E.2 TEACHING COMPETENCIES TESOL. Cooperating Teacher

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1 TEACHING COMPETENCIES E.2 TESOL Student Teacher/Intern Cooperating Teacher Semester & Year Grade(s) Complete at the end of the placement, using rubric. Checkmark the column that best represents the candidate s performance in meeting the stated criteria during the placement assume 2 - Developmentally Appropriate Student Teacher as a starting point and mark up or down as appropriate to the candidate s actual performance. Performance at the end of the placement should be given greater consideration. Evaluations will be used for candidate development and aggregated for program self-study. Comments are welcomed; please use the back of the page. Not Ready Developing Novice Developmentally Appropriate Student Teacher Accomplished Student Teacher Highly Accomplished / Early Professional - Not Observed THE LEARNER AND LEARNING: Learner Development, Learning Differences, and Learning Environment SAMPLE: LL 1. Knowledge of Theories LL 1. Knowledge of Theories (TESOL 1.b) LL 2. Knowledge of Development (TESOL 1.b.5) LL 3. Knowledge of Diversity (TESOL 2) LL 4. Motivation (TESOL 3.a.2) LL 5. Management LL 6. Timing CONTENT: Content Knowledge and Application of Content CK 7. Knowledge of Concepts (TESOL 1.a, 1.b, 2) CK 8. Scope and Sequence (TESOL 3.a.5) CK 9. Communication (TESOL 1.a.4) CK 10. Connecting Disciplines (TESOL 3.a.1, 3.b.2) CK 11. Connecting Experiences (TESOL 3.a.5) INSTRUCTIONAL PRACTICE: Assessment, Planning for Instruction, Instructional Strategies IP 12. Assessment Alignment (TESOL 4.a.2, 4.c) IP 13. Assessment Tools (TESOL 4.a.2, 4.c) IP 14. Questioning (TESOL 4.a.2) IP 15. Data (TESOL 4.c) IP 16. Data-Driven Decision-Making (TESOL 3.a.5) IP 17. Planning (TESOL 3.a.1) IP 18. Differentiation (TESOL 3.a.3, 3.a.4) IP 19. Cooperation (TESOL 3.a.2) IP 20. Engagement (TESOL 3.b, 3.c) IP 21. Technology IP 22. Expectations (TESOL 1.b.5)

2 TEACHING COMPETENCIES PROFESSIONAL RESPONSIBILITY: Professional Learning, Ethical Practice, Leadership & Collaboration PR 23. Dispositions (TESOL 5.b.7) PR 24. Reflection (TESOL 5.b.2) PR 25. Growth Mindset (TESOL 5.b.1) PR 26. Collaboration with Families (TESOL 5.b.6) PR 27. Collaboration with Personnel (TESOL 5.b.3, 5.b.4) ADDENDUM: TESOL-Specific Standards AD 28. Language as a System (TESOL 1.a.2, 1.a.3) AD 29. Language Acquisition (TESOL 1.b.1) AD 30. Literacy Development (TESOL 1.b.2) AD 31. Building on Language Variety (TESOL 1.b.3) AD 32. Cultural Identity (TESOL 2.a) AD 33. Cultural Conflicts (TESOL 2.c) AD 34. Home and School Partnerships (TESOL 2.d) AD 35. Developing Listening Skills (TESOL 3.b.4, 4.b.3) AD 36. Developing Speaking Skills (TESOL 3.b.5, 4.b.3) AD 37. Developing Vocabulary and Reading Skills (TESOL 3.b.7, 4.b.3) AD 38. Developing Grammar and Writing Skills (TESOL 3.b.8, 4.b.3) AD 39. Issues of Assessment (TESOL 4.a.1, 4.a.4) AD 40. Assessment and Decision-Making (TESOL 4.b.1, 4.b.2) E.2 TESOL Comments: Evaluator Signature Date

