Florida State University Educator Preparation Unit – Assessment System FEAP Signature Assessment Descriptions Signature Assessment #1: Early Lesson Plan Description: The teacher candidate will create a developmentally appropriate lesson plan that includes objectives that are clearly written and aligned with appropriate Florida standards; concepts and/or skills that are logically sequenced throughout the lesson; and opportunities for students to demonstrate a variety of applicable skills and competencies within the instructional activities. During the introduction portion of the lesson plan, candidates should describe how they will convey high expectations to all students. FEAPs: 1a, 1b, 1f, 2c FEAP Measurable Indicator Rubric 1a. Aligns instruction with stateadopted standards at the appropriate level of rigor.
Unacceptable:
Developing 1:
The candidate does not align objectives with state-adopted standards.
The candidate develops objectives for state-adopted standards. Developing 2: The candidate aligns objectives with state-adopted standards. Target: The candidate aligns objectives with state-adopted standards at appropriate levels of rigor for all students. 1b. Sequences concepts and skills within learning experiences.
Unacceptable: The candidate does not sequence concepts and skills to ensure coherence and required. Developing 1: The candidate identifies required major concepts and skills in a targeted learning area. Developing 2: The candidate sequences concepts and skills within lessons in a targeted learning area. Target: The candidate sequences concepts and skills within learning experiences.
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1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
Unacceptable: The candidate cannot develop activities that demonstrate a variety of applicable skills and competencies. Developing 1: The candidate identifies learning experiences that allow all students to demonstrate a variety of applicable skills and competencies. Developing 2: The candidate designs learning experiences that allow all students to demonstrate a variety of applicable skills and competencies. Target: The candidate develops learning experiences that allow all students to demonstrate a variety of applicable skills and/or competencies.
2c. Conveys high expectations to all students.
Unacceptable: The candidate does not convey high expectations. Developing 1: The candidate identifies various methods for conveying high expectations. Developing 2: The candidate selects appropriate strategies for conveying high expectations. Target: The candidate consistently conveys high expectations.
Signature Assessment #2: Early Teaching Philosophy Description: Teacher candidates will write a teaching philosophy based on their beliefs about teaching and learning. Within the philosophy, teacher candidates must address how they would address various cultural, linguistic, and family background differences in their classrooms; describe appropriate information and communication technologies they would use; and reflect on ways they can apply content learned and improve future practice. Finished products must reflect teacher candidates’ ability to effectively communicate ideas. FEAPs: 2d, 2e, 2g, 5e1, 5e2, 5f 2d. Respects students’ cultural Unacceptable: linguistic and family background.
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The candidate does not demonstrate respect for students’ cultural, linguistic, or family background. Developing 1: The candidate identifies strategies for demonstrating respect for various student cultural, linguistic, and family background differences. Developing 2: The candidate’s written and verbal communication is consistently clear and acceptable. Target: The candidate models clear, acceptable oral and written communication skills to students. 2e. Models clear, acceptable oral and written communication skills
Unacceptable: The candidate fails to use clear, acceptable communication skills. Developing 1: The candidate inconsistently demonstrates clear and acceptable written and verbal communication skills. Developing 2: The candidate’s written and verbal communication is consistently clear and acceptable. Target: The candidate models clear, acceptable oral and written communication skills to students.
2g. Integrates current information and communication technologies. Current information and communication technologies:
Unacceptable: There is no evidence the candidate uses current information and communication technologies for instruction. Developing 1:
District technologies, i.e. Smart Boards, software
The candidate identifies current information and communication technologies.
Technology for pedagogy
Developing 2: The candidate selects the appropriate information and communication technologies. Target: The candidate integrates current information and communication technologies.
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5e1. Applies information obtained from professional learning experiences to his/her own needs and the needs of learners, school, and system.
Unacceptable: The candidate does not apply information obtained from professional learning experiences to his/her own needs and the needs of learners, school, and system. Developing 1: The candidate Identifies ways to collaboratively work with learners and their families to establish expectations and ongoing communication that support learner development and achievement. Developing 2: The candidate selects ways to collaboratively work with learners and their families to establish expectations and ongoing communication that support learner development and achievement. Target: The candidate works collaboratively with learners and their families to establish expectations and ongoing communication that support learner development and achievement.
5e2. Engages in reflection by analyzing decisions made and articulating ways to improve future practice.
