· Web viewTAPP Portfolio Assignment (LiveText Version) Fall 2013. During your internship, you...

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TAPP Portfolio Assignment (LiveText Version)

Fall 2013

During your internship, you will have new experiences involving both your students’ learning and your own professional growth. Part of the process involves the creation of a portfolio which will serve in later years as evidence of memorable teaching moments to recall your start in this rewarding career. The portfolio will provide evidence to meet Georgia’s 24 Exit Competencies. Successful completion of the portfolio is a requirement for your clear renewable teaching certificate. This portfolio will also document your strong organizational skills. (The Professional Standards Commission requires that you keep the portfolio and accompanying documentation for five years after the completion of the program.)

It is essential that you understand the organization of this portfolio.

You will find six (6) sections in the portfolio requirements.

The sections are correlated with the Charlotte Danielson Framework:

o Sections 1-3 are correlated with Domain I – Planning and Preparation.

o Section 4 is correlated with Domain II – The Classroom Environment.

o Section 5 is correlated with Domain III – Instruction.

o Section 6 is correlated with Domain IV – Professional Responsibilities.

Assignments, or “Evidences”, have been designed to ensure that you meet the 24 Exit Competencies. There is a scoring rubric for each Evidence, and some Evidences will include a second rubric if your school-based mentor’s involvement is required.

These assignments, or Evidences, are released to you via LiveText. The order of their release is not based on their sequence in this document. Instead, they are released at the time appropriate for your instruction and professional growth.

In order to meet each competence, you must receive either “Proficient” or “Distinguished” credit for each Evidence.

“Proficient” or “Distinguished” credit may require your mentor’s or content-area specialist’s verification. You can ensure that you will earn credit by highlighting the components required by the Evidence. The mentor or designee (content specialist) must score both the rubric for the Evidence and the “Mentor Verification” rubric.

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Section 1 – Planning and Preparation Exit Competency #1

The teacher demonstrates solid knowledge of content, of connections and prerequisite relationships, of content-related pedagogy and of connections with technology.*

(*”Connections with technology” is documented in Section 3, the Unit Plan.)

ASSIGNMENTS:Evidence 1 Course StandardsEvidence 2 Pacing Guide of SyllabusEvidence 3 Demonstration Lesson

Evidence 1 - Course Standards (requires Mentor's Verification)

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Obtain and review a copy of the GPS or CCGPS Standards for the course(s) you are teaching this semester/year. Include a copy of the standards in the portfolio for each course you teach.

You are required to review the standards with your mentor for "Proficient" credit. "Distinguished" credit requires both the review and an observation by your mentor to verify your instruction is standards-based. See the scoring rubric for details.

Rubric – Evidence 1

Unsatisfactory (1 pt) Basic (2 pts) Proficient (3 pts) Distinguished (4 pts)

Copy of course standards is not included

Copy of course standards is included.

Copy of course standards is included and reviewed with mentor or designee. Mentor or designee has provided written statement to verify review.

Copy of course standards is included and reviewed with mentor or designee. Mentor or designee has observed standards-based instruction in the candidate’s classroom. Mentor or designee has provided written statement to verify both review and observation.

Mentor Verification Rubric – Evidence 1

“Proficient” Mastery Level “Distinguished” Mastery Level

The mentor/designee has reviewed the course standards with the teacher.

The mentor-designee has reviewed the course standards with the teacher and has observed standards-based instruction in the teacher’s classroom.

(No Evidence Guide/template is provided for this assignment.)

Evidence 2 - Pacing Guide or Syllabus (requires Mentor's Verification)

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Elementary level: Include a copy of the pacing guide or syllabus for the course(s) you are teaching this semester/year.

Secondary level: Include a copy of the syllabus for your course(s).

See the scoring rubric for specifics regarding the mentor's involvement.



No form is included The document communicates basic components of the course but lacks adequate details such as timelines.

The document adequately and accurately communicates the basic components of the course. The mentor (or designee) with the same area of certification has documented the inclusion of appropriate course components.

The document communicates a thorough and accurate representation of the course content. The mentor (or designee) with the same area of certification has documented the inclusion of appropriate course components, timelines, and alignment with state standards.

