TEACHING/LEARNING INQUIRY CYCLE (TLIC) ASSESSMENT SCORING KEY UCTE PROGRAM WINDOWS OF DEVELOPMENT

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "TEACHING/LEARNING INQUIRY CYCLE (TLIC) ASSESSMENT SCORING KEY UCTE PROGRAM WINDOWS OF DEVELOPMENT"

Transcription

1 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. to KNOW YOUR STUDENTS 1. TC develops a comprehensive understanding of students backgrounds (e.g., cultural, linguistic, ability, interests, etc.) through multiple means, recognizes this diversity as an asset to learning, and utilizes this knowledge to plan instruction that is responsive to this diversity. 2. TC develops a comprehensive understanding of students academic, behavioral, and social needs through a variety of diagnostic assessment practices (both formative and summative assessments) and utilizes this knowledge to plan instruction that is responsive to this diversity. 3. TC integrates student and family input and opinions from the IEP process into daily planning. 4. TC collaborates with special education CT (or team) and general education CTs to plan for, implement, and review accommodations, modifications, and inclusionary supports. 5. TC collaborates with special education CT to examine the IEP goals of three different students with varying needs and determine how the TC can help to provide support through evidence-based practices. Awareness KNOW YOUR CONTENT, STANDARDS & CURRICULUM 6. TC demonstrates in-depth and accurate content knowledge needed to prepare and teach lessons in all curriculum areas appropriate to area of licensure (or seeks content knowledge needed to be prepared). 7. TC analyzes state/district standards to identify the critical attributes that inform the specific knowledge and skills required of students to meet the standard (e.g., unpacking standards). 8. TC uses the district curriculum, including scope and sequence, as a tool for planning instruction, while also carefully considering what they know about students backgrounds & academic strengths & needs. Emerging Basic Proficient Advanced

2 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 9. TC collaborates with general education and specialized staff to ensure that all students, including students with significant support needs, are included in standards based academic education in the general education classroom with adaptations (chronologically age appropriate education, materials and activities). DEVELOP RELEVANT, INCLUSIVE LEARNING GOALS AND TARGETS 10. TC selects or creates relevant, inclusive learning goals and targets using knowledge of the state standards(including 21 st century learning skills), district curriculum, and grade-level benchmarks as well as knowledge about students backgrounds and academic strengths and needs (including students with IEP objectives). 11. TC selects or creates language objectives (e.g., language processes used in learning like reading, writing, speaking, listening) appropriate to the needs of all learners and connected to the content being learned. 12. TC plans how to communicate the content and language learning goals/targets/objectives to students so that they can articulate what they are learning, why they are learning it, and how they will be successful in demonstrating their understanding. 13. TC identifies and writes learning goals and interventions for a data-driven IEP, Positive Behavior Support (PBS), and Literacy to be implemented in a general education or inclusive setting. 14. TC plans for how IEPs are individualized and monitored, how literacy plans coordinate with literacy goals on an IEP, and how issues of PBS, transition, problem-solving, and self-advocacy are planned. ASSESSMENT 15. TC selects or creates appropriate, high quality summative assessment that clearly aligns with learning goals/targets/objectives, district curriculum and standards.

3 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 16. TC selects or creates appropriate (developmental, sensitive to cultural, linguistic, and ability differences), high quality formative assessment strategies that provide ongoing information to the teacher and students about student progress towards the content & language goals/targets/objectives. 17. TC intentionally plans for ways to involve students in self-assessment and goal-setting. 18. TC conducts formal and informal assessments for the purpose of Specific Learning Disability (SLD) determination based on the convergence of multiple measures as well as other procedural requirements for entry, exit, or continuation of services within the specific educational system. RIGOROUS & ENGAGING INSTRUCTION 19. TC designs a coherent, aligned sequence of learning opportunities (initially within a lesson and later across multiple lessons within a unit) that enable students to meet the learning goals/targets/objectives through the selected assessment methods. This includes matching appropriate instructional models (e.g., cooperative learning, direct instruction, inquiry) to the learning goals/targets/objectives. 20. TC designs learning opportunities that build on students diverse background knowledge and uses this as a bridge to connect students to the academic and linguistic content that is the focus of the instruction. 21. TC designs multiple opportunities within a lesson for students to be engaged in instructional conversations that allow them to interact and make meaning of the content and language skills being learned. 22. TC plans differentiated learning opportunities to meet students diverse needs (e.g., small group instruction; differentiating the content, the processes students use to learn the content, and/or the ways students can demonstrate their understanding).