Unacceptable: The candidate does not engage in reflection. Developing 1: The candidate engages in reflection by analyzing decisions made. Developing 2: The candidate engages in reflection by analyzing decisions made and recognizing the need to improve future practice. Target: The candidate engages in reflection by analyzing decisions made and articulating ways to improve future practice.
5f. Implements knowledge and skills learned in professional development in the teaching and learning process
Unacceptable: The candidate does not use a variety of strategies to analyze and reflect on his/her practice and for adaptions/adjustments. Developing 1: The candidate identifies a variety of strategies to analyze and reflect on his/her practice and or adaptions/adjustments.
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Developing 2: The candidate selects a variety of strategies to analyze and reflect on his/her practice and for adaptions/adjustments. Target: The candidate uses a variety of strategies to analyze and reflect on his/her practice and for adaptions/adjustments.
Signature Assessment #3: Unit-Wide Ethics Module Assignment Description: Candidates will complete a professional responsibility and ethical conduct module within their first semester. The goal is to help candidates better understand ethics in education as well as the high level of professionalism required by the field. The unit-wide module will include the following components: Code of Ethics and Principles of Professional Conduct to pre-professional and personal situations; statutory grounds and procedures for disciplinary action and penalties that can be imposed by the EPC against certificate holders as well as the appeals process available; legal responsibilities and procedures for reporting abuse, neglect, and other signs of distress; appropriate use of student records; and policies and procedures related to the safe and ethical use of technology. FEAPs: 6a, 6b, 6c, 6d 6a. Apply the Code of Ethics and Unacceptable: Principals of Professional Conduct to pre-professional and personal The candidate does not apply the Code of Ethics and Principals of Professional Conduct to pre-professional and situations. personal situations. Developing 1: The candidate identifies specific ethic and principles in the Code of Ethics and Principals of Professional Conduct. Developing 2: The candidate identifies how to apply the Code of Ethics and Principals of Professional Conduct to pre-professional and personal situations. Target: The candidate applies the Code of Ethics and Principals of Professional Conduct to pre-professional and personal situations. 6b. Identify statutory grounds and Unacceptable: procedures for disciplinary action, the penalties that can be imposed by The candidate does not identify statutory grounds and procedures for disciplinary action, the penalties that can be the EPC against a certificate holder, imposed by the EPC against a certificate holder and the appeals process available to the individual.
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and the appeals process available to the individual.
Developing 1: The candidate identifies statutory grounds and procedures for disciplinary action, but does not correctly identify penalties that can be imposed or the appeals process available to individuals. Developing 2: The candidate identifies statutory grounds and procedures for disciplinary action and penalties that can be imposed, but does not correctly identify the appeals process available to individuals. Target: The candidate identifies statutory grounds and procedures for disciplinary action, the penalties that can be imposed by the EPC against a certificate holder and the appeals process available to the individual.
6c. Applies laws related to learners’ rights and teacher responsibilities, e.g. educational equity, appropriate education for learners with disabilities, confidentially, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse
Unacceptable: The candidate does not apply laws related to learners’ rights and teacher responsibilities, e.g. educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse. Developing 1: The candidate identifies some of the laws related to learners’ rights and teacher responsibilities, e.g. educational equity, appropriate education for learners with disabilities, confidentially, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse. Developing 2: The candidate identifies laws related to learners’ rights and teacher responsibilities, e.g. educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse in planning Target: The candidate applies laws related to learners’ rights and teacher responsibilities, e.g. educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse in student teaching.
6d. Applies policies and procedures for the safe and ethical use of technologies.
Unacceptable: The candidate does not apply policies and procedures for the safe and ethical use of technologies. Developing 1:
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The candidate identifies policies and procedures for the safe and ethical use of technologies.
Developing 2: The candidate identifies all of the policies and procedures for the safe and ethical use of technologies Target: The candidate applies policies and procedures for the safe and ethical use of technologies.
Signature Assessment #4: Classroom Management Assignment Description: Teacher candidates will create a plan for equitably organizing and allocating resources, as well as communicating with home. Areas of the plan can include classroom arrangement, rules, procedures, and communication with home. FEAPs: 2a1, 2a2, 5d 2a1. The candidate equitably organizes resources.