Mentor Verification Rubric – Evidence 2“Proficient” Mastery Level “Distinguished” Mastery Level

The mentor/designee has reviewed the pacing guide/course syllabus and can verify inclusion of appropriate course components and timelines

The mentor/designee has reviewed the pacing guide/course syllabus and can verify• Inclusion of appropriate course components• Appropriate course timelines• Alignment with state standards.

(No Evidence Guide/template is provided for this assignment.)

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Evidence 3 – Demonstration Lesson (requires Mentor Verification)Observe your mentor teach on a subject/area in which you need additional skills/strategies to better prepare yourself to teach a lesson. Take notes on the lesson. (Observe one instructional period.) Prior to this observation, discuss your needs with your mentor. Prepare and teach a demonstration lesson (1 instructional period) using the strategies learned in your observation.

Your mentor must observe this lesson and score the Domain 3 (Class Observation) rubric as well as the Mentor Verification rubric.

Include the demo lesson plan in the portfolio and highlight those strategies you learned and incorporated. (Use file "STANDARDS BASED LESSON PLAN TEMPLATE" to record the lesson.)

A "guide" template is also provided for the mentor to record notes.

(Domain 3 Class Observation rubric is on the next page. The lesson plan template is also included.)

Mentor Verification Rubric – Evidence 3

“Proficient” Mastery Level “Distinguished” Mastery Level

The mentor/designee observed the teacher’s lesson and can document the accuracy of the lesson.

The mentor/designee observed the teacher’s lesson and can document• content accuracy• appropriate choice and implementation of instructional strategies.

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Domain 3 Class Observation Rubric (used by Mentor/scored electronically in LiveText)

Unsatisfactory (1 pt) Basic (2 pts)

Proficient (3 pts)

Distinguished (4 pts)

Unsatisfactory (1 pt)

Communication: Expectations for learning(1, 5%)

Teacher's purpose in a lesson or unit is unclear to students.

Teacher attempts to explain the instructional purpose, with limited success.

Teacher's purpose for the lesson or unit is clear, including where it is situated within broader learning.

Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests.

Directions and Procedures(1, 5%)

Teacher’s directions and procedures are confusing to students.

Teacher’s directions and procedures are clarified after initial student confusion.

Teacher’s directions and procedures are clear to students.

Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.

Explanations of content(1, 5%)

Teacher’s explanation of the content is unclear or confusing or uses inappropriate language.

Teacher’s explanation of the content is uneven; some is done skillfully, but other portions are difficult to follow.

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience

Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.

Use of oral and written language(1, 5%)

Teacher's spoken language is inaudible, or written language is illegible. Spoken or written language contains errors of grammar or syntax. Vocabulary may be inappropria

Teacher's spoken language is audible, and written language is legible. Both are used correctly and conform to standard English. Vocabulary is correct but limited or is not appropriate to the students'

Teacher's spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to the students' ages and interests.

Teacher’s spoken and written language is correct and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportunities to extend students’ vocabularies.

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te, vague or used incorrectly, leaving students confused.

ages or backgrounds.

Questioning/Discussion: Quality of Questions(1, 5%)

Teacher's questions are virtually all of poor quality, with low cognitive challenge and single correct responses, and they are asked in rapid succession.

Teacher's questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.

Most of the teacher's questions are of high quality. Adequate time is provided for students to respond.

Teacher's questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Discussion Techniques(1, 5%)

Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.

Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.

Teacher creates a genuine discussion among students, stepping aside when appropriate.

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions

Student Participation(1, 5%)

A few students dominate the discussion.

Teacher attempts to engage all students in the discussion, but with only limited success.

Teacher successfully engages all students in the discussion.

Students themselves ensure that all voices are heard in the discussion

Engagement: Activities and Assignments(1, 5%)

Activities and assignments are inappropriate for students’ age or

Activities and assignments are appropriate to some students and engage them mentally, but

Most activities and assignments are appropriate to students and almost all students are cognitively engaged in

All students are cognitively engaged in the activities and assignments in their exploration of content.

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background. Students are not mentally engaged in them.

others are not engaged.

exploring content.

Grouping of Students(1, 5%)

Instructional groups are inappropriate to the students or to the instructional outcomes.

Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional outcomes of the lesson.

Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson.

Instructional groups are productive and fully appropriate to the students or to instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.

Instructional Materials and Resources(1, 5%)

Instructional materials and resources are unsuitable to the instructional purposes or do not engage students mentally.

