Hanover College Education Department WORLD LANGU… · Web viewMethods: Secondary Education P-12 World Languages Candidate Evaluation Rubric Revised 5/2020) EDU Coordinator Cheryl

Methods: Secondary Education P-12 World Languages Candidate Evaluation Rubric Revised 5/2020)

EDU Coordinator Cheryl Torline will be requesting this documentation. Evaluations must be completed (typed) electronically and submitted by email to [email protected]

Candidate: ____________________________________Clinical Educator: _____________________

Clinical Faculty: ________________________________________________Location: _________________

Grade and Subject Matter Assignment: ________________________Date: _____________________

Directions: This rubric will be used to track candidate growth from pre Student Teaching experiences through the end of the Student Teaching assignment. Candidates will use this instrument throughout Methods and Student Teaching. Ratings will reflect the candidate’s level in the Program, with an understanding that early Methods students may score lower than upper-level Methods experiences. For most sections, except for Commitment/Dispositions, the expectation for a Methods level student may be a 1-3 while a level of 3- 4 is expected during Student Teaching. This instrument at the Methods level is used for feedback only prior to student teaching and not as part of their course grad. We respectfully ask that fields not be left blank – use NA for not applicable, please. Areas shaded in pink or green are CAEP tags and should be scored. Highlight the appropriate block to indicate score.

Shaded areas in gray are not appropriate to the Methods level experience and are not scored. * items are considered NON-NEGOTIABLES

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mailto:[email protected]

Competence: Content and Pedagogical Knowledge 4 Highly Effective 3 Effective 2 Developing 1 Not Effective NA Not Applicable

REPA Content standard 1: Language Acquisition

1.1-1.2 the nature of language and the significance of language change and variation over time and the various modalities in which language can occur

Candidate could easily explain concepts in clear and accurate manner with numerous examples and connections to other subjects and the real world 

Candidate could consistently explain information in clear and accurate manner; is able to describe concepts in own words; book used as resource 

Candidate could teach concepts relying heavily on resources and /or cannot personally explain content or answer questions 

Candidate presents inaccurate information with personal misconceptions about topic 

Not applicable during this experience

1.3-1.6;

ACTFL3a

How language is acquired and influences on second language acquisition (first language, heritage, cultural background, learning styles, individual differences of age, cognitive, affective and social factors)

Candidate could easily explain impact and apply concepts in clear and accurate manner with numerous examples and connections to enhance student learning

Candidate could consistently explain impact of information in clear and accurate manner

Candidate had difficulty applying concepts relying heavily on resources to enhance student learning 



REPA Content Standard 2: Language Structures

2.1-2.7

ACTFL

Standard 2b

the phonological, syntactic, semantic, dialectal variations and semantic structures and features of target language; pragmatic and sociolinguistic aspects of language and how the interrelationships between all aspects

Candidate demonstrates strong knowledge of linguistic elements of the target language and can explain language structures clearly with examples and real world applications

Candidate demonstrates knowledge of linguistic elements of target language and accommodates for gaps in their own knowledge

Candidate demonstrates some knowledge of linguistic elements of target language; has difficulties in explain content or examples

Candidate is not knowledgeable of linguistic elements of target language


2.8-2.9

ACTFL 2b

similarities and differences between the target language and English and influence of the similarities and differences between one's own

Candidate demonstrates strong understanding of

Candidate demonstrates understanding of the similarities

Candidate is limited in understanding of the similarities

Candidate does not know the similarities and differences


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language and the target language the similarities and differences between target language and other languages, identifies key differences, and seeks opportunities to learn about varieties of language

and differences between target language and other languages, identifies key differences, and seeks opportunities to learn about varieties of language

and differences between target language and other languages, identifies key differences, and seeks opportunities to learn about varieties of language

between the target language and other languages

REPA Content Standard 3: Standard 3: Interpretive Communication Skills Intermediate-High level of language proficiency as defined by ACTFL

3C1-3C3

ACTFLStandard 1.a

Applying literal and inferential spoken comprehension skills to identify or infer essential information from spoken and written messages, recognizing customary greetings, questions, or comments likely to be encountered in social situations or everyday written communication and recognizing often-used figurative language, colloquialisms, and idiomatic expressions in spoken and written messages

Candidate effectively demonstrates a high level of spoken proficiency in target language in multiple contexts

