaborative social interaction; values student ideas; facilitates student group work, when asked; very responsive and respectful to all students, both verbally and nonverbally; lessons show evidence of a responsiveness to preparing students for engaged citizenship;

Tally________ / 20

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1 Candidate must earn at least 26 points with all scores at level 2 or above to be eligible for Teaching Practicum II/Residency II. 2 Candidate must earn at least 39 points with all scores at level 2 or above to be eligible to complete Teaching Practicum II/Residency II. 3 California Standards for the Teaching Profession.

CSU Chico School of Education Teaching Performance Expectations (TPE) Rubric—General Education Programs

Unacceptable

(1) Acceptable Beginning Practice

1

(2) Acceptable Professional Practice

2

(3) Exceptional Practice

(4)

Domain A: Making Subject Matter Comprehensible to Students (CSTP 33)

TPE 1- Specific Pedagogical Skills for Subject Matter Instruction

In lesson planning and delivery, shows limited knowledge of the subject area. May choose ineffective instructional strategies to help students learn, and has difficulty organizing the curriculum.

In lesson planning and delivery, demonstrates some understanding of the state academic content standards, how to select and organize curricula and evidence-based instructional strategies, and how to make instructional decisions based upon students’ needs.

In lesson planning and delivery, demonstrates a clear understanding of the state academic content standards, how to select and organize curricula and evidence-based instructional strategies and how to make instructional decisions based upon students’ needs.

Level 3, plus instruction is consistently responsive to ALL students’ needs.

Domain B: Assessing Student Learning (CSTP 5)

TPE 2 – Monitoring student learning during instruction

Rarely uses progress monitoring during instruction, paces instruction, re-teaches content, or checks for common student misconceptions/ misunderstandings.

Makes reasonable attempts to use progress monitoring during instruction. Makes reasonable attempts to pace instruction, re-teach content (when needed), and check for common student misconceptions/ misunderstandings.

Effectively uses progress monitoring at key points during instruction. Effectively paces instruction, re-teaches content (when needed), and checks for and addresses common student misconceptions/ misunderstandings.

Level 3, plus effectively and consistently uses planned formative assessments.


Rarely uses assessments of any kind to determine students’ progress or plan instruction. Rarely or incorrectly interprets assessment results to modify instruction. Does not apply the requirements for appropriate assessment and identification of students whose cultural, ethnic, or linguistic differences may be confused with manifestations of a disability. Rarely gives students feedback or communicates with families concerning student achievement.

Is developing in the ability to administer a variety of assessments to determine students’ progress and plan instruction. Sometimes interprets assessment results of individuals and groups in order to develop and modify instruction. Attempts to apply the requirements for appropriate assessment and identification of students whose cultural, ethnic, or linguistic differences may be confused with manifestations of a disability. Is developing in the ability to give students feedback and communicate with families concerning student achievement.

Appropriately administers a variety of assessments to determine students’ progress and plan instruction. Accurately interprets assessment results of individuals and groups in order to develop and modify instruction. Effectively applies the requirements for appropriate assessment and identification of students whose cultural, ethnic, or linguistic differences may be confused with manifestations of a disability. Gives students specific or timely feedback on their learning. Teaches students how to use self-assessment strategies. Explains to families how to help students achieve the curriculum.

Level 3, plus consistently uses results of multiple measures, including student self-assessment and reflection, to guide instructional decisions.

Domain C: Engaging and Supporting All Students in Learning (CSTP 1)


Delivers content in ways that does not adequately provide access and comprehension for students, especially for ELLs and students with special learning needs. Incorporates few instructional strategies and provides limited opportunity for reinforcement and practice.

Makes reasonable attempts to provide access and comprehension for most students, including either ELLs or students with special learning needs, by incorporating appropriate instructional strategies, supporting academic language development and providing some opportunities for reinforcement and practice.

Provides access and comprehension for all students, including ELLs and students with special learning needs, by incorporating a variety of instructional strategies, supporting academic language development, and by providing ample opportunities for reinforcement, and practice.

Level 3, plus incorporates a variety of research-based strategies targeted to ALL students’ needs.

15

Unacceptable




(4)


Lacks a clear communication of instructional objectives. Gives little time for student participation and rarely gives the opportunity for students to share their point of view. Does not ask questions. Unidirectional flow of communication from teacher to students. Does not attempt to make instruction relevant to students’ lives. Does not motivate or encourage student effort.

