Task 2 - C931 - Observation
pdf
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
C935
Subject
Communications
Date
Jan 9, 2024
Type
Pages
16
Uploaded by ndummer15
\ u{f 5 Western Governors University Clinical Experiences I?// Demonstration of Learning Progression Observation Instrument Thank you for your assistance with the development of our WGU teacher candidate to ensure readiness for the student teaching experience. Your observation feedback will help identify strengths and areas of opportunity for the candidate and assist faculty in further developing any areas needed. The candidate will use this evaluation and your feedback to reflect on the overall preclinical experience and the application of learning to future experiences. Honest and open feedback is needed to provide opportunities for valued reflection. The objective of this evaluation is to provide opportunities for growth through reflection and mentoring, not evaluate for perfection in performance. The engagement with authentic teaching experiences is an opportunity to apply and practice the theories from previous coursework. For questions or concerns regarding preclinical experiences, including the readiness of the WGU teacher candidate under your mentorship, please email pce@wgu.edu. Directions Complete this observation instrument in its entirety. To complete this instrument, select a score for each aspect row located under the description for a specific standard. The teacher candidate will not be able to submit the instrument until all sections are complete with feedback and the form is signed. (The instrument may he completed as a Word document or as a fillable pdf.) Feedback in the comment section. This feedback is imperative to allow the teacher candidate to reflect and continue to progress in their practice. Any valuable feedback should be included from all interactions between the mentor and the teacher candidate from the beginning of the experience up until the conclusion of the observed lesson(s). This will assist in the teacher candidate’s completion of the performance assessment for the course. Discuss the results of evaluation and provide overall feedback to the teacher candidate. Any aspects that cannot be directly observed can be evaluated through an in-depth discussion about the related topic with the teacher candidate. Return the completed evaluation form to the teacher candidate before the required hours are finished at the host school. A completed evaluation form is required for all teacher candidates. Background The observation rubric is used as a formative assessment tool for Western Governors University (WGU) teacher candidates which is primarily based on the InTASC Model Core Teaching Standards. These nationally recognized standards provide foundational expectations of what individuals should know and be able to do as they progress through and complete a teacher education program. WGU requires professional dispositions and ethics of all teacher candidates which are also incorporated into the observation rubric requirements. Each teacher candidate’s growth is observed and evaluated throughout the clinical experiences during the WGU Educator Preparation Program. This observation instrument serves as one of multiple formative assessments to provide feedback to guide the teacher candidate to learn, grow, and improve practice. The separate evaluation instruments are a summative assessment used during the culminating clinical experiences for an overall demonstration of competency. These instruments are comprehensive tools for gathering evidence of measuring the application of knowledge, skills, and dispositions in authentic settings. The focus of all feedback is to provide opportunities for learning and refining practice.
The observation rubric is comprised of three sections The Learner and Learning: Teaching begins with the learner. To ensure that each learner learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Content Knowledge: Teachers must have a deep and flexible understanding of their content areas and be able to draw on content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues to ensure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem-solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues Instructional Practice: Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and are able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to ensure learner mastery of the content. Use the following to better understand what each score category represents (see rubric aspects for definitions/expectations for each scaled score) 0 = Not Effective: Performance is below the target of initial student 2 = Developing: Target performance at the midterm evaluation of the interactions culminating clinical experiences, Demonstration Teaching 1 = Beginning: Target performance at the end of the early and intermediate 3 = Effective: Target performance at the final evaluation of the culminating clinical experiences, Professional Core and Preclinical Experiences clinical experiences, Demonstration Teaching NA = Not Observed: Not observed is for classification of an aspect that was not observable or needing to be included based on the lesson delivered. A holistic score is required for the candidate’s performance in relation to each stated standard. The score should represent the candidate’s overall performance of the standard in its entirety. WGU expects that early observations will generally show ratings at “beginning”. This is understandable as the teacher candidate progresses‘through each clinical experience and gains experience, knowledge, and skills. However, the teacher candidate is expected to show demonstrated growth. Ratings of “effective” indicate no additional growth is needed to be an effective teacher and should be reached prior to the conclusion of the culminating clinical experiences, Demonstration Teaching. The final rating is based on the overall performance of the ten standards. This rating indicates the current level of performance related to the teacher candidate’s progression of learning. Not all standards are required to be at the target level to earn that overall rating. If a teacher candidate is rated at 0 = Not Effective in any area a support plan can be implemented for additional support and instruction. Please email pce@wgu.edu. PAGE 2 @ WesTERN GOVvERNORS UNIVERSITY.