Candidate effectively demonstrates a high level of spoken proficiency in target language

Candidate struggles with correct and fluently speaking in target language

Candidate is not proficient speaking in target language; repeated errors


3C1-C3 Applying written comprehension skills: identify or infer essential information from messages, recognizing customary greetings, questions, or comments likely to be encountered in social situations or everyday written communication and recognizing often-used figurative language, colloquialisms, and idiomatic expressions in written messages

Candidate effectively demonstrates a high level of written proficiency in target language in multiple contexts

Candidate effectively demonstrates a high level of written proficiency in target language

Candidate struggles with correct and fluently written in target language

Candidate is not proficient writing in target language; repeated errors in written communication


REPA Content Standard 4: Presentational/Interpersonal Communication Skills Intermediate-High level of language proficiency as defined by ACTFL

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4C1-C5 Verbal Communication Skills: appropriate skill in context of everyday situations (work, school, recreation, personal interests), social contexts, using appropriate vocabulary, idiomatic expressions, conventions and language structures for various audiences, logically sequencing idea

Candidate effectively demonstrates a high level of spoken proficiency in target language in multiple contexts

Candidate effectively demonstrates a high level of spoken proficiency in target language

Candidate struggles with correctly and fluently speaking in target language

Candidate is not proficient fluently speaking in target language making repeated errors


4C1-C5 Written Communication Skills: appropriate skill in context of everyday situations (work, school, recreation, personal interests), social contexts, using appropriate vocabulary, expressions and language structures for various audiences, logically sequencing ideas

Candidate effectively demonstrates a high level of written proficiency in target language in multiple contexts

Candidate effectively demonstrates a high level of written proficiency in target language

Candidate struggles with correct and fluent writing in target language

Candidate is not proficient writing in target language making repeated errors


REPA Content Standard 5: Cultural Understanding

5.1 ACTFL

Standard 2.a

Major political, economic, social, and cultural trends that have shaped the target cultures






5.2 ACTFL

Standard 2.a

Significant individuals and groups, major historical events, and important geographical sites related to the target cultures and their influence on the development of the target cultures

Candidate could easily explain concepts in clear and accurate manner with numerous examples and connections to other subjects and the real world applications





5.3-5.4

ACTFL

Significant practices and products of the target cultures, such as daily life and social customs, and major literary words, and major artistic achievements

Candidate effectively integrates cultural practices and

Candidate effectively integrates cultural practices and

Candidate needs guidance and struggles to integrate products

Candidate cannot not integrate cultural contexts and uses them to


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Standard 2.a

2.c

and how they reflect the perspectives of the target cultures

products (including cultural texts and major artistic achievements) and uses them to interpret and reflect on target culture over time in multiple contexts

products and uses them to interpret and reflect on target culture

and practices of culture and uses them to interpret and reflect on target culture

interpret and reflect on target culture

5.5

ACTFL

Standard 2.a

Ways in which understanding the practices, products, and perspectives of the target cultures promotes an understanding of important concepts of other disciplines






5.6-5.7

ACTFL

Standard 2.a

Similarities and differences between the target cultures and cultures of the United States or one’s own culture, including ways in which target cultures have influenced cultures of the United States and culture as a whole






5.8

ACTFL

Standard 2.c

Ways in which understanding the practices, products, and perspectives of the target cultures promotes an understanding of the interrelationship between language and culture






REPA3 PEDAGOGY: Strategies for Teaching Culture and Cultural Differences

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REPA Pedagogy 6.7

Strategies for promoting students' understanding of processes that lead to cultural stereotyping and ways of recognizing and counteracting cultural stereotyping

Candidate could easily explain concepts and debunk cultural stereotypes in clear and accurate manner with numerous examples and connections to other subjects and the real world 

Candidate could explain and engage students to challenge them to think about cultural stereotypes

Candidate could teach concepts and strategies relying heavily on resources and /or cannot personally explain content or answer questions 



REPA Pedagogy 6.6

Students' understanding of the target cultures, ability to make comparisons between the target cultures and their own culture






REPA Pedagogy 6.9

Strategies for maintaining and improving proficiency in the target language and keeping current with the target cultures

Candidate implemented various, effective and creative methods to engage students in improving their language proficiency