Makes reasonable attempts to communicate instructional objectives. Encourages active participation of some students and gives the opportunity for students to share their point of view. Asks mostly known-answer questions. Shows attempts to make instruction relevant to students’ lives. Makes reasonable attempts to foster teacher-student dialog. Attempts to motivate and encourage student effort.

Clearly communicates instructional objectives. Ensures active participation of all students and encourages students to share their points of view. Asks stimulating questions designed to elicit meaningful responses. Uses community resources, student experiences, OR applied learning activities to make instruction relevant. Fosters teacher-student and student-student dialogue. Motivates and encourages student effort.

Level 3, plus uses a combination of community resources, student experiences, AND applied learning activities to make instruction relevant.

TPE 6 – Developmentally appropriate teaching practices

Does not set expectations for learning and behavior based on knowledge of typical and atypical development. Does not provide challenging opportunities for students to develop some advanced thinking and problem solving skills. Does not communicate to students or parents the course requirements or the connection between the curriculum and a future career. Does not support student individuality or guide students to become responsible self-learners.

Makes reasonable attempts to set expectations for learning and behavior based on knowledge of typical and atypical development. Provides opportunities for most students to develop some advanced thinking and problem solving skills. Communicates to student or parent course requirements and the connection between the curriculum and a future career. Makes reasonable attempts to support student individuality and guide students to become responsible self-learners.

Sets expectations for learning and behavior based on knowledge of typical and atypical development. Provides challenging opportunities for all students to develop advanced thinking and problem solving skills. Clearly communicates to students and parents the course requirements and the connection between the curriculum and future schooling or career. Supports students’ individuality and guides them to become responsible self-learners.

Level 3, plus uses knowledge of development to maximize learning for ALL students.


Does not know or apply instructional practices for EL students. Does not draw upon or use information about students' linguistic and cultural backgrounds and language proficiencies. Does not collaborate with specialists or aides to support English language development. Does not use instructional strategies or questioning strategies to make the curriculum and the language comprehensible. Does not allow students to express meaning in a variety of ways, including their first language. Does not extend students’ current level of language development. In bilingual classrooms, does not use students’ primary language to ensure conceptual understanding.

Makes reasonable attempts to apply instructional practices for EL students. Draws upon or uses some information about students' linguistic and cultural backgrounds and language proficiencies. Makes reasonable attempts to collaborate with specialists or aides to support English language development. Is developing the ability to use instructional strategies and questioning strategies to make the curriculum and the language comprehensible. Allows students to express meaning in a variety of ways. Rarely extends students’ current level of language development. In bilingual classrooms, makes reasonable attempts to use students’ primary language to ensure conceptual understanding.

Knows and applies instructional practices for EL students. Draws upon and uses information about students' linguistic and cultural backgrounds and language proficiencies to provide differentiated instruction. Collaborates with specialists or aides to support English language development. Consistently uses instructional strategies and questioning strategies that make the curriculum and language comprehensible. Encourages students to express meaning in a variety of ways, including first language. Extends students’ current level of language development. In bilingual classrooms, uses students’ primary language to ensure conceptual understanding.

Level 3, plus uses a wide repertoire of research-based strategies and resources to ensure understanding, help students express meaning, and extend language development.

16

Unacceptable




(4)

Domain D: Planning Instruction and Designing Learning Experiences for Students (CSTP 4)


Does not use formal or informal methods and assessments to learn about students. Does not understand patterns of child and adolescent development or use developmental principles to guide practice. Does not provide instructional strategies that meet the needs of students. Does not encourage parental involvement. Does not use interpersonal interactions to learn about students.

Provides learning opportunities for most students, using formal and informal methods and assessments to learn about students. Understands patterns of child and adolescent development and attempts to use this understanding to guide practice. Understands a variety of instructional strategies are needed for developmentally, physically, and learning challenged students and attempts to apply them in practice. Recognizes that parental involvement is needed. Uses interpersonal interactions to learn about some students.

Provides a variety of learning opportunities for all students, using formal and informal methods and assessments to learn about students. Understands patterns of child and adolescent development, and uses this understanding to guide practice. Identifies instructional needs for all students (developmental, physical and learning challenges) and applies them in practice. Encourages parental involvement. Makes reasonable attempts to learn about all students’ abilities, ideas, interests and aspirations through interpersonal interactions.