Instructional materials and resources are only partially suitable to the instructional purposes, or students are only partially mentally engaged with them.

Instructional materials and resources are suitable to the instructional purposes and engage students mentally.

Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.

Structure and Pacing(1, 5%)

The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed, or both.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

The lesson's structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.

Assessment: Assessment criteria (1, 5%)

Students are not aware of the criteria and performance

Students know some of the criteria and performance standards by which their

Students are fully aware of the criteria and performance standards by which their work

Students are fully aware of the criteria and performance standards by which their work will be evaluated

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standards by which their work will be evaluated.

work will be evaluated.

will be evaluated. and have contributed to the development of the criteria.

Monitoring of student learning(1, 5%)

Teacher does not monitor student learning in the curriculum.

Teacher monitors the progress of the class as a whole but elicits no diagnostic information.

Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit information.

Teacher actively and systematically elicits diagnostic information from individual students regarding their understanding and monitors the progress of individual students.

Feedback to students(1, 5%)

Teacher’s feedback to students is of poor quality and not provided in a timely manner.

Teacher’s feedback to students is uneven, and its timeliness is inconsistent.

Teacher’s feedback to students is timely and of consistently high quality.

Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning.

Steudent self-assessment and monitoring of progress(1, 5%)

Students do not engage in self-assessment or monitoring of progress.

Students occasionally assess the quality of their own work against the assessment criteria and performance standards.

Students frequently assess and monitor the quality of their own work against the assessment criteria and performance standards.

Students not only frequently assess and monitor the quality of their own work against the assessment criteria and performance standards, but also make active use of that information in their learning.

Flexibility and Responsiveness: Lesson Adjustment(1, 5%)

Teacher adheres rigidly to an instructional plan, even when a change is clearly needed.

Teacher attempts to adjust a lesson when needed, with only partially successful results.

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

Teacher successfully makes a major adjustment to a lesson when needed.

Response to students(1, 5%)

Teacher ignores or brushes

Teacher attempts to accommodat

Teacher persists in seeking approaches for

Teacher seizes a major opportunity to enhance

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aside students’ questions or interests.

e students’ questions or interests, although the pacing of the lesson is disrupted.

students who have difficulty learning, drawing on a broad repertoire of strategies.

learning, building on student interests, or a spontaneous event.

Persistence(1.5%) When a student has difficulty learning, the teacher either gives up or blames the student or the student's home environment.

Teacher accepts responsibility for the success of all students, but has only a limited repertoire of instructional strategies to draw on.

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.

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STANDARDS-BASED LESSON PLAN TEMPLATE

Teacher: Grade/Subject: Date:

Day___ Essential Question:

Unit/Skill/Title:

Rationale

(brief justification-why you feel students need to learn this topic)

Standard(s) and Element

Performance Objective(s) (use an action verb in a description of a measurable outcome

Assessment

Formative check (assessment of understanding) If questioning is used, put questions here

Materials

Warm-up Activity (10 Minutes)

Opening/Vocabulary

Mini-Lesson/

Work/Activity Period

Focused on performance

Differentiated Instruction (What will be done to meet needs of all learners?

Closure

Homework

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Evidence 3 Guide – Demonstration Lesson

Teacher Candidate’s NameMentor’s/Designee’s NameTeacher’s Area for GrowthDate of Pre-Visit ConferenceDate of Teacher’s Observation of Mentor/DesigneeTeacher’s Notes of Mentor’s/Designee’s Lesson

Date of Mentor’s/Designee’s Observation of TeacherMentor’s/Designee’s Notes of Teacher’s Lesson

Completion/Submission of Mentor Verification Form by Mentor/Designee

YES NO

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Section 2 – Planning and Preparation (Evidences 4-7)

Exit Competency #2The teacher demonstrates a working knowledge of age-group characteristic, of different students’ approaches to learning, of students’ skills and knowledge levels, and of students’ interests and cultural heritage.

Exit Competency #3The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity.

ASSIGNMENTS:Evidence 4 Class ProfileEvidence 5 Learning StylesEvidence 6 Diversity Relating to StudentsEvidence 7 Differentiation

Evidence 4 - Age-Group Characteristics, Cultural Heritage, and Interests

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One or two lesson plans are required. Two plans are suggested. One plan can address the age-group characteristics, cultural heritage, and interests of the selected class of students. The second plan can focus on the issue of diversity. The evidences in the rubric should appear only once and are not requirements for BOTH plans.