General Information WGU Teacher Candidate Name: Ule Dammet’ WGU Student ID #: Observation Date: / - ‘/’ 10Z5/ (beginning of experience) to {observed lesson) For details about each standard see Appendix A. Fill in a score for each standard. Demonstration Teaching 0 = Not Effective: Performance is below the target of initial student interactions 2 = Developing: Target performance at the midterm evaluation of the culminating clinical experiences, Professional Core and Preclinical Experiences Demonstration Teaching 1 = Beginning: Target performance at the end of the early and intermediate clinical experiences, | 3 = Effective: Target performance at the final evaluation of the culminating clinical experiences, NA = Not Observed: Not observed is for classification of an aspect that was not observable or needing to be included based on the lesson delivered. Section 1. The Learner and Learning Teaching begins with the learner. To ensure that each learner learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Standard 1. Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 1 Overall Score (0,1, 2,3,NA) 2 Standard 2. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard 2 Overall Score (0,1, 2,3, NA) 2 Standard 3. Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard 3 Overall Score (0, 1, 2, 3, NA) Z Section 2. Content Knowledge make content knowledge relevant to learners by connecting it to local, state, national, and global issues Teachers must have a deep and flexible understanding of their content areas and be able to draw on content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues to ensure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem- solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline or disciplines they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard 4 Overall Score (0,1, 2, 3, NA) Z Standard 5. Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard 5 Overall Score (OI 1: 2: 3: NA) 2 PAGE 3 @ WesterN GoverNoRs UNIVERSITY.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
0 = Not Effective: Performance is below the target of initial student interactions 2 = Developing: Target performance at the midterm evaluation of the culminating clinical experiences, Demonstration Teaching 1 = Beginning: Target performance at the end of the early and intermediate clinical experiences, Professional Core and Preclinical Experiences 3 = Effective: Target performance at the final evaluation of the culminating clinical experiences, Demonstration Teaching NA = Not Observed: Used only for observations. Not observed is for classification of an aspect that was not observable or needing to be included based on the lesson delivered. Section 3. Instructional Practice Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and are able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to ensure learner mastery of the content. Standard 6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard 6 Overall Score (0,1, 2,3, NA) 2 Standard 7. Instructional Planning: The teacher plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard 7 Overall Score (0,1, 2,3, NA) Z Standard 8. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and learners’ connections, and to build skills to apply knowledge in meaningful ways. Standard 8 Overall Score (0, 1,2, 3, NA) ya Standard 9. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning, uses evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (iearners, families, other professionals, and the community); and adapts practice to meet the needs of each learner. Standard 9 Overall Score (ol 1l 2' 3’ NA) Standard 10. Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for learners’ learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and to advance the profession. Standard 10 Overall Score (0,1,2,3,NA) standards from the beginning of the experience up until the conclusion of the observed lesson(s). Total Observation Rating: Please select an overall rating for the entire instrument. This rating is based on the overall performance of the ten Overall Rating (ol 1l 2[ 3) Comments: relot :WWZ;{ mms"w / e has & gmmtém elddbnative stills are v A PAGE 4 @ WesTERN GovERNORS UNIVERSITY.