Level 3, plus consistently uses knowledge of students to maximize learning opportunities.


Does not provide comprehensive and differentiated lessons with any thought toward long-term and short-term goals for students. Does not provide instruction that connects with students’ linguistic and cultural backgrounds.

Makes reasonable attempts to plan comprehensive instruction with clear, long-term and short-term goals. Makes reasonable attempts to plan differentiated instruction to accommodate varied student needs. Makes reasonable attempts to plan meaningful instruction that connects with students’ linguistic and cultural backgrounds.

Effectively plans comprehensive instruction incorporating a variety of teaching methods with clear, long-term and short-term goals. Effectively plans appropriate differentiated instruction to accommodate varied student needs as determined by goals, objectives, or Individualized Education Programs (IEPs). Effectively plans meaningful instruction that connects with students’ linguistic and cultural backgrounds.

Level 3, plus plans are differentiated to meet a wide range of student needs and include multiple ways for students to make meaningful connections to the curriculum.

Domain E: Creating and Maintaining Effective Environments for Student Learning (CSTP 2)


Does not effectively use instructional time to address content standard and goals. Does not adjust for student learning opportunities and outcomes. Does not establish procedures or manage transitions to maximize instructional time.

Makes reasonable attempts to use instructional time effectively to address content standards and goals, adjusting occasionally for student learning opportunities and outcomes. Makes reasonable attempts to establish procedures and manage transitions to maximize instructional time.

Uses instructional time effectively to address content standards and goals, adjusting appropriately to optimize student learning opportunities and outcomes. Establishes procedures and manages transitions to maximize instructional time.

Level 3, plus uses time effectively to maximize learning for ALL students.

TPE 11 – Social environment

Does not adequately develop or maintain clear expectations for academic and social behavior. Does not create a positive climate for learning. Cannot write and implement an individual/class student discipline plan. Does not establish a caring, respectful, fair rapport with students, family, and school community.

Makes reasonable attempts to develop and maintain clear expectations for academic and social behavior. Makes reasonable attempts to create a positive climate for learning for most students. Can write and implement an individual/class student discipline plan. Is developing the ability to establish a caring, respectful, fair rapport with students, family, and school community, dealing appropriately with sensitive issues.

Develops, maintains, and modifies as needed clear expectations for academic and social behavior. Creates a positive climate for learning for students. Writes and implements individual/class student discipline plans. Establishes a caring, respectful, fair rapport with students, family, and school community, dealing appropriately with sensitive issues.

Level 3, plus facilitates collaboration with families and school personnel to develop and maintain a positive climate for learning.

17

Tally________ / 52

Unacceptable




(4)

Domain F: Developing as a Professional Educator (CSTP 6)

TPE 12 – Professional, Legal, and Ethical Obligations

Does not understand or honor legal and professional obligations to protect the privacy, health and safety of students, their families and school professionals. Is not aware of ethical considerations and does not model ethical behaviors for students. Does not collaborate effectively with education specialists and other support service providers. Does not manage professional time to ensure that academic goals are met.

Generally understands and honors legal and professional obligations to protect the privacy, health and safety of students, their families and school professionals. Is becoming aware of ethical considerations and the importance of modeling ethical behaviors for students. Makes reasonable attempts to collaborate effectively with education specialists and other support service providers. Manages professional time to ensure that academic goals are met.

Understands and honors legal and professional obligations to protect the privacy, health and safety of students, their families and school professionals. Is aware of ethical considerations and models ethical behaviors for students. Collaborates effectively with school and community professionals in the best interests of students. Manages professional time to ensure that academic goals are met.

Level 3, plus models professionalism in all aspects of the dual roles of student and beginning teacher.

TPE 13 – Professional Growth

Rarely uses reflection and feedback to formulate and prioritize goals for increasing subject matter knowledge and teaching effectiveness.

Uses some reflection and feedback to formulate and prioritize goals for increasing subject matter knowledge and teaching effectiveness.

Consistently uses reflection and feedback to formulate and prioritize goals for increasing subject matter knowledge and teaching effectiveness.

Level 3, plus seeks opportunities to grow as a professional and demonstrates continual progress toward meeting set goals.

Documents

DEPARTMENT OF EDUCATION - CSU, Chico Plan Format – Lesson plan model used by the School of Education. Lesson plans, written in ... Parts of speech, verb tenses, subject verb agreement,