Evidence 4 - Age-Group Characteristics, Cultural Heritage, and Interests ("Yes"/"No" score with "Yes" earning "Proficient" rating.)

Class Profile form is provided to record this information. Select one class of students for the profile, not all assigned classes and students. (Tip: School readiness can be a diversity issue [poverty].)



NO – Class Profile form is not included.

YES – Class Profile form is complete and included.

Lesson plan template Evidence Guide and are available on the next two pages.

Evidence #4 - CLASS PROFILE – Knowledge of Students

1. Number of students in your class:

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2. Approximate age range of your students:

3. Number of males: Number of females:

4. Ethnicities that are represented among your students:(Check all that apply)

White, not HispanicBlack, not HispanicHispanicAsianMultiracialOther

5. Number of your students who are: English Proficient

English language learners

6. The primary languages spoken in the homes of students:

7. Distinguishing characteristics represented among your students:

Blind or visually impaired Course repeaters - Number _______Developmentally disabledGifted At-risk learners - Number ______Physically disabledDeaf or hearing impairedEmotionally or behaviorally disabledLearning disabledSpeech impairedInadequate readiness/skillsRequire cultural/religious accommodations (please specify):

Other (Please specify):

Evidence 5 - Learning Styles

Using the information in the Class Profile, develop a standards-based lesson plan that includes a variety of instructional

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strategies designed to match students’ learning styles. (Two documents are provided. Use "STANDARDS BASED LESSON PLAN TEMPLATE" to record the lesson plan. Use "Evidence 5 Learning Styles" to complete the assignment.)

Rubric for Evidence 5


Lesson Plans for this component were not submitted.

Lesson plan activities are not varied to match students’ learning styles.

Lesson plan activities are varied and include visual, auditory, and kinesthetic learning.

Lesson plan activities are engaging, relevant, and designed to match visual, auditory, and kinesthetic learning styles.

Lesson plan template and Evidence Guide are included on the next 2 pages.




Unit/Skill/Title:

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Rationale




Assessment


Materials


Opening/Vocabulary

Mini-Lesson/




Closure

Homework

Evidence #5 – Learning StylesList the learning needs and styles as identified in the Class Profile:

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Learning Needs/Styles Instructional Strategy/Intervention

Evidence 6 - Diversity Relating to Students

Using the information reported on the Class Profile form, develop a standards-based lesson plan that includes activities which address and build on the class’ diversity. (Use Standards-Based Lesson Plan template.) Activities can come from one or both plans…a total of 2 activities, not 2 per lesson. (Addressing diversity includes the need to focus on cognitive skills development.) Use two files to complete

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the assignment--"STANDARDS BASED LESSON PLAN TEMPLATE" and "Evidence 6 Diversity Relating to Students."



Lesson Plans for this component were not submitted

Plans contain one content component or activity tied to diversity.

Activities contain 2 or more content components or activities tied to diversity.

Two lesson plan activities are engaging, relevant, and designed to link to and integrate content tied to diversity.

Standards-based lesson plan template and Evidence Guide for #6 follow.




Unit/Skill/Title:

Rationale

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Assessment


Materials


Opening/Vocabulary

Mini-Lesson/




Closure

Homework

Evidence #6 – Diversity Relating to Students

Check the relevant student diversity issues addressed in the instructional activities:

_____ Ethnicity/Race _____ Tolerance/Acceptance

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_____ Culture/Traditions _____ Readiness/Skills Levels

Activity #1 Activity #2

Name of Activity: Name of Activity:

Objective: Objective:

Relevance: Relevance:

Rigor: Rigor:

(“Rigor” is required for “Distinguished” level performance.)

Evidence 7 - Differentiation

Choose ONE assignment and select three samples of student work representing different levels of student understanding. Using the samples, determine student strengths and weaknesses and develop teaching strategies for remediation and/or enrichment. See the scoring rubric for specific requirements. (Complete the provided template--"Evidence 7 Differentiation Strategies" and include the student work.)

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No diagnoses of individual and group learning have been conducted

Some individual and group instructional weaknesses are addressed, but many are not. Teaching strategies do not differentiate for different levels of understanding.(Include student work samples.)