ALISYAAIN() SHONYIAOD) AL (@) S IDVYd P / %3 OLE Efiz J %g ;23835 ‘AN Jooyds N @yoc §N\M\§ g@ W;.&\S&\SNQU :aWep |00Y2S /306-°1bs-2ng PHou FoU" | CoOUBS WIS LR IO VO YO lews3 @ma.@.vxmw- .vu%h el epis MOy - hyapwowz| 3 5205 v =A%y bV REYEL oSl :(s)uoneaya) ’J.&d#g q ._.\mé :3WIBN pajulld Jaydea] JOJUSIN \V\NQN\ \V i \ :aleq /N\INQ m. 4% :24n3eusdis sayoea] JojuaN [21n1puBis 21u01123(3 JN0A s1 3LDU PadA} 1noA ‘Ajpau0.4103)3 wuof iyl Bunwgns puo bula|dw o fi] ‘3)epipued J3Yydea} NHM Y} PIIEN|EAd pue paalasqo NoA jey) adpajmowyde noA Quawniisul uopeAIasqo siy) Sunyiwgns pue Sujudis Ag SLINIWIDAITMONIDV
STOP: This appendix does NOT need to be filled out. It provides details for each standard in case more information is needed. Appendix A: Full Evaluation Instrument for Student Teaching Section 1. The Learner and Learning Teaching begins with the learner. To ensure that each learner learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Standard 1. Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Performance Expectation Not Effective (0) Beginning (1) Developing {2) Effective (3} 1.1 | The teacher candidate creates assessments to measure individual and e Creates assessments with | ¢ Creates assessments to ..and .and group performance, then designs and modifies instruction to meet inappropriate measure individual and ° 'Uses assgssment ) e Uses ass?ssmen!: datato learners’ needs in each area of development (cognitive Iinguistic sozial components or elements group performance information to design, or scaffold instruction to the N h ’ 4 4 B madify instruction to next level of learner emotional, and physical) and scaffolds to the next level of development. meet identified learners’ development InTASC: 1{(a); WGU: I.1a, 1.1d needs 1.2 | The teacher candidate creates develbpmentally appropriate instruction e Creates instruction thatis | ® Creates lessons aligned to | ...and - ...and ) based on each individual learner’s strengths, interests, and needs, enabling | developmentally grade-level state *"Adds,to orinodifies|léssons|if » Implements learning the | to ad d lerate their | . inappropriate standards to provide varied learning experiences based on e learner to advance and accelerate their learning. Experiences individual learners’ InTASC: l(b); WGU: I.lb, |.1d, Il.1e strengths' interests, and needs 1.3 | The teacher candidate collaborates with families, colleagues, and other ® Does not collaborate ¢ Communicates about -.and ..and professionals to promote learner growth and development. InTASC: 1(c); WGU: l.1c, |.2d, I.2f, 1.2g, 1.5g with other individuals to promote learner procedural issues, schedules, and ® Responds to mentor Inquiries and concerns @ Interacts with colleagues and families related to growth requirements about learner learner growth and development and development progress o Communicates about curriculum and instruction PAGE 6 @ WEsTERN GOVERNORS UNIVERSITY.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Standard 2. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performance Expectation Not Effective (0} Beginning (1} Developing (2) Effective (3) 2.1 | The teacher candidate adapts and delivers instruction in multiple ways, ¢ Does notidentify leamer Je Identifies learner diversity | ..and wand using multiple perspectives and appropriate resources, to address each diversity or other and multiple perspectives | o Identifies appropriate ¢ ps=Ses and adapts A perspectives (personal, {personal, learner, family, resources resources to deliver learner’s diverse strengths and needs. learner, family, school, school, community) instruction that addresses INTASC: 2(a), 2(d), 2(f); WGU: 1.3d community) each learner’s diverse strengths and needs. 2.2 | The teacher candidate makes appropriate and timely provisions (e.g. e Does not Identify learners’ |e Identifies learners’ -.and -~and pacing for individual rates of growth, task demands, communication, particular learning particular learning ® Identifies learners’ prior ¢ Makes appropriate and e . . f differences or needs differences or needs knowledge and experience timely provisions (e.g. assessment, and response modes) for individual learners with particular pacing for individual rates learning differences or needs while building on each learner’s prior of growth, task demands, knowledge and experience. communication, InTASC: Z(b), Z(C); WGU: I.1b assessment, and response modes) to address learners’ particular learning differences or needs 2.3 | The teacher candidate incorporates tools for language development in ¢ Does not incorporate tools |e incorporates tools for -and -.and planning and instruction, including strategies to make English content for language development language development [ Incorporates toolsffor the | o Inclu.des strategies to r'nake accessible to English learners and evaluate their English language particular needs o S enacce i proficiency. InTASC: 2(f) language development of English Learners to English learners and evaluate English language proficiency PAGE 7 @ WesTERN GOVERNORS UNIVERSITY.
