STATE OF WASHINGTON PROFESSIONAL EDUCATOR STANDARDS BOARD SITE VISIT PROTOCOL

Transcription

1 STATE OF WASHINGTON PROFESSIONAL EDUCATOR STANDARDS BOARD SITE VISIT PROTOCOL STANDARD V: KNOWLEDGE AND SKILLS FOR TEACHERS The site visit teams will arrive at recommended ratings for the three components of Standard V: 5.1 Effective Teaching 5.2 Professional Development 5.3 Teaching As a Profession Directions: Under each standard is an individual criterion that needs to be assessed with an unmet, met, or exemplary rating. The overall rating is then a composite of all the criteria in that standard. Note: Throughout the protocol, the term candidates refers to college students enrolled in teacher preparation programs; the term students refers to the P-12 students that candidates teach. Ratings in Standard V MET In judging a standard to be met, the site visit team is indicating that there is clear and convincing evidence. Clear and convincing means that: 1. the evidence is credible; i.e., it bears a clear relationship to the standards being assessed 2. the evidence is representative of the program (e.g., evidence from an elective course taken by a small minority of candidates would not, by itself, be persuasive) 3. the evidence comes from multiple sources 4. where appropriate, the evidence includes examples of candidate-based and student-based evidence 5. the evidence, taken as a whole, would persuade a reasonable person that the standards are being met These criteria do not assume that every element of the standards is present to an equal extent. There may be areas of weakness within a standard that do not preclude an overall rating of met. However, those areas of weakness should be identified by the team in the narrative and may also lead to a recommendation.

2 UNMET In judging a standard to be unmet, the site visit team is indicating that there is significant doubt that the program meets the specified criteria. The evidence may fall short for a number of reasons: 1. it is not credible; i.e., it does not seem closely related to the standards 2. it is sporadic or fragmentary, or may come from a single source 3. there is no connection between the evidence and a positive impact on the candidates 4. taken as a whole, it would leave significant doubt that the standards are being met These criteria do not assume that every element of the standards is absent. There may be isolated islands of excellence within a standard that deserve commendation, but do not preclude an overall rating of unmet. However, those areas of strength should be identified by the team in the narrative and may also lead to an accolade. EXEMPLARY In judging a standard to be exemplary, the site visit team is indicating that the evidence meets a higher standard than it does for met. The evidence is: 1. both pervasive and consistent, showing that the standards are deeply embedded within the culture of the program. 2. there are no discernible areas of weakness within the standard, and the evidence may include examples of innovative practices.

3 STANDARD V: KNOWLEDGE AND SKILLS FOR TEACHERS Building on the mission to prepare educators who demonstrate a positive impact on student learning, the following evidence shall be evaluated to determine whether each preparation program meets program approval standards of WAC a-270(1). 1. Effective Teaching A successful teacher candidate demonstrates capacity of the knowledge and skills for effective teaching which ensure a positive impact on student learning by: Criteria Unmet Met Exemplary Examples of Evidence Using multiple instructional strategies to address individual student needs: (i) Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds There is limited evidence that candidates pay attention to the cultural and linguistic backgrounds of students understand the principles of second language acquisition use instructional strategies that respond to student linguistic needs. To address individual student needs and select appropriate instructional strategies, candidates assess student academic language and ability levels identify students cultural and linguistic backgrounds apply principles of second language acquisition and knowledge of student background to meet assessed needs Candidates routinely seek to understand student cultural and linguistic background by soliciting input from students, families, and multiple school and community resources. Students access academic language through multiple instructional strategies designed to address student linguistic needs. --Assignments understanding of second language acquisition work ability to analyze student linguistic needs work ability to develop academic language skills in students --TPA Integrating subjects across content areas (ii) Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject There is limited evidence that candidates can integrate subjects across content areas. They do not consistently differentiate instruction, and present content without considering the academic language needs of students. To integrate learning targets across content areas, candidates connect subject area concepts and differing perspectives using differentiated instruction, theories of language acquisition, Candidates demonstrate multiple strategies for integrating subjects across content areas and regularly elicit interdisciplinary forms of reasoning from students. Content is systematically analyzed to work ability to differentiate instruction --Lesson/unit plans that integrate mathematical,

4 matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning; stages of language, and academic language development. respond to the academic language needs of students. scientific, and aesthetic reasoning across content areas work knowledge of the stages of language, language acquisition, and academic language development --TPA Using a variety of assessments to monitor and improve instruction: (iii) Using standards-based assessment that is systematically analyzed using multiple formative, summative, and selfassessment strategies to monitor and improve instruction; There is limited evidence that candidates know or use a variety of assessment strategies. Candidates have difficulty analyzing assessment results or explaining how assessment data can be used to improve instruction. To monitor student learning and improve instruction, candidates analyze individual, subgroup, and whole class patterns using formative, summative, and student self-assessments aligned with the learning targets. Students are actively engaged in the assessment process and can use assessment results to judge their own progress. Candidates demonstrate that their instructional practices help students develop skills for independent selfassessment, so they can establish and apply criteria to judge their own and others work. --Evidence of candidate familiarity with multiple instructional and assessment strategies reflections that demonstrate analysis of student understanding and subsequent adjustments to instruction work that