Unacceptable: The candidate does not organize resources equitably. Developing 1: The candidate identifies multiple ways to organize resources equitably. Developing 2: The candidate selects ways to organize resources equitably. Target: The candidate equitably allocates resources.
2a2. The candidate equitably allocates resources.
Unacceptable: The candidate does not equitably allocate resources.
Developing 1: The candidate identifies multiple ways to allocate resources equitably. Developing 2: The candidate selects ways to organize resources equitably. Target:
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The candidate equitably organizes resources. 5d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement.
Unacceptable: The candidate does not collaboratively work with learners and their families to establish expectations and ongoing communication that support learner development and achievement. Developing 1: The candidate Identifies ways to collaboratively work with learners and their families to establish expectations and ongoing communication that support learner development and achievement. Developing 2: The candidate selects ways to collaboratively work with learners and their families to establish expectations and ongoing communication that support learner development and achievement. Target: The candidate works collaboratively with learners and their families to establish expectations and ongoing communication that support learner development and achievement.
Signature Assessment #5: Assessment Case Study Assignment Description: Given a set of student data from multiple assessments, the candidate will analyze data to diagnose students’ learning needs and to inform the development of lesson plans. The candidate will use a variety of assessment tools to monitor student progress and to inform the modification of instruction. The candidate will develop a plan for communicating assessment outcomes with students and their caregivers. FEAPs: 1e, 4a1, 4a2, 4c, 4e 1e. Use diagnostic student data to Unacceptable: plan lessons. The candidate does not identify or use sources of diagnostic student data to plan lessons. Developing 1: The candidate identifies diagnostic student data that are consistent with development and learning theories for the grade/age to plan lessons. Developing 2: The candidate interprets diagnostic student data that is consistent with development and learning theories at the age/grade-appropriate level of rigor to help plan lessons. Target: The candidate applies diagnostic student data that is consistent with development and learning theories at the
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appropriate level of rigor to plan lessons. 4a1. Analyzes a variety of assessment data to diagnose student learning needs.
Unacceptable: The candidate does not analyze assessment data. Developing 1: The candidate identifies student learning needs based on analyzed assessment data. Developing 2: The candidate selects analyzed assessment data to diagnose student learning needs. Target: The candidate analyzes data from a variety of sources to diagnose student learning needs.
4a2. Applies data from multiple assessments to modify or inform instruction
Unacceptable:
Developing 1:
The candidate identifies assessment data that can be used to modify or inform instruction.
The candidate does not apply assessment data to modify or inform instruction.
Developing 2: The candidate selects assessment data that can be used to modify or inform instruction. Target: The candidate applies data from multiple assessments to modify or inform instruction. 4c. Uses a variety of assessment tools to monitor student progress, i.e. learning gains, mastery of content, student gaps, etc.
Unacceptable: The candidate does not use a variety of assessment tools to monitor student progress. Developing 1: The candidate identifies a variety of assessment tools to monitor student progress. Developing 2: The candidate selects a variety of assessment tools to monitor student progress.
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Target: The candidate uses a variety of formative and summative assessment tools to monitor student progress.
4e. Communicates outcomes of assessment data with students and students’ caregivers.
Unacceptable: The candidate does not communicate the outcomes of assessment data with students and caregivers. Developing 1: The candidate describes how outcomes will be communicated to students and caregivers. Developing 2: The candidate designs methods for communicating outcomes of student assessment data to students and caregivers. Target: The candidate communicates the outcomes of student assessment data with the students and caregivers.
Signature Assessment # 6: ESOL Lesson Plan Description: Candidates will create a detailed content based lesson plan for a class that contains both English and non-English speaking pupils. The lesson plan (at minimum) must exemplify student mastery by addressing the following: learning goals and objectives (both content and language); support of learning goals, outcomes and objectives via appropriate learning tasks and delivery; integration of content with other disciplines and life experiences; appropriate formative assessments to monitor learning; and assessments (formative & summative) that align with learning objectives and demonstrate mastery of learning objectives. FEAPs: 4b1, 4b2, 1c, 1d, 3e 4b1. Designs formative assessments Unacceptable: that align to learning objectives. The candidate does not design formative assessments that match learning objectives. Developing 1: The candidate identifies formative assessments that match learning objectives. Developing 2: The candidate selects formative assessments that match learning objectives. Target: The candidate designs formative assessments that match learning objectives.