4 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 23. TC provides scaffolds & accommodations (e.g., reading guides, concept maps, graphic organizers, strategic visuals, etc.) that support student learning at increasingly advanced levels so that all students are engaged in rigorous, challenging content that is grade-level appropriate or higher for students above grade level. 24. TC collaborates with other professionals including CT and learning specialists (SPED, ELL, Speech/ Lang., Interventionists, School Psych) to engage in co-teaching models to deliver specific, purposeful instruction to meet the needs of the students. 25. TC expands repertoire of instructional strategies used for a variety of purposes as well as with a range of different types and levels of disability (e.g., error analysis, assessment matched to stages of learning and/or topography of the behavior of interest, self-monitoring, goal-setting, prompting, problem-solving, pro-social development, transition planning, etc.). 26. TC co-plans with an emphasis on instructional strategies and accommodations and co-teaches with general education classroom teacher to provide support for students with identified and not identified needs. PLANNING WITH INTENTIONALITY 27. TC consistently engages in purposeful planning based on student needs (ability, linguistic, social, and emotional) and a clear understanding of how to move students to the next level while meaningfully including all students. 28. TC analyzes and anticipates each step of the lesson to identify potential missteps for those students who need additional scaffolding and next steps for those students who show proficiency or understanding. 29. TC strategically anticipates and plans for the inclusion of positive behavior supports

5 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 30. TC plans for the use of assistive/alternative communication that is student centered, chronologically age appropriate and in a format that meets the sensory needs of the student (i.e. large print, picture symbols, real objects, sign language). 31. TC identifies how educational opportunities for students with severe needs are embedded throughout the day to increase his/her receptive vocabulary and are evidenced by the student making meaningful choices in a variety of environments. TC: What are your goals in the area of ning for the next internship? Site Teams/Clinical er Comments: Refer to the Quality Urban Classrooms (QUC) Observation Protocol used for coaching observations TC: What are your goals in the area of ing for the next internship? Site Teams/Clinical er Comments:

6 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. UCTE Program Windows of Development Special Education: Awareness Emerging Basic Proficient ACADEMIC PERSPECTIVE 32. TC monitors for evidence of student understanding throughout the lesson so that adjustments can be made on the spot. 33. TC collects data using multiple formative assessment strategies (anecdotal notes, observation records, think-pair-share, exit cards, etc.) to record and track student progress. 34. TC provides feedback to students both during and after the learning experience that enables students to monitor and adjust their performance to meet the criteria for success. 35. TC reads verbal and non-verbal cues while teaching (e.g. indicators of engagement, understanding, confusion, etc.) and adjusts accordingly. 36. TC collaborates with CT to provide meaningful communication to families about student progress and learning (e.g. weekly newsletter, positive phone calls home, teacher website, progress reports, daily log). BEHAVIORAL PERSPECTIVE 37. TC actively monitors and attends to all aspects of the learning environment, reinforcing positive behavior and redirecting students focus on the learning. 38. TC collects data regarding behavior using multiple strategies to record and track student progress, which is supportive of the classroom and school expectations. TC: What are your goals in the area of Monitor and for the next internship? Advanced Site Teams/Clinical er Comments:

7 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. UCTE Program Windows of Development Special Education: Awareness Emerging Basic Proficient 39. TC individually and collaboratively (e.g. data teams) analyzes and interprets student data (e.g., work samples, formative and summative assessments) and identifies next steps for general instruction and targeted and intensive instruction/ intervention. 40. TC redesigns and reteaches rigorous and coherent instruction by adjusting learning opportunities, interventions, assessment format, etc. for students who did not meet proficiency as well as plans extensions for students who are beyond proficiency. 41. TC reflects on own teaching (in relation to student learning) in order to identify next steps for own professional learning (e.g., seeking out resources, collaborating with specialists, etc.) 42. TC reflects on overall classroom climate and community to identify next steps to support academic and behavioral growth for students and opportunities to have choice, voice in decisions, and autonomy. 43. TC (in collaboration with CT) facilitates grade/department level/school-wide problemsolving processes and protocols using clear data to address the needs of learners who are not making adequate progress. 44. TC actively participates in a staffing (e.g. share assessment data using verbal and visual demonstrations, collaborate on the prioritization of strengths and needs, brainstorm individualized measurable annual goals). 45. TC evaluates the impact of differentiation from multiple perspectives including the social, cultural, linguistic contexts of schooling. 46. TC shows evidence of self-initiated and continued pursuit of knowledge and skills related to various types and severity of disability to understand learners and use this knowledge to support students and families. 47. TC supervises a paraprofessional as s/he provides Advanced

8 Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. UCTE Program Windows of Development Special Education: support for one or more students. 48. TC participates actively during the summary, analysis, and interpretation of formal and informal assessment data for the purpose of SLD determination and/or other procedural requirements for entry, exit, or continuation of services within the special education system. 49. TC participates in evaluation of the effectiveness of tiered interventions on students academic, linguistic, and behavioral success. TC: What are your goals in the area of for the next internship? Site Teams/Clinical er Comments:

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0

March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 Table of Contents STRAND I: TEACHING FOR LEARNING... 3 Standard 1: Curriculum... 3 A. Alignment... 3 B. Coherence... 3 Standard 2: Instruction... 3 C. Instructional

More information

Key Principles for ELL Instruction (v6)

Key Principles for ELL Instruction (v6) Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric

Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric 1. Professional Knowledge The teacher demonstrates an understanding of curriculum, subject content, and the developmental needs

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

Some students are engaged in learning, but others do not respond to instructional strategies focused on the class as a whole.

Some students are engaged in learning, but others do not respond to instructional strategies focused on the class as a whole. Piedmont/California Standards for the Teaching Profession Self-Assessment Continuum of Teaching Practice Standard 1 P/CSTP: Engaging and Supporting All Students in Learning 1.1 Using knowledge of students

More information

Section The Illinois Professional Teaching Standards Beginning July 1, ) Knowledge Indicators The competent teacher:

Section The Illinois Professional Teaching Standards Beginning July 1, ) Knowledge Indicators The competent teacher: Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program

More information

POLK COUNTY SCHOOLS TEACHER EVALUATION SYSTEM. Evidence-Based Practices Rubrics and Situational Context Factors

POLK COUNTY SCHOOLS TEACHER EVALUATION SYSTEM. Evidence-Based Practices Rubrics and Situational Context Factors POLK COUNTY SCHOOLS TEACHER EVALUATION SYSTEM Evidence-Based Practices Rubrics and Situational Context Factors This document identifies and describes the evidence-based teaching practices and situational

More information

Integrated Social Sciences, Humanities, and Arts

Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts Course Description: The student will learn to plan, implement, and assess developmentally

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Franklin Public Schools District Improvement Plan 2014-2015

Franklin Public Schools District Improvement Plan 2014-2015 Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language . EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical

More information

THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

Common Core Teaching Standards (Maine 2012)

Common Core Teaching Standards (Maine 2012) Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually

More information

Common Core of Teaching (CCT) Rubric for Effective Teaching

Common Core of Teaching (CCT) Rubric for Effective Teaching CONNECTICUT STATE DEPARTMENT OF EDUCATION Common Core of Teaching (CCT) Rubric for Effective Teaching The Common Core of Teaching (CCT) Instrument will be used to evaluate teacher performance and practice