Standard 3. Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Performance Expectation Not Effective (0) Beginning {1) Developing (2) Effective (3) 3.1 | The teacher candidate develops learning experiences that engage and ® Does not develop learning |e Develops a schedule, .and ...and support learners as self-directed learners who internalize classroom experiences that engage Foutines, gndibsfavioral Communicates the ¢ Implements the daily i A and support learners expectations schedule, routines, and schedule routines, expectations, and meEdures' behavioral expectations o Holds learners InTASC: 3(b), 3(c); WGU: I.1a, 1.2g to learners accountable for following routines and behavioral expectations 3.2 | The teacher candidate uses multiple methods to collaborate with learners, |® Does notcreate a positive Communicates with -.and ~and to create a positive learning environment of openness, respectful learning environment ldearnlers using ] U C:mmunicates exfplicitly ] Mtaintains posiii'\‘/e | . evelopmenta the expectations for interactions with an interactions, support, and inquiry; and the teacher candidate evaluates the appmpfliate |an;uage dassr:om interactions among leamers environment for appropriate adjustments. » Provides opportunities for |e Evaluates the InTASC: 3(a), 3(e), 3(f), 3(h); WGU: |.1b, |.2e, 1.2, .2g teacher-learner environment and interactions makes appropriate ® Provides opportunities for adjustments learner interactions 3.3 | The teacher candidate effectively uses positive classroom management ¢ Does not use positive Plans classroom -.and ...and strategies, including the resources of time, space, and attention. classroom management management strategies e Paces instruction ¢ Implements classroom strategies Plans instruction for the appropriate for learning management strategies InTASC: 3(d); WGU: 1.2d, 1.2¢ allotted time e Addresses inappropriate ¢ Manages time, space, and learner behavior attention to increase participation 3.4 | The teacher candidate promotes responsible learner use of interactive ¢ Does not demonstrate Demonstrates knowledge -.and -.and technologies to extend the possibilities for learning locally and globally. InTASC: 3(g); WGU: 1.3d, |l.6e, I.6f knowledge of how to use interactive technologies of interactive technologies e Promotes |earners’ responsible use of interactive technologies ® Enhances learning through the use of interactive technologies PAGE 8 @ WesTERN GOVERNORS UNIVERSITY.
Section 2. Content Knowledge Teachers must have a deep and flexible understanding of their content areas and be able to draw on content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues to ensure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem- solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline or disciplines they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Performance Expectation Not Effective (0) Beginning (1) Developing (2) Effective (3} 4.1 | The teacher candidate uses multiple representations of accurate content [ Does not use appropriate Uses appropriate academic | ..and -.and knowledge and appropriate academic language to promote each learner’s | 2cademiclanguage language #1 Demogstigtesiacegrate ® Uses multiple achievement of content standards content knowledge representations of - accurate content INTASC: 4{(a), 4(c), 4(h); WGU: I.1e knowledge to promote learner’s achievement of content standards 4.2 | The teacher candidate builds on each learner’s prior content knowledge to |[¢ Does not identify each ® Identifies each learner’s «wand ~and link important concepts, encourage ideas from diverse perspectives, and learner’s prior knowledge prior knowledge ® Links important concepts | e Encourages learning . . . . i . from the discipline experiences that include eliminate misconceptions that interfere with learning. id:as in the discipline from InTASC: 4(b), 4{d), 4(e); WGU: I.1d diverse perspectives ® Recognizes and corrects learner misconceptions 4.3 | The teacher candidate accesses school or district-based resources to ¢ Does notidentify school or e Identifies school or district- | ..and ~and evaluate the learner’s content knowledge in the learner’s primary district-based resources based resources » Accesses school or district- | # Uses school or district- | based resources based resources to anguage. evaluate a learner's InTASC: 4(l) content knowledge in the learner’s primary language 4.4 | The teacher candidate evaluates and modifies instructional resources and technologies to verify accessibility to all learners and that they accurately represent concepts of the discipline. InTASC: 4(f), 4(g); WGU: Il.6e s Does not verify that instructional resources and technologies accurately represent concepts of the discipline » Verifies that the available instructional resources and technologies accurately represent concepts of the discipline ...and « Verifies accessibility of all learners of available instructional resources and technologies ..and e Appropriately modifies available instructional resources and technologies PAGE 9 @ WesTERN GovERNORS UNIVERSITY.