Student Teaching Portfolio -- English - SP 13 Teaching Portfolio -- English - SP 13 Levels/Criteria...

Student Teaching Portfolio -- English - SP 13 Levels/Criteria Not Met Barely Met Satisfactorily Met Target Score/Level

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.1 Candidates demonstrate knowlede of, and skill in the use of, the English language.

No sample(s) of student work prior to teaching the lessons are showcased, no evidence that standard is addressed, no post teaching work sample showcased, no relection on standard cited.

No pre- or post- student work showcased, evidence that standard is addressed is present, no real reflection included

Samples of pre- and post- work showcased, evidence that standard is addressed is present, reflection involving the standard is present

Samples of pre-and post- work showcased, clear evidence that standard is addressed, reflection concerns student work, standard, and ties to lesson plan evident

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.1 : Candidates demonstrate knowledge of, and skills in the use of, the English language. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.1.1: Integrate their knowledge of students' language acquisition and development into instruction and assessment designed to enhance their students’ learning; Performance Indicator 3.1.2: Design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA; Performance Indicator 3.1.3: Use both theory and practice in helping students understand the impact of cultural, economic, political, and social environments on language; Performance Indicator 3.1.4: Show extensive knowledge of how and why language varies and changes in different regions, across different cultural groups, and across different time periods and incorporate that knowledge into classroom instruction and assessment that acknowledge and show consistent respect for language diversity; Performance Indicator 3.1.5: Demonstrate in-depth knowledge of the evolution of the English language and historical influences on its forms and how to integrate this knowledge into student learning; Performance Indicator 3.1.6: Incorporate an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond effectively to written, oral, and other texts; Performance Indicator 3.1.7: Demonstrate an in-depth knowledge of semantics, syntax, morphology, and phonology through their own effective use of language and integrate that knowledge into teaching their students to use oral and written language effectively.

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.2 Candidates demonstrate knowledge of oral, visual, and written literacy.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12

http://www.taskstream.com/

Levels/Criteria Not Met Barely Met Satisfactorily Met Target Score/Level

Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.2 : Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.2.1: Create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing; Performance Indicator 3.2.2: Create opportunities and develop strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes; Performance Indicator 3.2.3: Demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy; Performance Indicator 3.2.4: Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes; Performance Indicator 3.2.5: Use a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and meaning.

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.3 Candidates demonstrate their knowledge of reading processes.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.3 : Candidates demonstrate their knowledge of reading processes. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.3.1: Integrate into their teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty; Performance Indicator 3.3.2: Use a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities, and understandings to make meaning of texts; Performance Indicator 3.3.3: Integrate into students' learning experiences a wide variety of strategies to interpret, evaluate, and appreciate texts and assess the effectiveness of such strategies in promoting student learning.

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.4 Candidates demonstrate their knowledge of different composing processes.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)


Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.4 : Candidates demonstrate knowledge of different composing processes. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.4.1: Develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding; Performance Indicator 3.4.2: Teach students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action.

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.5 Candidates demonstrate knowledge of, and use for, an extensive range of literature.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.5 : Candidates demonstrate knowledge of, and uses for, an extensive range of literature. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator: Demonstrate an in-depth knowledge of, and an ability to use, varied teaching applications for: Detail 3.5.1: Works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature; Detail 3.5.2: Works from a wide variety of genres and cultures, works by female authors, and works by authors of color; Detail 3.5.3: Numerous works specifically written for older children and younger adults; Detail 3.5.4: A range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches.

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.6 Candidates demonstrate knowledge of the range and influence of





Standards


print and non-print media and technology in contemporary culture.

USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.6 : Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.6.1: Understand media’s influence on culture and people’s actions and communication, reflecting that knowledge not only in their own work but also in their teaching; Performance Indicator 3.6.2: Use a variety of approaches for teaching students how to construct meaning from media and nonprint texts and integrate learning opportunities into classroom experiences that promote composing and responding to such texts; Performance Indicator 3.6.3: Help students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.

1.1 The candidate demonstrates an understanding of the central concepts of his or her discipline NCTE 3.7 Candidates demonstrate knowledge of research theory and findings in English language arts.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.7 : Candidates demonstrate knowledge of research theory and findings in English language arts. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.7.1: Reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate; Performance Indicator 3.7.2: Use teacher-researcher models of classroom inquiry to analyze their own teaching practices so they can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations.

1.2 The candidate uses explanations and representations that link curriculum to prior learning NCTE 2.5 Candidates make meaningful connections between the ELA curriculum and





Standards


developments in culture, society, and education."

USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.5: Make meaningful and creative connections between the ELA curriculum and developments in culture, society, and education;

1.3 The candidate evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery. NCTE 4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for the teaching of English language arts.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.1: Understand the purposes and characteristics of different kinds of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in ELA;

1.4 The candidate engages students in interpretting ideas from a variety of perspectives. NCTE 4.5 Candidates engage students often in meaningful discussions for the purposes of interpretting and evaluating ideas presented through oral, written, and/or visual forms.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES


Strand: TARGET Performance Indicator 4.5: Help students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms;

1.5 The candidate uses interdisciplinary approaches to teaching and learning. NCTE 2.6 Candidates engage their students in activities that demonstrate the role of arts and humanities in learning.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.6: Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students.

1.5 The candidate uses interdisciplinary approaches to teaching and learning. NCTE 4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.3: Work with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines;

1.6 The candidate uses methods of inquiry that are

No sample(s) of student work prior to teaching the lessons

No pre- or post- student work showcased, evidence that

Samples of pre- and post- work showcased, evidence that

Samples of pre-and post- work showcased, clear evidence that


central to the discipline. NCTE 2.4 Candidates uses practices designed to assist students in developing habits of critical thinking and judgment.

are showcased, no evidence that standard is addressed, no post teaching work sample showcased, no relection on standard cited.

standard is addressed is present, no real reflection included

standard is addressed is present, reflection involving the standard is present

standard is addressed, reflection concerns student work, standard, and ties to lesson plan evident


USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.4: Design and implement instruction and assessment that assist students in developing habits of critical thinking;

1.6 The candidate uses methods of inquiry that are central to the discipline. NCTE 2.6 Candidates engage their students in activities that demonstrate the role of arts and humanities in learning.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.6: Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students.

2.1 The candidate evaluates student performance to design instruction appropriate for social, cognitive, and emotional development. NCTE 4.10 Using a variety of formal and informal





Standards


assessment activities and instruments to evaluate processes and products.

USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.10: Integrate assessment consistently into instruction by: Detail: Establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; Detail: Interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; Detail: Assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; Detail: Explaining to students, parents, and others concerned with education how students are assessed.

2.2 The candidate creates relevance for students by linking with their prior experiences. NCTE 2.5 Make meaningful connections between ELA curriculum and developments in culture, society, and education.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.


2.3 The candidate provides opportunities for students to assume responsibility for and be actively engaged in their learning. NCTE 3.3.1 Respond to and interpret in varied ways, what is read , teaching their students how to do this as well.







Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.3 : Candidates demonstrate their knowledge of reading processes. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.3.1: Integrate into their teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty;

2.4 The candidate encourages student reflection on prior knowledge and its connection to new information. NCTE 3.2.2 Use writing, speaking, and observing as major forms of inquiry, reflection, and expression in their coursework and teaching.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.2 : Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.2.2: Create opportunities and develop strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes;

2.5 The candidate assesses student thinking as a basis for instructional activities through group/individual interaction and written work (listening, encouraging discussion, eliciting samples of student thinking orally and in writing. NCTE 4.2 Candidates align curriculum goals and teaching strategies with organization of classroom environments and learning experiences to promote






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET


whole-class, small-group, and individual work.

Performance Indicator 4.2: Create literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection;

3.1 The candidate designs instruction appropriate to students' stages of development, learning styles, strengths, and needs. NCTE 2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.1: Create and sustain an inclusive and supportive learning environment in which all students can engage in learning;

3.2 The candidate selects approaches that provide opportunities for different performance modes. NCTE 2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.







3.3 The candidate accesses appropriate services or resources to

No sample(s) of student work prior to teaching the lessons are showcased, no evidence

No pre- or post- student work showcased, evidence that standard is addressed is

Samples of pre- and post- work showcased, evidence that standard is addressed is

Samples of pre-and post- work showcased, clear evidence that standard is addressed,


meet exceptional learning needs when needed. NCTE 2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.

that standard is addressed, no post teaching work sample showcased, no relection on standard cited.

present, no real reflection included

present, reflection involving the standard is present

reflection concerns student work, standard, and ties to lesson plan evident



3.4 The candidate adjusts instruction to accommodate the learning differences or needs of students (time and circumstances of work, tasks assigned, communication, and response modes). NCTE 2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.







3.5 The candidate uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments.







NCTE 2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.

Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


3.5 The candidate uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments. NCTE 2.2 Candidates use ELA to help their students become familiar with their own and others' cultures.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.2: Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

3.5 The candidate uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments. NCTE 2.5 Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES


Strand: TARGET Performance Indicator 2.5: Make meaningful and creative connections between the ELA curriculum and developments in culture, society, and education;

3.5 The candidate uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments. NCTE 4.4 Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.4: Create opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability;

3.6 The candidate creates a learning community that respects individual differences. NCTE 2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.







4.1 The candidate selects and uses multiple teaching and learning strategies (a






variety of presentations/explanations) to encourage students in critical thinking and problem solving. NCTE 2.4 Candidates use practices designed to assist students in developing habits of critical thinking and judgment.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.


4.1 The candidate selects and uses multiple teaching and learning strategies (a variety of presentations/explanations) to encourage students in critical thinking and problem solving. NCTE 4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.3: Work with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines;

4.1 The candidate selects and uses multiple teaching and learning strategies (a variety of presentations/explanations) to encourage students in critical thinking and problem solving.







NCTE 4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.5: Help students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms;

4.2 The candidate encourages students to assume responsibility for identifying and using learning resources. NCTE 4.9 Candidates demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.9: Demonstrate how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teach a wide variety of such strategies to all students;

4.3 The candidate assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner needs. NCTE 4.6 Candidates engage students in critical analysis of different media and communications technologies.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET


Performance Indicator 4.6: Engage students in critical analysis of different media and communications technologies and their effect on students’ learning;

4.3 The candidate assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner needs. NCTE 4.8 Candidates engage students in making meaning from texts through personal response.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.8: Engage students in discovering their personal response to texts and ways to connect such responses to other larger meanings and critical stances;

5.1 The candidate encourages clear procedures and expectations that ensure students assume responsibility for themselves and others, work collaboratively and independently, and engage in purposeful learning activities.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

5.2 The candidate engages students by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and solve problems that are meaningful to them. NCTE 2.4 Candidates use practices designed to







assist students in developing habits of critical thinking and judgment.


5.3 The candidate organizes, allocates, and manages time, space, and activities in a way that is conducive to learning. NCTE 2.1 Create an inclusive and supportive learning environment in which all students can engage in learning







5.4 The candidate organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals. NCTE 4.2 Candidates align curriculum goals and teaching strategies with organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.2: Create literate classroom communities by presenting varied structures and techniques for group interactions by employing effective


classroom management strategies and by providing students with opportunities for feedback and reflection;

5.5 The candidate analyzes classroom environment and interactions and makes adjustments to enhance social relationships, student motivation/engagement and productive work. NCTE 4.4 Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender and ability







6.1 The candidate models effective communication strategies in conveying ideas and information and when asking questions (e.g. monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues both given and received). NCTE 4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.5: Help students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms;

6.1 The candidate models effective communication strategies in conveying ideas and information and

No sample(s) of student work prior to teaching the lessons are showcased, no evidence that standard is addressed, no

No pre- or post- student work showcased, evidence that standard is addressed is present, no real reflection

Samples of pre- and post- work showcased, evidence that standard is addressed is present, reflection involving the

Samples of pre-and post- work showcased, clear evidence that standard is addressed, reflection concerns student


when asking questions (e.g. monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues both given and received). NCTE 4.7 Candidates engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

post teaching work sample showcased, no relection on standard cited.

included standard is present work, standard, and ties to lesson plan evident


USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.7: Integrate throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication;

6.2 The candidate provides support for learner expression in speaking, writing, and other media. NCTE 3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.







6.2 The candidate provides support for learner expression in speaking, writing, and other media.

No sample(s) of student work prior to teaching the lessons are showcased, no evidence that standard is addressed, no post teaching work sample



Samples of pre-and post- work showcased, clear evidence that standard is addressed, reflection concerns student work, standard, and ties to


NCTE 4.6 Candidates engage students in critical analysis of different media and communications technologies.

showcased, no relection on standard cited.

lesson plan evident


USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.6: Engage students in critical analysis of different media and communications technologies and their effect on students’ learning;

6.3 The candidate demonstrates that communication is sensitive to gender and cultural differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgement of the responsiveness to different modes of communication and participation). NCTE 4.4 Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.







6.4 The candidate uses a variety of media communication tools to enrich learning opportunities. NCTE 3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.








6.4 The candidate uses a variety of media communication tools to enrich learning opportunities. NCTE 4.1 Candidate examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.