3 Please refer to this rubric when completing form E.2 Teaching Competencies. HIGHLY / THE LEARNER AND LEARNING: Learner Development, Learning Differences, and Learning Environments LL 1. Knowledge of Theories INTASC 1 / Danielson 1b NYACK 5 / TESOL 1.b understanding. Demonstrates a growing understanding of developmental patterns: cognitive, linguistic, social, emotional, and physical interactions with learners construction of appropriate Incorporates mentor/supervisor input. Seeks out mentor/ supervisor input and current research. LL 2. Knowledge of Development INTASC 2 / Danielson 1b NYACK 5 / TESOL 1.b.5 understanding. Demonstrates a growing understanding of the specialized needs of learners in the range of the developmental spectrum respectful interactions with learners construction of appropriate Incorporates mentor/supervisor input. Seeks out mentor/ supervisor input and current research. LL 3. Knowledge of Diversity INTASC 2 / Danielson 1b NYACK 3 / TESOL 2 understanding. Demonstrates a growing understanding of the varied needs of learners from diverse backgrounds (including linguistic) respectful interactions with learners construction of appropriate Incorporates mentor/supervisor input. Seeks out mentor/ supervisor input and current research. LL 4. Motivation INTASC 3 / Danielson 2a NYACK 11 / TESOL 3.a.2 Makes positive teacher-learner interactions. Establishes a positive classroom climate. Uses a combination of individual and collaborative learning tasks for motivation. Encourages learners to take risks. Uses active learning tasks for multiple modalities. Plans opportunities for choice in activities and assignments. LL 5. Management INTASC 3 / Danielson 2d NYACK 7 Exhibits inconsistent alertness and response. Exhibits alertness to learner behavior and uses positive reinforcement. Responses to misbehavior are appropriate. Establishes standards of conduct with learner participation. Encourages learners to monitor their own behavior. LL 6. Timing INTASC 3 / Danielson 2c NYACK 7 Pacing and transitions have an inconsistent impact on instructional time. Maintains awareness of time. Adjusts pace of instruction, activities, and transitions to fit allotted time. Adjusts pacing without rushing or cutting short. Trains learners to transition themselves between activities smoothly.

4 HIGHLY / CONTENT: Content Knowledge and Application of Content CK 7. Knowledge of Concepts INTASC 4 / Danielson 1a NYACK 4 / TESOL 1.a, 1b.2 Level 2, but: Academic language is limited, or makes one or two content errors during the placement. Demonstrates an accurate understanding of the main concepts and academic language of required content plans/materials initial discussion with learners additional discussion with related concepts Handles unanticipated content questions and explanations well. CK 8. Scope and Sequence INTASC 4 / Danielson 1c NYACK 4 / TESOL 3.a.5 Selects an appropriate amount. Selects an appropriate amount and depth of subject matter to be covered in lessons. Sequences all prerequisite knowledge and skills. Selects only supportive and substantive info/activities to scope. CK 9. Communication INTASC 4 / Danielson 3a NYACK 8 / TESOL 1.a.4 Uses standard English. Explains content developmentally appropriate spoken and written language that conforms to standard English. academic vocabulary clear visual representations expressive language that extends learners vocabularies appealing visual representations CK 10. Connecting Disciplines INTASC 5 / Danielson 1a NYACK 6 / TESOL 3.a.1, 3.b.2 Makes superficial connections. Builds learner understanding of content by sharing connections between content and other disciplines. Elicits learner multi-disciplinary connections. Creates multi-disciplinary activities. CK 11. Connecting Experiences INTASC 5 / Danielson 1b NYACK 6 / TESOL 3.a.5 Makes superficial connections. Builds learner understanding of content by sharing connections between prior and current learning experiences. Elicits learner connections. Creates choice for learner discovery of connections. INSTRUCTIONAL PRACTICE: Assessment, Planning for Instruction, Instructional Strategies IP 12. Assessment Alignment Indirectly addresses the student learning goals. Selects valid assessment instruments and techniques to directly address critical student learning goals. Directly addresses all student learning goals. Adapts or creates assessment instruments to improve evidence for addressing all goals. INTASC 6 / Danielson 1f NYACK 12 / TESOL 4.a.2, 4.c IP 13. Assessment Tools INTASC 6 / Danielson 3d NYACK 12 / TESOL 4.a.2, 4.c Utilizes a variety of assessment tools with limited measures (e.g., total score, unspecific comments-- Good job ). Utilizes a variety of assessment tools for both formative and summative measures, including those that indicate broad areas for growth (e.g., subarea ratings, generalized comments). Descriptively informs the learner where to grow (e.g., rubrics, specific comments). Empowers the learner to pursue their own growth (e.g., selfassessment and conferencing).