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4b2. Designs summative assessments that allow students to demonstrate mastery of learning objectives.
Unacceptable: The candidate does not design summative assessments that allow students to demonstrate master of learning objectives. Developing 1: The candidate identifies summative assessments that allow for students to demonstrate mastery of learning objectives. Developing 2: The candidate selects summative assessments that allow for students to demonstrate mastery of learning objectives. Target: The candidate designs summative assessments that allow students to demonstrate mastery of learning objectives.
1c. Designs instruction for students to achieve mastery.
Unacceptable: The candidate does not design lessons or unit of instruction for all learners to achieve mastery. Developing 1: The candidate designs lesson(s) that enable all learners to achieve mastery. Developing 2: The candidate selects lessons(s) that enable all learners to achieve mastery. Target: The candidate designs a unit of instruction that enables learners to achieve mastery.
1d. Selects appropriate formative assessments to monitor learning.
Unacceptable: The candidate does not select appropriate formative assessments to monitor learning. Developing 1: The candidate identifies appropriate formative assessments to monitor learning. Developing 2: The candidate selects appropriate formative assessments to monitor learning.
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Target: The candidate integrates multiple formative assessments within lesson plans to monitor learning. 3e. Relate and integrate the subject matter with other disciplines and life experiences.
Unacceptable: The candidate does not integrate subject matter with learners’ life experiences and/or other disciplines. Developing 1: The candidate relates subject matter with learners’ life experiences and/or other disciplines. Developing 2: The candidate selects methods for integrating subject matter with learners’ life experiences and/or other disciplines. Target: The candidate integrates subject matter with learners’ life experiences and/or other disciplines.
Signature Assessment # 7: Content Area Literacy Lesson Plan Description: In this lesson plan, candidates will include application of appropriate content area literacy strategies and provide students with opportunities to apply subject matter and to explain as well as justify their thinking through written and/or oral expression. Candidates will then apply a variety of data independently as well as with colleagues to evaluate students’ learning outcomes, adjust planning, and continuously improve lesson effectiveness. FEAPs: 3b1, 3b2, 3b3, 5b, 5c 3b1. Applies appropriate content Unacceptable: area literacy strategies. The candidate is unable to apply content area literacy strategies. Developing 1: The candidate identifies content area literacy strategies that support student understanding. Developing 2: The candidate selects content area literacy strategies that support student understanding. Target: The candidate applies content area literacy strategies in instruction that support student understanding. 3b2. Provides students opportunities to explain and justify their thinking through written
Unacceptable: The candidate does not provide opportunities for students to explain and justify their thinking.
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and/or oral expression. Exit tickets
Developing 1: The candidate identifies opportunities for students to explain and justify their thinking.
Questions to ask students Essential Question
Developing 2:
Level of understanding through selection, communication devices, manipulatives, picture boards.
The candidate selects opportunities for a variety of students to explain and justify their thinking.
The candidate provides differentiated opportunities for a variety of students to explain and justify their thinking.
3b3. Provides opportunities for students to apply subject matter.
Unacceptable:
Target:
The candidate does not provide opportunities for student to apply subject matter. Developing 1: The candidate identifies ways for students to apply subject matter. Developing 2: The candidate selects ways for a variety of students to apply subject matter. Target: The candidate provides opportunities for a variety of students to apply subject matter.
5b. Uses data informed research to improve instruction and student achievement.
Unacceptable: The candidate does not use data informed research to improve instruction and student achievement. Developing 1: The candidate identifies methods for improving instruction based on data informed research. Developing 2: The candidate selects methods for improving instruction based on data informed research. Target: The candidate applies methods for improving instruction based on data informed research.
5c. Applies a variety of data,
Unacceptable:
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independently and collaboratively, for use in the instructional process.
The candidate does not use a variety of data in the instructional process.
Developing 1: The candidate identifies a variety data for use in the instructional process. Developing 2: The candidate selects a variety of data for use in the instructional process. Target: The candidate applies a variety of data, independently and collaboratively, for use in the instructional process.
