2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

5. Plans lessons with clear objectives and relevant measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance learning.

7: Incorporates appropriate technology and media in lesson planning.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

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A1_A1: Drafts Unit Design 1,2,3,4: design of ELA unit on short story literary devices leading to 5 paragraph essay on stories
See evidence folder:

A1_A2: Draft 2 Science Unit Ecosystems: see evidence folder
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A2_A1: use of short day-to-day informal assessment assignments to monitor curriculum complexity and challenge for individual students: see evidence folder A2_A1
A2_A2: See evidence folder Small group Planning lesson Plans
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A3_A1: involved use of multimodal expression to allow-encourage students to participate by using nonstandard delivery modes; use of computers and PowerPoint presentation software to create their projects. See evidence folder

A3_A2: identifies appropriate materials and other resources, use of “The Cup” feature film to set background for story set in Tibet see evidence folder A#_A2
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A4_A1: ELA Unit 1,2,3,4 Design short story: see evidence folder A1_A1

A4_A2: Small Group Planning Assignment Lesson Plans and Design. See evidence folder A2_A2

A4_A3: see evidence folder
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A5_A1: Science Ecosystem research project: students worked from a template and had a detailed scoring rubric to guide them in completing. See evidence folder
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A5_A2: See evidence folder Small group Planning lesson Plans

A6_A1: Science unit field trip: arranged visiting lecturer from Mass Forestry Dept planned for completion unit on ecosystems: see evidence folder

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A7_A1: Use of in class-video for ELA Unit to augment reading materials, build prior knowledge before story – showed The Cup (showing life in a Buddhist Monastery) see A3_A2

A7_A2: Science Unit on Ecosystems; directed students in research based projects obtaining information on internet and creation of PowerPoint presentations for final projects
See evidence folder A5_A1

A8_A1: use of ‘Graphic organizers” as per student’s IEPs in English ELA units. Use of “graphic organizers” as well in Science Ecosystems Unit to guide student web based research and PowerPoint designs(see evidence folder-A1_A2)

A8_A2: creation “Graphic organizer and study guides for inclusion students as “per IEP needs” see evidence folder (Spanish Acapulco Powerpoint organizer / History Chapter 8 Study Guide / Properties of Matter Science Graphic Organizer

A8_A3: creation detailed class notes for inclusion students as “per IEP requirements” see evidence folder SAMPLE NOTES / SCIENCE Front / Back / Math Front / Back

Rating:
Explanation of Rating for Standard A - Plans Curriculum and Instruction

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Stephen Copel

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Standard B – Delivers Effective InstructionIndicators Evidence
1. Communicates high standards and expectations when beginning the lesson.
a) Makes learning objectives clear to students.
b) Communicates clearly in writing and speaking.
c) Uses engaging ways to begin a new unit of study or lesson.
d) Builds on students’ prior knowledge and experience.
2. Communicates high standards and expectations when
carrying out the lesson.
a) Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
b) Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).
c) Demonstrates an adequate knowledge of and approach to the academic content of lessons. (See license-specific questions in the appendix of the practicum handbook)
d) Employs a variety of reading and writing strategies for addressing learning objectives.
e) Uses questioning to stimulate thinking and encourages all students to respond.
f) Uses instructional technology appropriately.
g) Employs appropriate sheltered English or subject matter strategies for English learners.
3. Communicates high standards and expectations when extending and completing the lesson.
a) Assigns homework or practice that furthers student learning and checks it.
b) Provides regular and frequent feedback to students on their progress.
c) Provides many and varied opportunities for students to achieve competence.
4. Communicates high standards and expectations when evaluating student learning.
a) Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
b) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

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B1A_A1: see evidence folder A5_A1: use of Rubric to guide Ecosystem PowerPoint Research Project see evidence folder

B1B_A1: use of PowerPoint template and Rubric in combination to make lesson intentions clear to students in Science Research Project see evidence folder B1A_A1

B1C_A1: Use of video, textiles, and artifacts from Tibetan culture to introduce story unit set in Lamasery: see copies in evidence

B1D_A1: see A1_A1 Activation Prior Knowledge in Unit 1 ELA Short Stories

B2A_A1: see ELA lesson plans Units 1,2,3, see evidence folder

B2B_A1: implemented research project: Science Unit Ecosystems involving web research and presentation in PowerPoint by all students on individual projects, see attached copies of student PP presentations in evidence folder plus rubric used for creation see evidence folder B2B_A1

B2C_A1: see evidence folder B2C_A1 Unit Designs for Units 1,2,3 ELA class

B2D: use of vocabulary assignments, short stories, video clips, group discussion, artifacts to build background knowledge in connection with ELA assignment: see evidence folder Tibet material see A1_A1 & B1C_A1

B2E_A1: see evidence folder: delivers effective instruction

B2E_A2: see evidence folder B2E_A2: delivers effective instruction

B2F_A1: use of video to augment classroom information :The Cup by Buddhist filmmaker Khyentse Norbu , The Lottery 1969 EBEC film version of Shirley Jackson’s story. See evidence folder A7_A1

B2F_A2: implementation use of computer lab, presentation software and internet for research and design project for science unit on Ecosystems: see evidence folder

B2G_A1: see evidence folder B2G_A1 work with Egyptian student with limited English proficiency