5 HIGHLY / IP 14. Questioning INTASC 6 / Danielson 3b NYACK 8 / TESOL 4.a.2 Provides adequate wait time. Uses a variety of questions for lower and higher order thinking. Probes for learner understanding. Challenges learners to justify responses using academic language. Stimulates learner risk-taking, divergent thinking, or curiosity. IP 15. Data INTASC 6 / Danielson 4b NYACK 12 / TESOL 4.c Records and monitors whole class level data. Collects whole class level data that can be filtered for analysis at the group level. Filtered at the group and individual level. Empowers learners with data to monitor their own performance and growth. IP 16. DDDM INTASC 6 / Danielson 3e NYACK 10 / TESOL 3.a.5 Uses data to make superficial modifications. Analyzes assessment data to evaluate effectiveness and, where necessary, to make targeted modifications to instruction for the whole class. Makes targeted modifications for groups. Makes targeted modifications for individuals. IP 17. Planning INTASC 7 / Danielson 1e NYACK 10 / TESOL 3.a.1 Bases plans on standards/curriculum. Makes plans that build connections and develop concepts and skills to help learners meet standards/curriculum (e.g., Common Core, Early Learning Guidelines, National Coalition for Core Arts). Selects research-based activities and strategies that directly support the intended objectives. Short-term and long-term planning are evident. IP 18. Differentiation INTASC 7 / Danielson 1e NYACK 1 / TESOL 3.a.3-4 Makes adjustments inconsistently. Makes adjustments and/or accommodations to the instructional plans to address special education requirements (e.g., SEIT, IEP, 504). Makes adjustments for early intervention/rti support. Makes adjustments for styles/interests of learners. IP 19. Cooperation INTASC 8 / Danielson 3c NYACK 11 / TESOL 3.a.2 Utilizes groups for discussion. Utilizes a variety of grouping strategies to engage learners in completing appropriate instructional tasks. Group work and learner roles are planned and explained. Learners are productively engaged. Group work and learner roles are well-organized with evidence of learner self-monitoring. IP 20. Engagement INTASC 8 / Danielson 3c NYACK 11 / TESOL 3.b, 3.c Uses a variety of teaching strategies to keep learners interest. Selects and utilizes a variety of developmentally appropriate teaching strategies and resources to plan for intellectual involvement of learners. Most learners demonstrate intellectual involvement. Encourages learner input on strategies/materials to maximize learners intellectual involvement. IP 21. Technology INTASC 8 / Danielson 1d NYACK 8 Demonstrates proficient use of technology. Demonstrates proficient use of technology. Incorporates a variety of digital age media and formats each day, aligned to ISTE Standards for Students. Utilizes technology as a tool to adapt instruction to meet individual needs. Promotes learner use of technology to explore and communicate.