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

COBB KEYS SPECIAL EDUCATION TEACHER EVALUATION SYSTEM PERFORMANCE RUBRIC WITH EXAMPLES OF TEACHER EVIDENCE

COBB KEYS SPECIAL EDUCATION TEACHER EVALUATION SYSTEM PERFORMANCE RUBRIC WITH EXAMPLES OF TEACHER EVIDENCE CURRICULUM AND PLANNING STANDARD (CP): The Special Education teacher makes decisions about planning that demonstrate an understanding of grade level content knowledge, specialized that addresses students

More information

BUILDING CURRICULUM ACCOMMODATION PLAN

BUILDING CURRICULUM ACCOMMODATION PLAN BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION

More information

Possible Guiding Questions: Conversations Between Principals and Teachers. ROLE: English as a Second Language Teachers

Possible Guiding Questions: Conversations Between Principals and Teachers. ROLE: English as a Second Language Teachers Conversations Between Principals and Teachers ROLE: English as a Second Language Teachers This document utilizes the components within the Danielson Framework for Teaching to provide possible guiding questions

More information

Continuum of Teaching Practice

Continuum of Teaching Practice Continuum of Teaching Practice Table of Contents Introduction....2 Context and History....2 Rationale and Use....3 Structure and Organization....3 Reading and Self-Assessing on the Continuum of Teaching

More information

READING WITH. Reading with Pennsylvania Reading Specialist Certificate

READING WITH. Reading with Pennsylvania Reading Specialist Certificate READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration

More information

Professional Development Needs Assessment for Teachers

Professional Development Needs Assessment for Teachers Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development

More information

Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr.

Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr. Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr. Theory of Action for Peck school In the spirit of the Theory of Action for the Holyoke Public Schools district,

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Commission on Teacher Credentialing. Education Specialist Clear Program Standards

Commission on Teacher Credentialing. Education Specialist Clear Program Standards Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

CEC Initial Level Special Educator Preparation Standards 1

CEC Initial Level Special Educator Preparation Standards 1 Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Marzano Center Non-Classroom Instructional Support Member Evaluation Form

Marzano Center Non-Classroom Instructional Support Member Evaluation Form Marzano Center Non-Classroom Instructional Support Member Evaluation Form Prepared by Learning Sciences Marzano Center for Teacher and Leader Evaluation March, 2013 OUR MISSION The Learning Sciences Marzano

More information

Newark Public Schools Teacher Evaluation

Newark Public Schools Teacher Evaluation Newark Public Schools Teacher Evaluation Framework for Effective Teaching A GUIDEBOOK FOR TEACHERS & ADMINISTRATORS 2015-16 TABLE OF CONTENTS Letter from the Superintendent... ii Introduction... 1 Newark

More information

There are 4,400 students enrolled in Salem Public Schools. Bentley Elementary, is currently a Level 4 school undergoing a turnaround redesign.

There are 4,400 students enrolled in Salem Public Schools. Bentley Elementary, is currently a Level 4 school undergoing a turnaround redesign. About the Partnership Blueprint Schools Network (Blueprint) is a nonprofit organization based in Massachusetts. Our work with schools around the country has shown that positive change is possible when

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Standards of the P-6 Mathematics Specialist Endorsement

Standards of the P-6 Mathematics Specialist Endorsement Standards of the P-6 Mathematics Specialist Endorsement I. Mathematical Content Knowledge and Knowledge of Curriculum Candidates have deep understanding of mathematical content and knowledge of mathematical

More information

Syracuse City School District Teaching and Learning Framework

Syracuse City School District Teaching and Learning Framework Syracuse ity School District Teaching and Learning Framework Executive Summary The SSD Teaching and Learning Framework and Rubric are intended to serve as tools to aid in the observation, coaching, development

More information

Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success

Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success The Blueprint: The Blueprint targets curriculum, instruction and assessment as key

More information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and

More information

APPENDIX A: Examples of Observations and Documentation

APPENDIX A: Examples of Observations and Documentation APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening