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Standard 5. Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Performance Expectation Not Effective (0} Beginning (1) Developing (2) Effective (3} 5.1 | The teacher candidate uses available tools and resources to create ® Does not create activities |e Creates activities using ~.and ~and activities, based on real-world issues, that implement and improve using available tools and available tools and ® Integrates real-world e Implements and improves P ’ resources resources issues into the lesson literacy development opportunities literacy development across content areas. across content areas InTASC: 5(a), 5{b), 5{(c), 5(e), 5(h) 5.2 | The teacher candidate engages learners in questioning and challenging ® Does not engage learners in |® Engages learners in -and .and assumptions and approaches to foster innovation and problem-solving in questioning assumptions questioning assumptions o Engages learners to identify | ® Asks learners for new and innovative ways to inventive ways to foster local and global contexts. challenge assumptions innovation and problem- InTASC: 5(d); WGU: 1.5d solving in local and global contexts 5.3 | The teacher uses diverse social and cultural perspectives to generate and |® Does notidentify diverse |e Identifies diverse socialand | ..and .and evaluate new ideas for inventive and original solutions to local and global issues. InTASC: 5(f), 5(g); WGU: 1.4b, 1.4¢c social and cultural perspectives cultural perspectives e Uses diverse sacial and cultural perspectives to generate inventive solutions o Leads learners in creating inventive and original solutions to local and global issues PAGE 10 @ WesTERN GovERNORS UNIVERSITY.
Section 3. Instructional Practice Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and are able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to ensure learner mastery of the content. Standard 6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Performance Expectation Not Effective (0) Beginning (1) Developing (2) Effective (3} 6.1 | The teacher candidate uses multiple data sources, and appropriate * Does not collect * Collects assessment data |...and . ~.and technology, to assess the effectiveness of instruction and to adjust assessmentidata ® Uses appropriate # USesturiotis Ssesament | . dinstructi technology to analyze methods and multiple planning and instru |°.n- learning data data sources to assess InTASC: 6(c), 6(f), 6{g), 6(i) instruction, and adjust planning and instruction accordingly 6.2 | The teacher candidate engages learners in understanding and identifying |® Does not provide effective |e Provides effective -and ~.and quality work and provides them with effective descriptive feedback to descriptive feedback to descriptive feedback to e Engages learners in ® Guides learners to identify, id . d th K learners learners multiple ways to use the understand, and create guide their progress toward that work. provided feedback quality work based on InTASC: 6(d) descriptive feedback 6.3 | The teacher candidate effectively uses multiple assessment types that are | ®Does not usealesson plan |e Uses alesson plan that ...and ~.and aligned to |earning objectives and uses appropriate accommodations to that includes an includes an assessment e Ensures the selected ® Uses a variety of d lop diff ated | ) A assessment aligned with learning assessment includes assessment types to evelop differentiated learning experiences. objectives appropriate develop differentiated InTASC: 6(a), 6(b), 6{e), 6(g), 6{h) accommodations learning experiences PAGE 11 @ WesTeRN GovERNORS UNIVERSITY