Signature Assessment #8: Field Experience Instructional Impact Analysis Description: A detailed assignment description is available. Components of this impact analysis include: • Design Unit Plan o Teach a Minimum of 2 Lessons o Classroom Teacher Evaluation Form (2 Lessons) • Pre and Post Assessment • Analysis of Data • Reporting of Data • Reflection FEAPs: 2b, 2f1, 2f2, 2h, 2i, 3a, 3c, 3d, 3f, 3g, 3h, 3i, 3j, 4d, 4f, 5a 2b. Manages individual and class Unacceptable: behaviors through a well-planned management system. The candidate does not manage classroom behaviors. Developing 1: The candidate describes multiple classroom management models. Developing 2: The candidate selects strategies for classroom management. Target: The candidate consistently manages classroom behaviors. 2f1. Applies standards for behavior equitably, consistently, and in a fair manner.
Unacceptable: The candidate does not show an understanding of how rules and standards for behavior may be applied equitably,
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consistently, and in a fair manner. Developing 1: The candidate identifies standards for behavior equitably, consistently, and in a fair manner. Developing 2: The candidate applies standards for behavior equitably, consistently, and in a fair manner. Target: The candidate creates procedures, rules, and standards of behavior and applies them consistently, equitably, and in a fair manner. 2f2. Provides opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open climate.
Unacceptable: The candidate does not show an understanding of how to provide opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open climate. Developing 1: The candidate summarizes existing ways to provide opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open climate. Developing 2: The candidate formulates plans for providing opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open climate. Target: The candidate creates opportunities for students to share diverse perspectives, experiences, and opinions, and implements these opportunities in a supportive and open classroom environment.
2h. Differentiates instruction to accommodate the differing needs and diversity of students (e.g., learning styles, abilities, preferences, needs, gender, race and culture). Differentiated instruction refers to methods teachers employ accommodate a wide variety of learning needs. This includes
Unacceptable: There is no evidence the candidate differentiates instruction. Developing 1: The candidate identifies ways in which instruction may be modified to accommodate differing needs and diversity of students. Developing 2: The candidate selects strategies to differentiate the learning environment to accommodate the differing needs and
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differentiated content, process and product.
diversity of students. Target: The candidate uses strategies to differentiate the learning environment to accommodate the differing needs and diversity of students.
2i. Uses available assistive technologies to support students to achieve educational goals.
Unacceptable:
Developing 1:
There is no evidence that the candidate uses available technologies to support students’ educational goals.
The candidate identifies available assistive technologies to support students to achieve educational goals. Developing 2: The candidate selects available assistive technologies to support students to achieve educational goals. Target: The candidate utilizes available assistive technologies to support students to achieve educational goals. 3a. Deliver engaging and challenging Unacceptable: lessons. The candidate does not deliver lessons that are engaging and challenging. Developing 1: The candidate identifies strategies (voice modulation, circulation, questioning, etc.) that engage and challenge students. Developing 2: The candidate selects strategies that engage and challenge students. Target: The candidate delivers lessons that are engaging and challenging for all students. 3c. Identify gaps in students’ subject matter knowledge.
Unacceptable: The candidate does not use strategies to identify gaps in students’ subject matter knowledge. Developing 1: The candidate identifies strategies to identify gaps in students’ subject matter knowledge.
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Developing 2: The candidate selects a variety of strategies to identify gaps in students’ subject matter knowledge. Target: The candidate uses a variety of strategies to identify gaps in students’ subject matter knowledge. 3d. Modifies instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.)
Unacceptable: The candidate does not modify instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.). Developing 1: The candidate identifies ways to modify instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.). Developing 2: The candidate selects strategies to modify instruction to respond to varied student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.). Target: The candidate modifies instruction to respond to varied student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.).
3f. Asks questions to stimulate discussion (verbal and/or written) that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Unacceptable:
INTASC Standard 8i
The candidate selects questions to stimulate discussion.
The candidate does not ask questions to stimulate discussion. Developing 1: The candidate identifies questions to stimulate discussion. Developing 2:
Target: The candidate asks questions to stimulate discussion. 3g. Applies a variety of instructional
Unacceptable:
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strategies and resources to promote student understanding of subject matter.
The candidate does not apply a variety of instructional strategies and resources to promote student understanding. Developing 1: The candidate identifies a variety of instructional strategies and resources to promote student understanding. Developing 2: The candidate selects a variety of instructional strategies and resources to promote student understanding. Target: The candidate applies a variety of instructional strategies and resources to promote student understanding.