More information

Framework for Teaching Possible Evidence List

Framework for Teaching Possible Evidence List Framework for Teaching Possible Evidence List Examples of Possible Artifacts: Domain 1 1a. Knowledge of Content and Pedagogy Professional Development in the content area (courses, workshops) Lesson Plans

More information

Crosswalk of the Ohio Teacher Evaluation System Rubric and the Marzano Rubric

Crosswalk of the Ohio Teacher Evaluation System Rubric and the Marzano Rubric Crosswalk of the Ohio Teacher Evaluation System Rubric Cells highlighted in blue represent OTES Performance Rubric indicators that were not previously addressed in the Marzano Rubric, as found in the ODE

More information

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards

More information

South Carolina Literacy Competencies. for Reading Coaches

South Carolina Literacy Competencies. for Reading Coaches 2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and

More information

Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences)

Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences) [Type here] Revised July 0 Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences). Plans lessons that demonstrate knowledge of content and pedagogy Lesson Plans:

More information

RIGOROUS CURRICULUM DESIGN AND IMPLEMENTATION

RIGOROUS CURRICULUM DESIGN AND IMPLEMENTATION 1 RIGOROUS CURRICULUM DESIGN AND IMPLEMENTATION A FOUR-PART OVERVIEW PART ONE: SEEING THE BIG PICTURE CONNECTIONS FIRST What is Rigorous Curriculum Design? The model defines a rigorous curriculum as an

More information

FRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation

FRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation FRAMEWORK FOR EFFECTIVE TEACHING Newark Public Schools Teacher Performance Evaluation A GUIDEBOOK FOR TEACHERS & ADMINISTRATORS 2014-2015 TABLE OF CONTENTS Letter from the Superintendent... iii Introduction...

More information

Formative. Objectives. Types of Assessments K-W-L. Purpose. By the end of this presentation, you will be able to:

Formative. Objectives. Types of Assessments K-W-L. Purpose. By the end of this presentation, you will be able to: Formative Rebecca Sarlo RtI Specialist Carole McGurk Science Specialist Differentiated Accountability, Region 4 Florida Department of Education Purpose Objectives By the end of this presentation, you will

More information

M.A. in Special Education / 2013-2014 Candidates for Initial License

M.A. in Special Education / 2013-2014 Candidates for Initial License M.A. in Special Education / 2013-2014 Candidates for Initial License Master of Arts in Special Education: Initial License for Teachers of Students with Moderate Disabilities (PreK-8 or 5-12) Candidates

More information

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012 District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI

More information

Field Experience and Student Teaching Competencies

Field Experience and Student Teaching Competencies Field Experience and Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of field experience and student teaching competencies that will

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are

More information

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the

More information

READ 6915 READING PRACTICUM II Fall 2014

READ 6915 READING PRACTICUM II Fall 2014 READ 6915 READING PRACTICUM II Fall 214 Instructor: Dr. Connie Buskist Phone: 244-3134 325 Education Bldg. E-mail: cbuskist@aum.edu Office Hours: Monday 11:3-4:3 Wednesday 11:3-4:3 COURSE DESCRIPTION:

More information

Building a Better Teacher Appraisal and Development System: Draft Instructional Practice Rubric

Building a Better Teacher Appraisal and Development System: Draft Instructional Practice Rubric Building a Better Teacher Appraisal and Development System: Draft Instructional Practice Rubric As a part of the design process for HISD s new teacher appraisal system, the Instructional Practice working

More information

Instructional Skills Teacher Special Education Teacher Job Description

Instructional Skills Teacher Special Education Teacher Job Description 1 Instructional Skills Teacher Special Education Teacher Job Description TITLE: QUALIFICATIONS: Special Education Teacher Professional Educator License: Endorsement as a Learning Behavior Specialist I

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative

More information

Completed Formal Classroom Observation Form

Completed Formal Classroom Observation Form Completed Formal Classroom Observation Form (Once participants have filled in and discussed the blank Formal Classroom Observation Form, facilitators should hand out copies of this completed form) August