All of the instructional weaknesses are nominally addressed in the plan, but the delivery methods are more suitable for some needs than others. Teaching strategies minimally address different levels of understanding.(Include student work samples.)

All instructional weaknesses are completely addressed in the plan. The approach utilizes appropriate delivery methods for instruction.Teaching strategies address different levels of understanding.(Include student work samples.)

Guide for Evidence 7 follows. Be sure to include the student work samples you have selected for this assignment.

Evidence #7 – Differentiation StrategiesSelected Assignment ____________________________________________________

_____ Student work samples are included.

Standard or Objective of the Activity:

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Teacher’s Expectations for the Activity:

Students Strengths Areas for Growth Teaching Strategies

Student #1

Level of Understanding:

Student #2


Student #3


Section 3 – Planning and Preparation (Evidences 8-19)

Exit Competency #4The teacher selects goals that are valuable, clear, suitable for diverse students, and balanced among types of learning.

Exit Competency #5

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The teacher actively seeks and utilizes varied instructional materials and community resources, including technology, to enhance teaching and learning.

Exit Competency #6The teacher’s instructional plans are coherent and structured in their learning activities, resources, groupings, and time allocations are varied and suitable to the students and to instructional goals.

Exit Competency #7The teacher utilizes varied assessment methods, including those through technology, that are congruent with the goals for learning; students understand the criteria and standards; and the teacher utilizes assessment results to plan for and differentiate instruction.

ASSIGNMENTS:Evidence 8 One Unit Plan w/3 LessonsEvidence 9 Content MapEvidence 10 Performance StandardsEvidence 11 Essential Question(s)Evidence 12 New Content Lesson PlanEvidence 13 Enrichment/Practice/Application

Lesson PlanEvidence 14 Varied Instructional MaterialsEvidence 15 Community ResourcesEvidence 16 Technology Integration Lesson

PlanEvidence 17 Graphic OrganizersEvidence 18 Rubrics & Student Work

Samples with CommentaryEvidence 19 Assessment Types

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Evidence 8 - Unit Plan with 3 Daily Plans

Develop one unit plan containing at least 3 lesson plans using the Unit Plan Template in this rubric section. Use Evidences 8-19 as the checklist when developing instructional activities and assessments. The completed unit plan template will document completion of several assignments (evidences).



The unit plan was not included in the portfolio

The unit plan includes the minimum 3 lesson plans.

The unit plan includes the minimum 3 lesson plans and student work samples.

The unit plan includes the minimum 3 lessons, student work samples, commentary, varied instructional

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strategies, and instructor’s use of assessment results to plan future lessons.

The unit plan template and 3 copies of the standards-based lesson plan follow this page. The completed unit plan template will document Evidences 8, 9, 10, 11, 14, and 15.

TAPP Candidate’s Name:_________________________________ Date:___________

Subject Area(s):

Teaching Assignment(s) (Circle all that apply):

Grade Level:

PK/K 1 2 3 4 5 6 7 8 9 10 11 12

Other:

Gifted and Talented ESL Resource (Special Education - SWD)

Unit Title:

Unit Plan Template

Middle Georgia RESA

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Estimated Time to Teach Unit:

Performance Standards: Which standard(s) and element(s) will be taught in this unit? Include the number and write out the entire standard/element.

Unit Summary or Elaborated Focus:

Content MapThe “Topics”

are the organizing ideas

for the unit.Unit Essential Question:

Unit Title & Concept:

Topic:

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□

□

□

Topic:

□

□

□

□

Topic:

□

□

□

□

Topic:

□

□

□

□

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Topic:

□

□

□

□

Topic:

□

□

□

□

Topic:

□

□

□

□

Topic:

□

□

□

□

Topic:

□

□

□

□

Key Vocabulary: (Keep to barest minimum.)

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(Knowledge & Skills) Student Objectives/Learning Outcomes/Learning Goals:

(What do you want students to know, understand, and be able to do? Think “big ideas” for long-term understanding and critical thinking skills that will help lead them to understanding.)

Knowledge – What the students should know

Skills – What the student should be able to do

Essential Questions:

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Assessments: How will you know that they learned?

(Include formative and summative assessments.)

Assessments: (Authentic Culminating Assessment) Performance Task

(Include the rubric that you developed.)