5 demonstrate a connected instructional cycle of planning instruction, assessment, and reflection --TPA --Evidence that P- 12 students can use assessment results to judge their own progress selfassessments Creating a safe, productive learning environment: (iv) Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others; Candidates demonstrate limited knowledge of strategies for creating a safe and productive learning environment. They respond to student behaviors without considering students and teachers backgrounds, and lack strategies to establish and implement positive classroom norms. To create a safe, productive learning environment, candidates observe and reflect on students and teachers backgrounds when analyzing student behaviors, and can use student input to establish and implement positive classroom norms. Candidates demonstrate skills of classroom leadership, facilitation of difficult conversations, crisis management, and Candidates demonstrate an understanding of and plan for creating a classroom community that values the contributions of all community members promotes culturally relevant communication and conflict resolution among community members assignments and reflections that demonstrate the ability to analyze classroom dynamics and develop appropriate instructional and management practices lesson/unit plans that demonstrate strategies designed to create and sustain positive

6 Students are actively engaged in monitoring the learning environment and implementing behavioral norms. classroom communities --P-12 student evidence showing that students can articulate and act on their responsibilities as community members Planning and/or adapting curricula for diverse student needs: (v) Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student; Candidate work show limited evidence that candidates can identify and apply strategies to meet diverse student needs in meeting learning targets. Learning activities show little differentiation of requirements or activities. To meet diverse student needs, candidates can determine student capacities and interests select appropriate learning activities provide opportunities for student choice in meeting learning targets Students engage in learning activities that allow them to construct a meaningful understanding of the learning targets. Candidates consistently and routinely adapt instruction in response to student learning needs across the curriculum and continually seek ways to engage students in becoming active decisionmakers in their own learning. work ability to differentiate instruction reflections that show understanding of how student characteristics affect instruction --P-12 student work that shows active engagement in personalized learning activities reflections articulating the

7 ways they have adapted curricula to meet individual needs work showing strategies to integrate student knowledge and perceptions into instruction Ensuring all students articulate learning targets and monitor own progress: (vi) Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them; Candidates do not consistently design instruction to engage students in monitoring their own progress toward learning targets. There is limited evidence that students are able to articulate the learning targets and monitor their own progress. To ensure that all students can articulate learning targets and monitor their own progress, candidates explicitly align instruction with standards and outcomes. Both teacher and students can articulate --the target --how to reach the target --the kinds of support needed to reach the target. Candidate work provide consistent and clear evidence that teacher and students routinely engage in dialogue that articulates, clarifies, and modifies learning targets as appropriate. work that instruction is aligned with clearly articulated learning targets --Evidence that P- 12 students can articulate learning targets and strategies for achieving them --TPA

8 Planning Standards-driven curricula to develop problem solving strategies in content areas: (vii) Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology; Candidates show limited knowledge of strategies for developing problem-solving skills across content areas. Students use a narrow range of thinking strategies and can often complete learning activities without engaging in high-level thinking processes. To develop student capacity for problem solving, candidates can create learning opportunities for students across content areas using reading, written and oral communication, and technology. Students engage in problem-solving that requires high-level thinking processes. Inquiry is embedded in the preparation program. Faculty model inquirybased instruction in all content areas. Candidates regularly include inquiry opportunities when designing student learning. work ability to develop understanding and problem-solving expertise in the content areas using reading, written and oral communication, and technology --Evidence that candidates use higher-level problem-solving processes in their own work Preparing responsible citizens for a diverse society: (viii) Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society There is limited evidence that candidates know strategies to help students understand and act on the responsibilities of citizenship in a diverse society. Learning activities are narrowly focused, with little connection with the broader social context. To prepare students to be responsible citizens in a diverse society, candidates use teaching strategies to intentionally develop classroom environments that: Demonstrate respect for human dignity and individual rights, Provide students Candidates consistently help students connect individual, classroom, and local concerns with the larger social context. Candidates and students demonstrate an understanding of how their decisions and behaviors affect their communities over time. lesson/unit plans that employ strategies to engage students in understanding the nature of a globally-connected and environmentally complex world lesson/unit plans that use community resources to