More information

Huron-Perth Catholic District School Board Improvement Plan Faith and Learning: Celebrating the Journey

Huron-Perth Catholic District School Board Improvement Plan Faith and Learning: Celebrating the Journey Huron-Perth Catholic District School Board Improvement Plan 2015-2016 Faith and Learning: Celebrating the Journey BOARD MISSION STATEMENT We are a Catholic School Board. We serve our students, working

More information

ACTION 100 and Students Receiving Special Education Services

ACTION 100 and Students Receiving Special Education Services ACTION 100 and Students Receiving Special Education Services Approximately 12% of students in grades K-12 currently receive special education services. These students include: those with diagnosed learning

More information

Unit/Lesson Planning Guide: Key Questions to Consider While Planning

Unit/Lesson Planning Guide: Key Questions to Consider While Planning Unit/Lesson Planning Guide: Key Questions to Consider While Planning Following is a guide to unit and lesson planning; it is based on approaches to unit and lesson planning introduced in TE 401 and used

More information

PROGRAM COMPONENTS T0 SUPPORT STUDENTS WITH INTELLECTUAL DISABILITIES

PROGRAM COMPONENTS T0 SUPPORT STUDENTS WITH INTELLECTUAL DISABILITIES PROGRAM COMPONENTS T0 SUPPORT STUDENTS WITH INTELLECTUAL DISABILITIES Mental retardation is a disability characterized by significant limitations, both in intellectual functioning and in adaptive skills

More information

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Rationale A plan is in place for the 2013-14 school year to continue

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

Technical Assistance Paper

Technical Assistance Paper Pam Stewart Commissioner of Education DPS: 2014-94 Date: August 1, 2014 Technical Assistance Paper What s Special about Special Education? Specially Designed Instruction for Students with Disabilities

More information

TLE Observation and Evaluation Rubric Teachers 2012-2013

TLE Observation and Evaluation Rubric Teachers 2012-2013 TLE Observation and Evaluation Rubric Teachers 0-0 Domain/Relative Weight Dimension Page Classroom Management 0%. Preparation. Discipline. Building-Wide Climate Responsibility. Lesson Plans. Assessment

More information

Wappingers Central School District

Wappingers Central School District Wappingers Central School District Response to Intervention Plan (RTI) February 2012 Tier III Tier II Tier I 1 Introduction to WCSD s 3 Tier RTI Model The 3 Tier Response to Intervention (RTI) Model provides

More information

SPECIAL EDUCATION CONTINUUM OF SERVICES INSTRUCTIONAL SETTINGS IN LISD

SPECIAL EDUCATION CONTINUUM OF SERVICES INSTRUCTIONAL SETTINGS IN LISD SPECIAL EDUCATION CONTINUUM OF SERVICES INSTRUCTIONAL SETTINGS IN LISD Inclusion is a philosophy/a belief system for educating students with disabilities in the general education classroom. Inclusive practices

More information

THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement

More information

Standards for Special Education Teachers

Standards for Special Education Teachers Standards for Special Education Teachers Introduction The new standards for special education teachers have been developed to align with the Core Standards For Teachers developed by the North Carolina

More information

ENGLISH LEARNERS AND THE COMMON CORE STANDARDS

ENGLISH LEARNERS AND THE COMMON CORE STANDARDS ENGLISH LEARNERS AND THE COMMON CORE STANDARDS Background for the Californians Together Raise Your Voice for English Learners in the Common Core Standards Toolkit New Common Core Standards have been voluntarily

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists Definition of an Effective Physical Therapist Effective school physical therapists are vital members of the

More information

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy

More information

PROPOSED PROGRAM MODIFICATIONS 5/4/2010

PROPOSED PROGRAM MODIFICATIONS 5/4/2010 PROPOSED PROGRAM MODIFICATIONS 5/4/2010 Radnor Township School District 2010-2011 What the District Maintains 2 After proposed $3-4 million budget reduction: Recommended class size Integrated classes Co-taught