7.1 The candidate plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration. NCTE 2.1 Candidates create an inclusive and supportive learning





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and


environment in which all students can engage in learning.

involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.1: Create and sustain an inclusive and supportive learning environment in which all students can engage in learning;

7.1 The candidate plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration. NCTE 2.2 Candidates use ELA to help their students become familiar with their own and others' cultures.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.2: Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

7.1 The candidate plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration. NCTE 2.5 Candidates make meaningful connections between the ELA curriculum and developments in culture society, and education.







7.2 The candidate develops plans that are appropriate for curriculum






goals and are based on effective instruction. NCTE 3.7 Candidates demonstrate knowledge of research theory and findings in English language arts.







7.2 The candidate develops plans that are appropriate for curriculum goals and are based on effective instruction. NCTE 4.2 Candidates align curriculum goals and teaching strategies with organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.






USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.2: Create literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection;

7.3 The candidate adjusts plans to respond to unanticipated sources of input and/or student needs. NCTE 3.3.1 Respond to and interpret, in varied ways, what is read, teaching their students how





Standards


to do this as well USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 3.0 : ELA Candidate KnowledgeCandidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. Benchmark 3.3 : Candidates demonstrate their knowledge of reading processes. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 3.3.1: Integrate into their teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty;

7.4 The candidate develops short and long-range plans. NCTE 4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.







8.1 The candidate selects, constructs, and uses assessment strategies appropriate to the learning outcomes. NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 4.0 : ELA Candidate PedagogyCandidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 4.10:


results to students, parents, administrators and other audiences.

Integrate assessment consistently into instruction by: Detail: Establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; Detail: Interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; Detail: Assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; Detail: Explaining to students, parents, and others concerned with education how students are assessed.

8.2 The candidate uses a variety of informal and formal strategies to inform choices about student progress and to adjust instruction (e.g., standardized test data, peer and student self-assessment, informal assessments such as observation, surveys, interviews, student work, performance tasks, portfolio, and teacher made tests) NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators and other audiences.







8.3 The candidate uses assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs, and to encourage






them to set personal goals for learning. NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.



8.4 The candidate evaluates the effects of class activities on individuals and on groups through observation of classroom interaction, questioning, and analysis of student work. NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.







8.5 The candidate maintains useful records of student work and






performance and can communicate student progress knowledgeably and responsibly. NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.







8.6 The candidate solicits information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and students. NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.








9.1 The candidate uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice. NCTE 2.3 Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other colleagues.





Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

USA- Nat. Council of Teachers of English / NCATE: Program for Initial Prep. of Teachers of ELA Program: Program for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 Standard 2.0 : ELA Candidate AttitudesThrough modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES Strand: TARGET Performance Indicator 2.3: Use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a wellconceived plan for professional development that features collaboration with the academic community, professional organizations, and others;

9.2 The candidate uses professional literature, colleagues, and other resources to support self-development as a learner and as a teacher. NCTE 2.3 Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other colleagues.







9.2 The candidate uses professional literature, colleagues, and other






resources to support self-development as a learner and as a teacher. NCTE 3.7 Candidates demonstrate knowledge of research theory and findings in English language arts.







9.3 The candidate consults with professional colleagues within the school and other professional arenas as support for reflection, problem-solving and new ideas, actively sharing experiences, and seeking and giving feedback. NCTE 2.3 Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other colleagues.







10.1 The candidate participates in collegial activities designed to make the entire school a productive learning






environment. NCTE 2.3 Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other colleagues.


lesson plan evident

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.


10.2 The candidate links with counselors, teachers of other classess and activities within the school, professionals in community agencies, and others in the community to support students' learning and well-being. NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.







10.3 The candidate seeks to establish cooperative partnerships with parents/guardians to support student learning.






NCTE 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.


lesson plan evident



10.4 The candidate advocates for students






Conventions Minimal control of grammar, mechanics, spelling, usage, and sentence formation. Missing the following: is neatly typed using a 12 font, double-spaced, and includes appropriate citations.

Limited control of grammar, mechanics, spelling, usage, and sentence formation. Missing two of the following: is neatly typed using a 12 font, double spaced, and includes appropriate citations.

Sufficient control of grammar, mechanics, spelling, usage, and sentence formation. Missing one of the following: is neatly typed using a 12 font, double spaced, and includes appropriate citations.

Evident control of grammar, mechanics, spelling, usage, and sentence formation. Neatly typed using a 12 font, double spaced, and includes appropriate citations.

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