9 Ensuring Cultural Competence in Teaching: (ix) Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies; There is limited evidence that candidates consider the cultural and developmental characteristics of their students or design learning activities that respond to those characteristics. with strategies for exercising responsible citizenship, Expand student perspectives and prior knowledge to develop an understanding of environmentally sustainable local, national, and global communities. To engage students in culturally responsive learning activities, candidates plan and adapt curricula that: Provide multiple developmentally and age-appropriate strategies for students to access meaningful learning targets Use a variety of Candidates create learning environments in which students of all backgrounds are invited to connect personal experiences to new learning. Candidates and students demonstrate respect of their own and others cultural identities through their language and behavior. support student learning work strategies for helping students understand the responsibilities of citizenship work knowledge of state and national environmental standards -- --Assignments that demonstrate candidate ability to apply culturally and developmentally responsive strategies --P-12 student work that shows engagement in a variety of culturally and developmentally responsive learning strategies

10 assessment strategies and data to monitor and improve instruction Demonstrate strong connections and understanding between students cultural backgrounds, lesson design, and instructional strategies. --Student teaching assessment reflections ability to analyze the impact of student cultural identity, achievement and performance on their teaching Integrating technology: (x) Using technology that is effectively integrated to create technologically proficient learners; Candidate work show limited evidence of technology being integrated into learning activities. Use of technology may be limited to teacher presentations, without engaging students in effective use of technology to improve their learning.. To create technologically proficient learners, candidates use technology to support learning goals and activities. Students use technology to accomplish learning goals and increase personal production. Candidates flexibly integrate available and appropriate technology into their instruction. Candidates expand students capacity to improve their learning through use of available and appropriate technology. --Unit/lesson plans that demonstrate use of technology to advance student learning --Assignments that demonstrate ability to use a wide variety of technological tools reflections that demonstrate the ability to make appropriate technological choices and to evaluate the impact of technology on instruction

11 --P-12 student work generated through the use of technology Involving and collaborating with families and community: (xi) Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance. Candidates do not demonstrate knowledge of strategies for informing, involving, and collaborating with families, neighborhoods, and communities. There is limited evidence that they can use information about student cultural identity, achievement and performance. To connect instruction to prior experiences and the deep knowledge that students bring to the classroom from their cultures, candidates use effective strategies for collaborating with families and using community resources to create and conduct learning activities that incorporate connections between student background, lesson design, and student performance. Candidates consistently embed instruction in a family/community context, and provide evidence of active engagement with families. They systematically use information about student cultural identity, achievement and performance to guide instruction. lesson/unit plans strategies that promote collaboration with families and communities reflections that demonstrate the ability to analyze the family/community context and its impact on learning activities --P-12 student work that shows engagement in learning activities that connect with student family/community background

12 2. Professional Development A successful teacher candidate demonstrates capacity of the knowledge and skills for professional development which ensure a positive impact on student learning by: Criteria Unmet Met Exemplary Examples of Evidence Utilizing feedback and reflection to improve teaching practice: (i)developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. Candidates show little evidence of reflection in their work, or their reflections may be shallow or may fail to include attention to the effects of their teaching on students. They are not able to articulate professional development needs based on an analysis of their instruction. Candidates can articulate the role of reflection in their teaching, and work contain multiple examples of reflection; reflection is done in collaborative as well as individual settings. Candidate reflection regularly focuses on effects of their own teaching on students, the ability to adapt and revise instruction to meet specific needs identified through student assessment. They can articulate ways in which they have modified instruction based on student evidence. Candidates reflections on their teaching lead to the articulation of professional development needs. Candidate reflection is evident in all aspects of their work, and leads to thoughtful instructional decisions based on identified student academic needs. Candidates actively seek opportunities for advancing their professional development. Candidates demonstrate how feedback informs their reflections on their instructional practice and professional development choices. draft PGP reflections based on analysis of their own effectiveness and needs for professional growth

13 3. Teaching as a Profession and Professional Contributions A successful teacher candidate shall demonstrate understanding as a profession by: Criteria Unmet Met Exemplary Examples of Evidence Collaborating in and contributing to school improvement: (i) Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication. Candidates participation in school settings is limited, showing little interaction. Candidates show limited ability to articulate (or act on) principles for appropriate and respectful verbal and written communication. Candidates participate collaboratively and professionally in school activities. Candidates understand and use appropriate and respectful verbal and written communication. Candidates view themselves as members of the school communities in which they are placed, and are seen as such by students, teachers, and administrators. Candidates monitor their verbal and written communication and seek to personalize it to the needs of students. logs and/or reflections showing involvement in school activities --Evidence of candidate professional dispositions as assessed by the program Demonstrating knowledge of responsibilities and policies: (ii) Demonstrating knowledge of professional, legal, and ethical responsibilities and policies. Candidates do not consistently demonstrate knowledge of professional, legal, and ethical responsibilities and policies. Candidates demonstrate knowledge of professional, legal, and ethical responsibilities and policies. Candidates recognize the practical implications of professional, legal, and ethical responsibilities and policies that they encounter in school settings. --Assignments that demonstrate knowledge of key legal responsibilities of schools and teachers reflections that demonstrate awareness of ethical issues and the ability to resolve them --Assignments that demonstrate understanding of

14 teachers professional responsibilities --Evidence of candidate professional dispositions as assessed by the program