Standard 7. Instructional Planning: The teacher plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Performance Expectation Not Effective (0} Beginning (1) Developing (2) Effective (3) 7.1 | The teacher candidate selects and creates learning experiences that are ® Doesnotselectorcreate |o Selects or creates -and ~.and appropriate for curriculum goals and state content standards and are learning experiences appropriate learning o References state content |e References state content aligned to state content experiences aligned to standards in short term standards in long term relevant to learners. standards state content standards planning to meet planning to reach INTASC: 7{a), 7(b); WGU: I.1b, I.4a curriculum goals curriculum goals and create learning experiences relevant to learners 7.2 | The teacher candidate plans how to achieve each learner’s learning goals, |® Does notcreate p'aflsI to |e ICfea"es plans to aChievel ~.and -.and . . . . achieve learners’ goals earners’ short-term goals |e Creates plans to achieve e Plans using appropriate in both the short and long-term, choosing appropriate strategies and : learners’ long-term goals strategles and accommodations, resources, and materials to deliver effective learning accommodations, experiences. ‘rjeslf)urce:f, an.(:l mlateri-als to INTASC: 7(b), 7(e), 7(f); WGU: L1b elver eflective learning experiences 7.3 | The teacher candidate develops appropriate sequencing of learning ® Does not identify waysto e Identifies ways to collect ~and -and experiences, based on assessment data, prior learner knowledge, and collect assessment data assessment data o Collects assessment » Develops appropriate o ! ) data, prior learner sequencing of learner interest. knowledge, and learner experiences, based on InTASC: 7(c), 7(d); WGU: I.1d interest collected assessment data, prior learner knowledge, and learner interest 7.4 | The teacher plans for instruction based on formative and summative ¢ Does not plan for ® Plans for instruction -and -.and assessment data, prior learner knowledge, and learner interest. INTASC: 7(d); WGU: 1.1d instruction based on assessment results based on summative assessment results e Plans for instruction based on formative assessment results Plans for instruction based on prior learner knowledge and learner interest PAGE 12 @ WesTERN GovERNORS UNIVERSITY.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Standard 8. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and learners’ connections, and to build skills to apply knowledge in meaningful ways. Performance Expectation Not Effective (0) Beginning (1) Developing (2) Effective (3) 8.1 | The teacher candidate practices a range of developmentally, culturally, and |® Doesnot practice ® Practice appropriate -..and ) ...and linguistically appropriate instructional strategies to stimulate discussion, approp_rlate instructional instructional strategies ° Stlm!.ulate-s d|scus§|on apd ° Adj.UStS |pstmct|on based d it d adiusts instruction i to individual and strategies focused on lesson monitors instruction using on identified an n_']om Ors and aqjusts instruction in response to individual and group objectives various instructional developmental, cultural, learning needs. strategies and linguistic needs of the InTASC: 8(a), 8(b), 8(d), 8(i); WGU: 1.1b, |.5g learners in individual or group settings 8.2 | The teacher candidate develops each learner's communication skills ® Does not provide ® Provides opportunities for | ...and ..and (speaking, Iistening, reading, writing, and other modes) while providing opportunities for Iea.me.rs learners 1.:0 d.eveloP ® Uses ln_structlonal e Uses In:structlonal Itiol ities for | d lop high d L. to develop communication communication skills strategies that develop strategies that develop mE.I tiple opportumtfe.s or learners to develop higher-order questioning skills learners’ higher-order learners’ metacognitive skills and metacognitive processes. questioning skills processes InTASC: 8(f), 8(h) 8.3 | The teacher candidate collaborates with learners to design and implement | ® Does not collaborate with | @ Collaborates with the -and ~..and learning experiences that use learners’ strengths and assets; the teacher Iearners’to identify !eamers to de5|g.n and e Includes learner’s e Provides multiple moF|eIs provid ultipl dels to d strate learning learners’ strengths implement learning strengths and assets to demonstrate learning vides mulitipie models to demon ning. : experiences InTASC: 8(c), 8(e); WGU: I.1b. l.4c 8.4 | The teacher candidate engages learners’ in using a variety of skills, ® Does not engage learners | o Engages learners in using |...and -.and technology, and resources to access, interpret, evaluate, and apply information. INTASC: 84(5); WGU: I.1b, 1.1d, I.1e in using technology technology Engages learners in using technology, and resources to access information ¢ Guides learners to interpret, evaluate, and apply information PAGE 13 @ WesTERN GovERNORS UNIVERSITY.