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Launch Activity (for the entire unit):

How will you create interest? (Hook); How will you link knowledge? (Link)

Instruction: (Activities you might use to help students master the curriculum)

Include the use of graphic organizers.

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Accommodations for Differentiated Instruction:

(Put notes on how to differentiate based on formative assessments or other criteria.)Resource Student

Non-native English Speaker

Gifted and Talented Student

Other

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Materials and Resources Required for Unit:Printed Materials

Supplies

Technology/Internet Resources

Community Resources

Other

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Unit/Skill/Title:

Rationale




Assessment


Materials


Opening/Vocabulary

Mini-Lesson/




Closure

Homework

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Unit/Skill/Title:

Rationale




Assessment


Materials


Opening/Vocabulary

Mini-Lesson/




Closure

Homework

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STANDARDS-BASED LESSON PLAN



Unit/Skill/Title:

Rationale




Assessment


Materials


Opening/Vocabulary

Mini-Lesson/




Closure

Homework

Evidence 9 - Content Map

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Use the graphic organizer in the Unit Plan Template to chart the framework and structure of your instructional unit. Record your work on the same template used to document Evidence 8.



NO – Content Map is not included.

YES – Content Map is included. (This form is part of the unit plan template.)

Evidence 10 - Performance Standards for Unit Plan

Identify and include the Georgia Performance Standards or QCC Objectives which determine the content and lessons in the unit. You will add the standards or objectives to the Unit Plan Template attached to Evidence 8.

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Unit-specific standards are not included.

Unit-specific standards are included.

Unit-specific standards are included and have been reviewed with the mentor or designee. Mentor or designee has included written verification of the review.

Unit-specific standards are included, have been reviewed with the mentor or designee, and have been implemented in the classroom. Mentor or designee has included written verification of review and observation to document implementation.

Evidence 11 - Essential Question(s)

Provide the Essential Question(s) which will focus students on the essential content of the lesson. You will write or type them on the Unit Plan Template included in this section and attached to Evidence 8.


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NO – Unit-specific EQs are not included.

YES – Unit-specific EQs are included and are appropriate.

Evidence 12 - New Content Lesson

This plan introduces new material or a new skill. The purpose of the “New Content” Lesson is to ensure that students acquire the foundation and background knowledge and skills for future application. (Use the Standards-Based Lesson Plan Template and evidence guide included in this section.)



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Lesson plan to introduce new learning represents trivial learning, is not suitable for the student audience, contains only instructional activities, and does not permit viable methods of assessment.

Lesson plan to introduce new learning is of moderate value or suitability for the student audience. The lesson contains a combination of strategies and activities, some of which permit viable methods of assessment. There is some evidence of appropriate use of time, resources, and sequence.

Lesson plan represents valuable learning suitable for most students in the class. Plan provides opportunities for integration of meaningful links to previous learning and student experience. It permits viable methods of assessment. There is evidence of appropriate use of time, resources, and sequence.

Lesson plan involves students in high-level learning relating to curriculum frameworks and standards. Plan is adapted where necessary to the needs of individual students, and it permits viable methods of assessment. There is strong evidence of appropriate use of time, resources, and sequence.

Evidence #12--NEW CONTENT LESSON

Unit Title __________________________________________________________

Lesson Title/Focus ______________________________________________________

Lesson Planning – Unpacking the Standards:

Basic Knowledge Needed Knowledge Application – Student Performances and/or

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Rigor & Relevance Products

Description of Student Work Samples – Assignment & Reason for Selection:

Evidence 13 - Enrichment/Practice/Application Lesson

The unit plan will include will include follow-up lessons to the New content lesson to provide students with practice and application to build or refine learning. (Re-teaching and remediation activities are appropriate.) Further activities will extend learning through enrichment activities. Some of these effective strategies are recommended--Compare/Contrast, Classify, Induction, Deduction, Error Analysis, Constructing Support, Abstracting, Analyzing Perspectives. (Use the included Standards-Based Lesson Plan Template and evidence guide.)

Low-Functioning Special Ed: Field trips could “extend” learning.

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Lesson plans to extend/refine represent trivial learning and are not suitable for the student audience, contain only instructional activities, lack appropriate sequence and structure, and do not permit viable methods of assessment.(This lesson can be the second lesson or a later lesson in the unit. You are providing additional practice or enrichment to the first lesson.)