6 HIGHLY / IP 22. Expectations INTASC 6 / Danielson 2b NYACK 1 / TESOL 1.b.5 Conveys developmentally appropriate expectations for learners through goals and activities. Challenges learners by presenting material at a qualitatively high level. Expects learners to succeed with encouragement. Creates an environment for high achievement through opportunities for revision or extension. Expects learners to challenge themselves by providing opportunities for choice in activities and assignments. PROFESSIONAL RESPONSIBILITY: Professional Learning, Ethical Practice, Leadership and Collaboration PR 23. Dispositions INTASC 9 / Danielson 4f NYACK 9 / TESOL 5.b.7 Demonstrates honesty and cooperation. Demonstrates honesty, dependability, cooperation, and confidentiality. Makes wise decisions. Drives toward something better (e.g., proactive). PR 24. Reflection INTASC 9 / Danielson 4a NYACK 9 / TESOL 5.b.2 Attempts selfreflection, but relies on mentor/ supervisor to accurately gauge effectiveness. Completes self-reflection. Makes a basic, but accurate, assessment of effectiveness of instructional practice, focusing on anecdotes and some data evidence. Evaluates instructional components according to current research and theories. Makes an insightful selfreflection, citing multiple supporting points. PR 25. Growth Mindset INTASC 9 / Danielson 4e NYACK 9 / TESOL 5.b.1 Accepts feedback from mentor/supervisor reluctantly (e.g., makes superficial changes). Accepts feedback from mentor/supervisor and makes positive changes. Sets attainable short-term and long-term goals for growth. Applies learning from professional reading and development opportunities. PR 26. Collaboration with Families INTASC 10 / Danielson 4c NYACK 2 / TESOL 5.b.6 Makes positive relationships with family members who visit the classroom (e.g., class parents). Adheres to the cooperating teacher's existing formats for communication with families regarding the instructional program (e.g., flyer regarding next unit). Communicates with families regarding individual learners (e.g., award for good behavior, directions to support learner with difficult aspect of homework). Works with cooperating teacher to select assignments that activate family involvement and/or assets (e.g., interview mom). PR 27. Collaboration with Personnel INTASC 10 / Danielson 4d NYACK 2, 9 / TESOL 5.b.3-4 Maintains positive professional relationships with classroom personnel. Maintains positive professional relationships with classroom and other school personnel. Gives and receives assistance in joint planning and implementation of instruction/projects. Earns respect as a substantive contributor in joint planning and implementation.

7 HIGHLY / ADDENDUM: TESOL Standards-Specific Items AD 28. Language as a System TESOL 1.a.2, 1.a.3 understanding partially appropriate Demonstrates an understanding of phonology, morphology, syntax, semantics, pragmatics, rhetorical and discourse structures- -and some variety of strategies related to them--to develop ELLs oral, reading, and written skills in English interactions with learners partially appropriate application to the instructional environment. Demonstrates an understanding appropriate application to Demonstrates an understanding design of instructional experiences ability to work with difficult or challenging aspects of language and/or learner selfmonitoring. AD 29. Language Acquisition TESOL 1.b.1 understanding partially appropriate Demonstrates an understanding of current and historical theories and research in language acquisition for ELLs interactions with learners partially appropriate application to the instructional environment. Demonstrates an understanding appropriate application to Provides optimal learning environments for ELLs. Conducts theory-based research on second language acquisition in the classroom. AD 30. Literacy Development TESOL 1.b.2 understanding partially appropriate Demonstrates an understanding of theories and research regarding how L1 and L2 literacy developments differ from each other interactions with learners partially appropriate application to the instructional environment. Demonstrates an understanding appropriate application to Explains L1 and L2 literacy development differences to ELLs and stakeholders. Conducts theory-based research on literacy development in the classroom. AD 31. Building on Language Variety TESOL 1.b.3 Focuses on development of learners L2 academic classroom English, but accepts some use of L1. Makes plans that incorporate learners L1 in various discussions and assignments as a starting place for L2 learning. Instructs learners on the varied application of language patterns for a particular audience, purpose, or mode of communication. Provides opportunities for learners to explore their choices and habits for selection of L1 and L2 for a variety of audiences, purposes, and modes of communication.