Standard 9. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning, uses evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community); and adapts practice to meet the needs of each learner. Performance Expectation Not Effective (0} Beginning (1) Developing (2) Effective (3) 9.1 | The teacher candidate participates in a professional learning experience ¢ Does not identify a * Identifies a professional -.and -and aligned with their needs and that enables them to provide learners with an professional learning learning experience aligned | ¢ Participates in ¢ Participates in a engaging curriculum and learning experiences experience with their needs professional learning professionat learning . . : experience experience that supports InTASC: 9(a), 9(b), 10(f), 10(i), 10(j); WGU: 1.2b, II.8g the development of engaging curriculum and learning experiences 9.2 | The teacher candidate identifies their personal biases and * Does not identify personal | ¢ Identifies personal biases -.and --and ) accesses resources to deepen their understanding of diverse students (e.g. biases - :::_‘:fi:‘:s resourcesto | ¢ sl"tsrzi ":Sr"r:;::iz:“:r:’i“:in ) cultural, ethnic, gender, and learning differences) to build stronger understanding of creatg more rehvan‘: relationships and create more relevant learning experiences. cultural, ethnic, learning experiences. INTASC: 10(e); WGU: 123, 1.2b, 1.2, |.3a gender, and learning differences 9.3 | The teacher candidate advocates, models, and teaches safe, legal, and * Does not advocate for the [» Advocates for the safe, -.and ~and ethical use of information and technological resources as supports for safe, legal, and ethical use legal, and ethical use of * Models the safe, e Teaches the safe, legal, and i lecti bl vi of information and information and legal, and ethical use ethical use of information analysis, reflection, and problem-solving. technological resources technological resources of information and and technological InTASC: 10(d), 10{(f); WGU: H.6b, II.6d, Ii.6e technological resources as supports for resources analysis, reflection, and problem-solving 9.4 | The teacher candidate demonstrates respect for the actions, feelings, and * Does not demonstrate e Demonstrates respect for .and -.and beliefs of others to establish trust, consistent interaction, and care for all res!oect for Ilearners Iearner.f, actions, feelings, | Demc'mstrates ° !)emonstrate's consistent actions, feelings, and and beliefs genuine care towards interaction with learners learners. beliefs learners WGU: |.33, I.3b, 1.3¢, I.3d 9.5 | The teacher candidate accepts criticism and feedback, persists through ¢ Does not acknowledge » Acknowledges criticism -and -.and adversity and challenges, and shows a willingness to try novel approaches criticism and feedback and feedback ° Pdersist.s thro:gh ® Shov«:s a willininess t: try . . . ) . adversity an novel approaches an and strategies to improve their instructional practices. challenges strategies to improve WGU: 144, 1.4e, 1.41, 1.4g, |.5e, I.5f instructional practices 9.6 | The teacher candidate demonstrates clearly defined values and beliefs ¢ Doesnotdemonstrate [¢ Demonstrates clearly ~and ~and consistent with the profession, university, school, and community; exhibits truthfulness in their interactions and work products; and acts as a role model in the demonstration of professional and ethical conduct. WGU: I1.7a, I1.7b, II.7¢, I.7d, I1.7e clearly defined values and beliefs consistent with the profession, university, schoal, and community defined values and beliefs consistent with the profession, university, school, and community Exhibits truthfulness in interactions and work products Acts as a role model in the demonstration of professional and ethical conduct PAGE 14 @ WesTERN GovERNORS UNIVERSITY
Standard 10. Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for learners’ learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and to advance the profession. Performance Expectation Not Effective (0) Beginning (1)} Developing (2) Effective (3) The teacher candidate identifies opportunities to take on leadership roles, collaborates with other school professionals to facilitate learning and ¢ Does not identify leadership roles o |dentifies individuals fulfilling school leadership ..and ® Collaborates with school ...and ® Advocates to meet 101 . ) . roles professionals to facilitate learners’ needs engage in professional learning, and advocate for learner’s needs. learning INTASC: 10(e}, 10(f), 10(i), 10(j), 10{k); WGU: 1.5a, 1.5b, 1.5¢, II.8¢ The teacher candidate actively collaborates with colleagues on an ¢ Does not collaborate with |e Collaborates with -..and ..and - instructional team or teams to analyze data, examine learner work, create | colleagues Fol,lceag:'.es °|"t:: - ¢ ;::ZT: e common leaming e S:;alres accountability for . . o ’ Instructiona (o] all learners’ success common learning goals, and share accountability for learners’ success. examine learner work INTASC: 10(a), 10(b), 10(c), 10(i); WGU: 1.1c, I1.6a, 11.8b, 11.8d, I1.8f through data analysis The teacher candidate appropriately uses all forms of verbal, non-verbal, ¢ Does not appropriately ¢ Appropriately uses verbal | ..and -.and 103 written, and digital communication when working with learners, usettr:‘or:mumcatlon and non-?leu;t':al " ¢ Appropriately uses ® Maintains an appropriate . methods communication wi colleagues, and families. InTASC: 3(f), 10(e), 10(g); WGU: Ii.63, Il.6¢, }.64, I1.6f, 11.8a, 11.8b, I1.8e learners, colleagues, and families written communication with learners, colleagues, or families professional and respectful identity in all forms of digital space PAGE 15 @ WesTERN GovERNORS UNIVERSITY.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help