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists Definition of an Effective Occupational Therapist Effective occupational therapists are vital members

More information

Effective Sheltered Instruction Strategies

Effective Sheltered Instruction Strategies Effective Sheltered Instruction Strategies Presented by: Campos Language Education Network, LLC Adelita Campos Acosta Alicia Parra www.camposlanguageeducationnetwork.com info@camposlanguageeducationnetwork.com

More information

Facilitated Modules 60 inservice credits. Assessment and Evaluation 60 inservice credits Facilitated

Facilitated Modules 60 inservice credits. Assessment and Evaluation 60 inservice credits Facilitated FDLRS Professional Development Alternatives Online Modules Course Descriptions www.fl-pda.org Available statewide. Free to Florida educators. Resources and content are reviewed monthly and updated annually

More information

Educational Interpreter/Transliterator for Ages 3-21

Educational Interpreter/Transliterator for Ages 3-21 Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator

More information

Rubric for Evaluating North Carolina s Speech- Language Pathologists

Rubric for Evaluating North Carolina s Speech- Language Pathologists Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language

More information

PDP Writing Workshop For Initial and Professional Educators Diocese of Madison INTRODUCTION

PDP Writing Workshop For Initial and Professional Educators Diocese of Madison INTRODUCTION PDP Writing Workshop For Initial and Professional Educators Diocese of Madison INTRODUCTION The PDP is a requirement for any educator in Wisconsin who is licensed in a particular category (teacher, administrator,

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

Teachers Demonstrate Leadership

Teachers Demonstrate Leadership STANDARD 1: Element A Teachers Demonstrate Leadership Teachers lead in their classrooms. -Has assessment data available and refers to it to understand the skills and abilities of students - Accesses data

More information

RUBRIC RESOURCE FOR SPEECH-LANGUAGE PATHOLOGISTS. May 2015

RUBRIC RESOURCE FOR SPEECH-LANGUAGE PATHOLOGISTS. May 2015 RUBRIC RESOURCE FOR SPEECH-LANGUAGE PATHOLOGISTS May 2015 Use of this Resource Document for School Speech-Language Pathologists This resource document has been developed by the Ad-Hoc Committee of the

More information

Standard I: TOSAs demonstrate mastery in pedagogy, content, and district systems

Standard I: TOSAs demonstrate mastery in pedagogy, content, and district systems Standard I: TOSAs demonstrate mastery in pedagogy, content, and district systems Element a Alignment What does Effective look like for TOSAs? Understand Teacher Standards Provides and supports teachers

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* The teacher designs instruction appropriate for all students that reflects an understanding of relevant content

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

Special Education (Dual) PA Instructional I Certification Coursework, Clinical Supervision and Mentoring Program Overview 2015-2016

Special Education (Dual) PA Instructional I Certification Coursework, Clinical Supervision and Mentoring Program Overview 2015-2016 Special Education (Dual) PA Instructional I Certification Coursework, Clinical Supervision and Mentoring Program Overview 2015-2016 Overview: Intern teachers in the PennGSE Teach for America Urban Teacher

More information

Reading Specialist (151)

Reading Specialist (151) Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

More information

Math Program Selection. Board of Education March 12, 2014

Math Program Selection. Board of Education March 12, 2014 Math Program Selection Board of Education March 12, 2014 Why a Math Program? Math Shifts- Focus, Coherence, Rigor, Deep Understanding, Application, Dual Intensity Will provide consistency and common teaching

More information

Special Education Program Descriptions 2016-17

Special Education Program Descriptions 2016-17 Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions

More information

Standards Based Philosophy and Practices

Standards Based Philosophy and Practices Standards Based Philosophy and Practices Vision: Develop and implement with fidelity and accountability a guaranteed and viable curriculum that is standards-based. Increase student achievement by focusing

More information

Reading Street and English Language Learners

Reading Street and English Language Learners Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying

More information