Candidate could develop and lead strategies to maintain and improve student language skills 

Candidate struggled to develop strategies to maintain and improve student language skills 

Candidate could not develop strategies to maintain and improve student language skills 


REPA Pedagogy 6.10

ACTFL 6b

Strategies for promoting the value of knowing a world language for career development, personal enjoyment, and enrichment and for serving as an advocate for lifelong language learning within and beyond the school setting

Candidate implemented various, effective and creative methods and explicitly promoted value of learning world language

Candidate could develop and lead strategies to explicitly promote value of learning world language 

Candidate struggled to develop strategies to promote and convey the value of learning a world language or implicitly demonstrated value

Candidate could not develop strategies or was not able to demonstrate value to learning a world language


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Comments:

COMPETENCE: UNIT/LESSON PLANNING and ASSESSMENT– Demonstrates the following components: INTASC Principles 1,2,7,8 REPA3 1, 2, 3, 4 ACTFL Standard 4

4 Highly Effective

3 Effective 2 Developing 1 Not Effective NA Not Applicable

Advanced preparation of plans and materials; lessons well-organized

Candidate demonstrates skill on a regular basis focusing on student needs and learning with guidance from mentor teacher;

Candidate demonstrates skill on a consistent basis; performing task part of regular routine and able to do without much assistance from mentor teacher

Candidate displays some difficulty in performing task on a consistent basis and at times, candidates unable to satisfactorily complete the task and mentor teacher must assist

Candidate displays little or no competency in performing skill/task

Lesson planning not required

Clear focus, long-range goals in relevant learning progression with purpose of lessons clearly stated

Candidate independently demonstrates skill on a regular basis focusing on student needs and learning

Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance

Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor

Candidate unable to effectively plan instruction


Objectives are specific, measurable and aligned to standards Candidate independently demonstrates skill on a regular basis focusing on student needs and learning

Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little

Candidate displays some difficulty in performing task on a consistent basis and needs assistance from



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assistance mentor

Creative learning options and teaching techniques Candidate independently demonstrates skill on a regular basis focusing on student needs and learning





Content reviewed, restated, rephrased, and re-taught using appropriate examples, explanations, and multiple representations

(CAEP diversity tag)






Engaging introductions to activities Candidate independently demonstrates skill on a regular basis focusing on student needs and learning





High level of student engagement in most lessons Candidate independently demonstrates skill on a regular basis focusing on student needs and learning





Developmentally appropriate instructional level (ACTFL 3) Candidate independently demonstrates skill on a regular basis focusing on student needs and learning





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Adapts and differentiates instruction for students’ abilities including exceptional learners. (ACTFL 4, 5a)







Demonstrates relevance to students’ lives and to the community; provides real world examples and opportunities for learning






Lessons build on prior knowledge of key concepts and make connections evident; checks for student alternative conceptions




Candidate unable to effectively plan instruction and assessments


Frequently checks for student understanding using a variety of methods Includes: formal, informal, discussions, student choice, exit slips, do-nows, guided or independent practice(ACTFL 5a)




Candidate unable to effectively plan instruction and use data


Data used for planning lessons and applies circular model of planning and instructional assessment(ACTFL 5b)

Candidate demonstrates skill on a regular basis focusing on student needs and learning with guidance from mentor teacher;

Candidate demonstrates skill on a consistent basis; performing task part of regular routine and able to do without much assistance from mentor teacher

Candidate displays some difficulty in performing task on a consistent basis and at times, candidates unable to satisfactorily complete the task and mentor teacher must assist



Analyzes and creates assessments that are valid (measures Candidate Candidate Candidate displays Candidate unable to Lesson planning not

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standards), reliable, and free from bias. independently demonstrates skill on a regular basis focusing on student needs and learning

demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance

some difficulty in performing task on a consistent basis and needs assistance from mentor

effectively plan instruction

required

Comments:

COMPETENCE: ORGANIZING FOR TEACHING and CRITICAL THINKING – Demonstrates the following components: InTASC Standards 2, 3,5,7,8,9 REPA3 standard 2,3,5ACTFL standard 4

4 Highly Effective 3 Effective 2 Developing 1 Not Effective NA Not Applicable

Positive and respectful classroom climate and good student rapport

Candidate demonstrates skill on a regular basis focusing on student needs and learning

Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher

Candidate displays some difficulty in performing task on a consistent basis


Not applicable to this clinical experience

Establishes and maintains effective classroom management; including appropriate voice and cadence; students on-task majority of class time with few disruptions






Effective time management of classroom activities and other responsibilities (routines, transitions and procedures well-executed)






Wait time used effectively Candidate demonstrates skill on a regular basis focusing on student needs and learning





Incorporates varied verbal and non-verbal teaching strategies Candidate demonstrates skill on Candidate Candidate Candidate Not applicable to

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according to student strengths, varied talents and interests a regular basis focusing on student needs and learning

demonstrates skill on a consistent basis without much guidance from mentor teacher

displays some difficulty in performing task on a consistent basis

displays little or no competency in performing skill/task

this clinical experience

Appropriate use of whole class, collaborative group, paired, discussions, independent practice learning structures reflecting student centered practice






Responds appropriately to student misunderstanding Candidate demonstrates skill on a regular basis focusing on student needs and learning





Seeks and uses resources to enhance teaching

(CAEP technology tag)






Uses higher order thinking questions (Blooms) to promote divergent responses






Strategic use of digital and computer-related technology in various formats (see ISTE standards)

(CAEP technology tag)






Comments:

CULTURAL RESPONSIVENESS – Demonstrates the following actions:

4 Highly Effective 3 Effective 2 Developing 1 Not Effective

NA Not

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InTASC Standards 1,2,9REPA3 standards 1, 3, 4, 5ACTFL standard 4, 3a

Applicable

Facilitates a community of learners that demonstrates awareness of inclusion (cultural identity, language, socio-economic status, learning differences, beliefs, global perspective, and gender)


Candidate purposely and consistently facilitates an inclusive community of learners

Candidate can facilitate an inclusive community of learners

Candidate displays little effort or difficulty in establishing a community of learners

Candidate displays little or no competency


Creates an atmosphere where all students can be successful and learn to the best of their ability


Candidate purposely and consistently creates this atmosphere

Candidate can effectively create this atmosphere

Candidate displays little effort or difficulty in establishing this atmosphere

Candidate displays little or no competency


Has appropriate accommodations for ELL students


Candidate has multiple strategies for effectively planning ELL instruction

Candidate can effectively plan instruction for ELL students

Candidate displays little effort or difficulty in planning for ELL students

Candidate displays little effort or difficulty in planning for ELL students

No opportunity to work with ELL students

Comments:

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COMMITMENT – Demonstrates the following dispositions: InTASC Standard 9, 10REPA standard 6ACTFL 6

*Non-negotiables

4 Highly Effective 3 Effective 2 Developing 1 Not Effective

NA Not Applicable

* Treats all students appropriately with respect avoiding implicit or explicit bias towards any gender, race, culture, or other diverse background.

CAEP Diversity Tag

Added bias statement starting with Fall 2020 cohort

Candidate passionately and consistently displays positive professional disposition

Candidate consistently displays professional disposition

Candidate displays some positive effort on disposition, but not on a regular basis

Candidate has difficulty displaying disposition

Not applicable to this field experience

*Demonstrates a commitment to serving diverse learning needs





Candidate has difficulty displaying disposition


*Confidence, able to establish teacher presence in classroom Candidate exhibits a confident teacher presence consistently

Candidate exhibits a teacher presence on regular basis

Candidate exhibits confident teacher presence in an inconsistent manner

Candidate has difficulty establishing a confident teacher presence


*Consistently communicates with supervisor and mentor Candidate was in regular and frequent communication asking pertinent questions and seeking advice

Candidate was in regular and frequent communication

Candidate at times does not effectively communication

Candidate does regularly communicate


*Encourages safe atmosphere for students to take risks Candidate passionately and consistently displays positive professional disposition



Candidate is unable to establish a safe atmosphere


*Self-control, patience, encourages students to work hard and persist



Candidate displays some positive effort on disposition, but not on a regular

Candidate is unable to display disposition


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basis

*Promotes growth mindset communicating high expectations for all students




Candidate is unable to display this disposition


*Appropriate professional appearance Candidate always had an appropriate professional appearance

Candidate had an appropriate professional appearance

Candidate at times was unprofessional in appearance

Candidate struggles with being professional in appearance


*Demonstrates initiative – asking questions and becoming actively involved






*Positive about teaching and learning Candidate is enthusiastic and passionate about teaching