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B3A_A1: sample of attached vocabulary list homework from ELA assignments Unit 1 Short Story vocabulary from “The Lottery” and “The Nine Billion Names of God” see evidence folder B3A_A1

B3B_A1: provides frequent feedback to students during ELA class while doing deskwork see evidence folder
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B3C_A1: use of technology and computer lab to engage all students in to participation, varied opportunity to achieve through multimodal active learning opportunity. Students are creating presentation with audio, video, and hypertext markup links. See evidence folder

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B4A_A1: see B1A_A1, rubric for measuring student achievement of science standard goals : see evidence folder

B4B_A1: use of Grading Rubric sheet for Ecosystem PowerPoint research presentations see evidence folder

Rating:

Explanation of Rating for Standard B – Delivers Effective Instruction

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

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Standard C – Manages Classroom Climate and Operation
Indicators Evidence
1. Creates an environment that is conducive to learning.

2. Creates a physical environment appropriate to a range of learning activities.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

4. Manages classroom routines and procedures without loss of significant instructional time.

C1_A1: use of computer lab to create environment “conducive to learning” for Science component see evidence folder

C2_A1: use of computer lab to encourage participation, swapping physical class environment for cyber environment to encourage participation see evidence folder C2_A1

C3_A1: initial observation teaching by Prof. Almeida see evidence folder

C4_A1: observations by David Almeida from first and second observation reports: “ Good at setting expectations and controlling students” see evidence folder C4_A1

Rating:
Explanation of Rating for Standard C – Manages Classroom Climate and Operation

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

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Standard D – Promotes Equity
Indicators Evidence
1. Encourages all students to believe that effort is a key to achievement.

2. Works to promote achievement by all students without exception.

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.
D1_A1: work with student from Egypt who is adapting to U.S. culture. See evidence folder D1_A1

D2_A1: see evidence folder D2_A1

D3_A1: Work in History class with student from Egypt who is unfamiliar with American culture. With this student, constant oral questioning is involved to understand the cultural differences and understanding of American History. Development of American cultural understanding, by comparison with student’s own culture through oral questioning and Socratic questioning in class, is a constant daily exercise with this student.
see evidence folder D3_A1

D4_A1: see evidence folder D4_A1

Rating:
Explanation of Rating for Standard D – Promotes Equity

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

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Standard E – Meets Professional Responsibilities
Indicators Evidence
1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

E1_A1: Attended-observed annual IEP Review Meeting see evidence folder

E1_A2: walk thru of IEP software with Mr. Harker and IEP creation within this school system see evidence folder

E1_A3: covered some of the legal forms required for position with Mr. Harker; see evidence folder A1_A3

E1_A4: Manifestation Meeting see evidence folder

E1_A5: Attended IEP review meeting evidence folder

E1_A6: attended IEP meeting see evidence folder E1_A6

E1_A7: daily responsibilities in special education department when staff are out, importance of meeting IEP needs by reduced staff. see evidence folder

E1_A8: another IEP meeting; this time parent over speakerphone: see evidence folder E1_A8

E2_A1: last day first section, gave all day workshops on performance and storytelling for all classes see evidence folder E2_A1

E3_A1: discussed behavioral issues with Mr Harker, procured literature from him regarding behavioral intervention theory: see evidence folder

E3_A2: normative issues discussion with Mr. harker, Behavioral modification information from his experience in Providence Hospital situations

E4_A1 first day analysis of classroom procedures and space: see evidence folder

E4_A2 & A3 : Mr Harker and I discuss and plan upcoming science unit on Ecosystems: discuss use of technology as a tool to encourage participation see evidence folder E4_A2 & E4_A3

E4_A3: see above

E4_A4: Arrangements made for local State forestry official to meet us for tour of an ecosystem see evidence folder E4_A4

E4_A5: collaborates with colleagues; visit other class settings and programs to observe

E5_A1: creation of web-based study materials to promote integration of home study – parental involvement ( examples printed from History, Science, Spanish web pages study guides created for inclusion system home test prep) see evidence folder for copies of webpage printouts E5_A1

E6_A1: see evidence folder “reflects critically upon own teaching experience, identifies areas for further development

E6_A2: critical self-evaluation from daily journal, see evidence folder E6_A2

E7_A1: Use of school computer lab for three-week period for internet research and PowerPoint creation with class of students. Observed all relevant school rules regarding internet use and lab procedures: see evidence folder E7_A1

Rating:
Explanation of Rating for Standard E – Meets Professional Responsibilities

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

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Summary Decision for Preservice Performance Assessment

Teacher candidate’s Preservice Performance Assessment in the practicum or practicum equivalent meets the Professional Standards for Teachers:

Yes ________ or No ________.

Candidate (sign): _______________________________________________________License: ________________

Program Supervisor (sign): _______________________________________________________Date: __________

Supervising Practitioner (sign): ____________________________________________________Date: __________

Standard Rating (from prior pages)
(a) Plans Curriculum
(b) Delivers Effective Instruction
(c) Manages Classroom Climate
(d) Promotes Equity
(e) Meets Professional Responsibilities
Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Summary Comments (integrated assessment of performance):

The sponsoring organization should maintain this assessment record as part of its candidate’s permanent file. Copies do not have to be sent to the Department of Education.