3h. Differentiates instruction based on an assessment of differing needs and diversity of students (e.g., cultural linguistic, SES, disability, etc.)
Unacceptable: The candidate is unable to differentiate instruction based on an assessment of student needs. Developing 1: The candidate identifies ways to differentiate instruction based on an assessment of student needs. Developing 2: The candidate selects ways to differentiate instruction based on an assessment of student needs. Target: The candidate differentiates instruction based on an assessment of student needs.
3i. Provides immediate and specific feedback to promote student understanding.
Unacceptable: The candidate does not provide immediate and specific feedback to promote student understanding. Developing 1: The candidate identifies practices for providing immediate and specific feedback to promote student understanding. Developing 2: The candidate selects practices for providing immediate and specific feedback to promote student understanding. Target: The candidate provides immediate and specific feedback to promote student understanding.
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3j. Utilizes student feedback collected from formal and informal formative and summative assessments (e.g., graded class work/exams, IEP goal attainment if appropriate, behavior, verbal expressions, etc.) to monitor and adjust instruction.
Unacceptable: The candidate does not utilize student feedback to monitor and adjust instruction. Developing 1: The candidate identifies practices for utilizing student feedback to monitor and adjust instruction. Developing 2: The candidate selects practices for utilizing student feedback to monitor and adjust instruction. Target: The candidate utilizes student feedback to monitor and adjust instruction.
4d. Modifies assessment and testing Unacceptable: conditions to accommodate The candidate does not modify assessments and/or testing conditions to accommodate student differences. differences, i.e. learning styles, levels of knowledge, disabilities, etc. Developing 1: The candidate identifies methods for modifying assessments and/or testing conditions based on a student’s differences. Developing 2: The candidate selects methods for modifying assessments and/or testing conditions based on differences within the student population. Target: The candidate modifies assessments and/or testing conditions based on differences within the student population. 4f. Analyzes assessment information Unacceptable: using available technology tools. The candidate does not analyze assessment information using available technology tools. Developing 2: The candidate selects available technology tools that can be used to analyze assessment information.
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Target: The candidate analyzes assessment information using available technology tools. 5a. Designs professional goals to improve his/her instructional practice.
Unacceptable: The candidate does not design professional goals to improve his/her instructional practice. Developing 1: The candidate recognizes the importance of identifying professional goals. Developing 2: The candidate identifies areas of strength and weakness in his/her instructional practice. Target: The candidate designs professional goals to improve his/her instructional practice based on students’ needs.
Signature Assessment #9: Capstone Instructional Impact Analysis (Student Teaching) Description: A detailed assignment description is available. Components of this impact analysis include: • Unit Plan • Pre and Post Assessment • Analysis of Data • Reporting of Data • Reflection FEAPs 2f1, 2f2, 2h, 2i, 3a, 3c, 3d, 3f, 3g, 3h, 3i, 3j, 5a 2f1. Applies standards for behavior Unacceptable: equitably, consistently, and in a fair manner. The candidate does not show an understanding of how rules and standards for behavior may be applied equitably, consistently and in a fair manner. Developing 1: The candidate identifies standards supporting safe, positive learning environments. Developing 2: The candidate applies standards for behavior equitably, consistently, and in a fair manner. Target:
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The candidate creates procedures, rules, and standards of behavior and applies them consistently, equitably, and in a fair manner. 2f2. Provides opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open climate.
Unacceptable: The candidate does not show an understanding of how to provide opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open manner. Developing 1: The candidate summarizes existing ways to provide opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open manner. Developing 2: The candidate formulates plans for providing opportunities for students to share diverse perspectives, experiences, and opinions in a supportive and open manner. Target: The candidate integrates current information and communication technologies.
2h. Differentiates instruction to accommodate the differing needs and diversity of students (e.g., learning styles, abilities, preferences, needs, gender, race and culture). Differentiated instruction refers to methods teachers employ accommodate a wide variety of learning needs. This includes differentiated content, process and product.
Unacceptable: There is no evidence the candidate differentiates instruction. Developing 1: The candidate identifies ways in which instruction may be modified to accommodate differing needs and diversity of students. Developing 2: The candidate selects strategies to differentiate the learning environment to accommodate the differing needs and diversity of students. Target: The candidate uses strategies to differentiate the learning environment to accommodate the differing needs and diversity of students.
2i. Uses available assistive technologies to support students to achieve educational goals.