Candidate has a positive outlook about teaching

Candidate at times has a positive outlook about teaching

Candidate struggles being positive about experience


*Punctuality and dependability; (regular in attendance and on-time for field)






School or community involvement to support student learning Candidate was involved in multiple school or community events to support student learning

Candidate was involved in a school or community event to support student learning

Candidate was involved in a school or community event but did not contribute to student learning

Candidate does not become involved in the school community


Participates in a professional development activity (ACTFL 6a)

Candidate actively participated in more than one PD activity related to language teaching or

Candidate actively participated in at least one PD

Candidate attended one PD session but not

Candidate elects not to attend PD

Not applicable to this field

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personal language skill development

activity related to language teaching

language based experience

*High expectations for all learners and self Candidate passionately and consistently displays positive professional disposition





*Professional/demeanor inside and outside the classroom Candidate serves as a model for others around professional demeanor

Candidate always exhibited a positive professional demeanor

Candidate exhibits a professional demeanor inside the classroom but not outside

Candidate has difficulty displaying a professional demeanor


*Flexible and willing to adapt to changing circumstances Candidate was positive in adapting quickly and effectively to multiple changing circumstances

Candidate was positive in adapting quickly and effectively to changing circumstances

Candidate was flexible at times but struggled adapting in certain situations

Candidate is unable to adapt to changing circumstances


*Open-minded to new ideas and suggestions Candidate eagerly accepted new ideas and suggestions

Candidate was open-minded to new ideas and suggestions

Candidate was open to new ideas but struggled implementing them

Candidate is unwilling to accept new ideas


Collaborates with other professionals Candidate collaborated with professional staff throughout the school

Candidate collaborated with grade level/subject colleagues

Candidate collaborated with mentor teacher only

Candidate does not collaborate


Actively collaborates with faculty and mentors about learning needs and talents of students; advocate for students’ needs ACTFL 6b, 5c

Collaborated with colleagues to advocate for student learning needs

Collaborated with colleagues to inquire about student needs

Collaborated in a limited manner to inquire about students

Candidate does not collaborate


Effective and positive parental contact Candidate makes attempts for positive parental contact every two weeks

Candidate has regular effective and positive parental contact (more than two instances per grading period)

Candidate has regular effective and positive parental contact (one or two instances per grading period)

Candidate does not attempt effective and positive parental contact


Comments:

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CRITICALLY REFLECTIVE – Demonstrates the following characteristics: InTASC Standard 9REPA standard 6ACTFL 6c

4 Highly Effective 3 Effective 2 Developing 1 Not Effective NA Not Applicable

*Seeks out and responds to feedback from supervising and mentor teachers

Candidate enthusiastically seeks feedback and implements to improve instruction

Candidate seeks and implements feedback on a regular basis

Candidate seeks and implements feedback on a regular basis

Candidate does not seek or implement feedback provided


*Continually uses reflection and analysis of own instruction to make timely adjustments

Candidate consistently displays self-assessment and actively adjusts his/her practice to increase effectiveness

Candidate consistently displays self-assessment and awareness of impact on student learning

Candidate consistently displays self-assessment and awareness of impact on student learning

Candidate displays difficulty with self-assessment and understanding impact on others


Comments:

Additional Comments:

Overall Candidate Performance

Please give your professional opinion for each item below: 4Strongly Agree

3Agree

2Undecided (reservations)

1Disagree

0Strongly Disagree

The candidate demonstrates a positive teacher presenceThe candidate believes that all students can learn by establishing high expectationsThe candidate demonstrates a strong commitment to teaching. I would welcome this candidate as a colleague. The candidate is recommended to advance in the program

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The candidate is ready for a student teaching assignment.Comments on above:

This document was prepared in conjunction with:

REPA3 - Indiana professional teacher standards for teachers in secondary education (5-12) school setting developmental standards, unless noted

ACTFL – American Council for the Teaching of Foreign Languages

InTASC standards - Interstate New Teacher Assessment and Support Consortium

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Documents

Hanover College Education Department WORLD LANGU… · Web viewMethods: Secondary Education P-12 World Languages Candidate Evaluation Rubric Revised 5/2020) EDU Coordinator Cheryl