8 HIGHLY / AD 32. Cultural Identity TESOL 2.a Makes plans that show some awareness of the effect of cultural values and beliefs on ELL learning. Makes plans that incorporate cultural identity concepts like acculturation, assimilation, biculturalism, the dynamics of prejudice, and stereotyping. acculturation, assimilation, biculturalism, the dynamics of prejudice, stereotyping, cultural relativism, cultural universalism, the additive nature of culture, and intra- and intergroup differences. Provides opportunities for learners to explore the values and beliefs of their home culture and other cultures in relation to these concepts. AD 33. Cultural Conflicts TESOL 2.c Makes some adjustments when cultural conflicts have an impact on ELL learning. Makes plans that incorporate crosscultural appreciation. Establishes standards for positive crosscultural interactions. Integrates classroom opportunities for cross-cultural exploration. Addresses cross-cultural conflicts appropriately. Designs extra-curricular opportunities for cross-cultural exploration. Integrates conflict resolution techniques into instruction. AD 34. Home and School Partnerships TESOL 2.d Demonstrates an understanding of the importance of family participation and support in ELLs learning, but is not permitted by school policy for student teaching to practice communicating with families. Adheres to the cooperating teacher's existing formats for communication with families. Uses as much L1 communication with families as possible (personally or through a translator). Works with cooperating teacher to select learner assignments that activate family involvement and/or assets for learner success. Communicates in a culturally respectful and linguistically appropriate manner with learners families. Works with the community s adults and leaders to establish partnerships (or enhance existing ones). AD 35. Developing Listening Skills TESOL 3.b.4, 4.b.3 Makes plans that incorporate some activities and/or resources Plans limited measures of ELLs listening skills. Data on learner progress is inconclusive. Makes plans that incorporate a variety of activities and resources to facilitate the development of learners effective listening skills for social and academic settings. Plans performance-based measures of ELLs listening skills. Data from assessments indicate some learner progress on listening goals. a variety of strategies, activities and resources Data from assessments indicate strong learner progress on listening goals. Provides practice for learner selfassessment. Collaborates with non-esl classroom teachers to select new listening goals for content areas.

9 HIGHLY / AD 36. Developing Speaking Skills TESOL 3.b.5, 4.b.3 Makes plans that incorporate some activities and/or resources Plans limited measures of ELLs speaking skills. Data on learner progress is inconclusive. Makes plans that incorporate a variety of activities and resources to facilitate the development of learners varied speech registers for social and academic settings. Plans performance-based measures of ELLs speaking skills. Data from assessments indicate some learner progress on speaking goals. a variety of strategies, activities and resources Data from assessments indicate strong learner progress on speaking goals. Provides practice for learner selfassessment. Collaborates with non-esl classroom teachers to select new speaking goals for content areas. AD 37. Developing Vocabulary and Reading Skills TESOL 3.b.7, 4.b.3 Makes plans that incorporate some activities and/or resources Plans limited measures of ELLs vocabulary and reading skills. Data on learner progress is inconclusive. Makes plans that incorporate a variety of activities and resources to facilitate the development of learners vocabulary and reading proficiency in varied genres. Plans performance-based measures of ELLs vocabulary and reading skills. Data from assessments indicate some learner progress on reading goals. a variety of strategies, activities and resources Data from assessments indicate strong learner progress on reading goals. Provides practice for learner selfassessment. Collaborates with non-esl classroom teachers to select new reading goals for content areas. AD 38. Developing Grammar and Writing Skills TESOL 3.b.8, 4.b.3 Makes plans that incorporate some activities and/or resources Plans limited measures of ELLs grammar and writing skills. Data on learner progress is inconclusive. Makes plans that incorporate a variety of activities and resources to facilitate the development of learners grammar and writing proficiency in varied genres. Plans performance-based measures of ELLs grammar and writing skills. Data from assessments indicate some learner progress on writing goals. a variety of strategies, activities and resources Data from assessments indicate strong learner progress on writing goals. Provides practice for learner selfassessment. Collaborates with non-esl classroom teachers to select new writing goals for content areas. AD 39. Issues of Assessment TESOL 4.a.1, 4.a.4 Uses multiple types of assessments according to their appropriate purposes. Explains to learners the different types and purposes of assessments. Helps ELLs understand common obstacles/bias of assessments and their state-allowed accommodations. Prepares learners for multiple types of assessments, including technology-based assessments, with strategies in order to reduce testing bias. with strategies and with simulation of assessment content and conditions in order to reduce testing bias.

10 HIGHLY / AD 40. Assessment and Decision-Making TESOL 4.b.1, 4.b.2 Demonstrates partial understanding of Demonstrates accurate understanding of the national and state process and requirements for identification, placement/exit, achievement, classification of ELLs. of ELLs, including those with possible giftedness and/or learning disabilities. When permitted, is able to appropriately contribute to the decision-making process.