Unacceptable:
Developing 1:
There is no evidence that the candidate uses available technologies to support students’ educational goals.
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The candidate identifies available assistive technologies to support students to achieve educational goals. Developing 2: The candidate selects strategies that engage and challenge students. Target: The candidate utilizes available assistive technologies to support students to achieve educational goals. 3a. Deliver engaging and challenging Unacceptable: lessons. The candidate does not deliver lessons that are engaging and challenging. Developing 1: The candidate identifies strategies (voice modulation, circulation, questioning, etc.) that engage and challenge students. Developing 2: The candidate selects strategies that engage and challenge students. Target: The candidate delivers lessons that are engaging and challenging for all students. 3c. Identify gaps in students’ subject matter knowledge.
Unacceptable: The candidate does not use strategies to identify gaps in students’ subject matter knowledge. Developing 1: The candidate identifies strategies to identify gaps in students’ subject matter knowledge. Developing 2: Candidate selects a variety of strategies to identify gaps in students’ subject matter knowledge. Target: The candidate uses a variety of strategies to identify gaps in students’ subject matter knowledge.
3d. Modifies instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or
Unacceptable: The candidate does not modify instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.).
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misconceptions, etc.)
Developing 1: The candidate identifies ways to modify instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.). Developing 2: The candidate selects strategies to modify instruction to respond to varied student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.). Target: The candidate modifies instruction to respond to varied student needs (e.g., gaps in knowledge, preconceptions or misconceptions, etc.).
3f. Asks questions to stimulate discussion (verbal and/or written) that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Unacceptable:
INTASC Standard 8i
The candidate selects questions to stimulate discussion.
The candidate does not ask questions to stimulate discussion. Developing 1: The candidate identifies questions to stimulate discussion. Developing 2:
Target: The candidate asks questions to stimulate discussion. 3g. Applies a variety of instructional strategies and resources to promote student understanding of subject matter.
Unacceptable: The candidate does not apply variety of instructional strategies and resources to promote student understanding. Developing 1: The candidate identifies a variety of instructional strategies and resources to promote student understanding. Developing 2: The candidate selects a variety of instructional strategies and resources to promote student understanding. Target: The candidate applies a variety of instructional strategies and resources to promote student understanding.
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3h. Differentiates instruction based on an assessment of differing needs and diversity of students (e.g., cultural linguistic, SES, disability, etc.)
Unacceptable: The candidate is unable to differentiate instruction based on an assessment of student needs. Developing 1: The candidate identifies ways to differentiate instruction based on an assessment of student needs. Developing 2: The candidate selects ways to differentiate instruction based on an assessment of student needs. Target: The candidate differentiates instruction based on an assessment of student needs.
3i. Provides immediate and specific feedback to promote student understanding.
Unacceptable: The candidate does not provide immediate and specific feedback to promote student understanding. Developing 1: The candidate identifies practices for providing immediate and specific feedback to promote student understanding. Developing 2: The candidate selects practices for providing immediate and specific feedback to promote student understanding. Target: The candidate provides immediate and specific feedback to promote student understanding.
3j. Utilizes student feedback collected from formal and informal formative and summative assessments (e.g., graded class work/exams, IEP goal attainment if appropriate, behavior, verbal expressions, etc.) to monitor and adjust instruction.
Unacceptable: The candidate does not utilize student feedback to monitor and adjust instruction. Developing 1: The candidate identifies practices for utilizing student feedback to monitor and adjust instruction. Developing 2: The candidate selects practices for utilizing student feedback to monitor and adjust instruction. Target:
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The candidate utilizes student feedback to monitor and adjust instruction. 5a. Designs professional goals to improve his/her instructional practice.
Unacceptable: The candidate does not design professional goals to improve his/her instructional practice. Developing 1: The candidate recognizes the importance of identifying professional goals. Developing 2: The candidate identifies areas of strength and weakness in his/her instructional practice. Target: The candidate designs professional goals to improve his/her instructional practice based on students’ needs.
Signature Assessment #10: Summative Student Teaching Evaluation Description: Unit-wide summative evaluation of all FEAPs prior to the end of Student Teaching. Each candidate must demonstrate each FEAP Measurable Criteria at the Target level prior to receiving a satisfactory grade for Student Teaching. FEAPs: All
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