Lesson plans to extend/refine are of moderate value or suitability for the student audience. The lessons contain a combination of strategies and activities, some of which lack appropriate sequence and structure and permit viable methods of assessment.(This lesson can be the second lesson or a later lesson in the unit. You are providing additional practice or enrichment to the first lesson.)

Lesson plans represent valuable learning suitable for most students in the class. Plans provide opportunities for integration of extend/refine components and permit viable methods of assessment.(This lesson can be the second lesson or a later lesson in the unit. You are providing additional practice or enrichment to the first lesson.)

Lesson plans involve students in high-level learning relating to extend/refine components and are adapted when necessary to the needs of individual students. Plans permit viable methods of assessment.(This lesson can be the second lesson or a later lesson in the unit. You are providing additional practice or enrichment to the first lesson.)

Evidence #13--ENRICHMENT/PRACTICE LESSON


Lesson Planning – Unpacking the Standards:

Basic Knowledge Needed Knowledge Application – Rigor & Relevance

Student Performances and/or Products

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Evidence 14 - Varied Instructional Materials

Include sources for content and activities from a variety of supplemental sources. The textbook is not always adequate to teach state standards. (Record sources on the Unit Plan Template attached to Evidence 8.)



NO variety of materials is noted in the plan.

Lesson is based primarily on the course textbook.

Lesson pulls content and activities from the course textbook and supplemental sources.

The lesson plan results in high-level learning with strong integration and synthesis of content from a variety of sources.

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Low-function SpEd: Repeating classroom performance in a different setting = “synthesis.”

Evidence 15 - Community Resources

Locate the list available in your school of community individuals and corporations who will donate time and resources to support instruction. (Record possible use on the Unit Plan Template and actual use in any unit Lesson Plan. See the scoring rubric for specific requirements.)

SpEd Tip: Consider community agencies that assist families.



Teacher is unaware of Community Resources available for teaching or for students who need them.

Teacher displays knowledge of appropriate Community Resources by listing 2 possible

Teacher is fully aware of available Community Resources and knows how to access them. ONE

Teacher is fully aware of Community Resources, knows how to access them, and has

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lesson-related resources.

example is included in the lesson planning but is not actually used in class.

documented use of at least ONE in the lesson.

Evidence 16 - Technology Integration Lesson

Integrate the use of technology into your lesson. Examples of technology integration can include both teacher and student use. (Record on the Unit Plan Template and evidence guide. See the scoring rubric for specific requirements.)



NO technology use is included.

Lesson includes 1 use of technology in the lesson.

Lesson includes clear integration of technology in the lesson by either the teacher OR the students.

Lesson includes both teacher and student use of technology to develop the lesson. (United Streaming is considered a technology resource.)

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Be sure to include the lesson plan, and complete the Evidence Guide for this assignment. (See next page.)

Evidence #16--TECHNOLOGY INTEGRATION LESSON


Lesson Planning – Unpacking the Standards:Basic Knowledge Needed Knowledge Application –

Rigor & RelevanceStudent Performances and/or

Products

Description of Student Work Samples – Assignment & Reason for Selection:

Check the appropriate statement below to document use of technology. Describe the activity.

___Student use only ___Teacher use only ___Student and teacher use

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(“Distinguished” credit requires both student and teacher use of technology.)

Evidence 17 - Graphic Organizer

Develop and use graphic organizers to assist students in seeing relationships and the organizational structure of lesson content. (Include plans on the Unit Plan Template.) You can find examples at www.mgresa.org and on multiple websites.

Examples must have been completed by students. Do not include samples of forms unless you can prove student use.



NO – Graphic Organizers are not included.

YES – Two Graphic Organizers with student-completed forms are included.(Many samples are available online. “Google” to find.)

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Evidence 18 - Rubrics & Student Work Samples with Commentary

Design rubrics to guide students’ work and serve as the basis for students’ and teacher’s assessments. Provide written feedback (“commentary”) to inform students of standards-based strengths and areas for improvement.

(Include 2 different rubrics, not the same rubric used with 2 different students. See the scoring rubric for specific requirements.)



Sample rubrics and student work samples are not included.

1 rubric without written commentary is included.(“Written commentary” is your feedback which uses language of the standard and is based on the student’s progress in

1 rubric with written commentary is included.(“Written commentary” is your feedback in standards language which is based on the student’s progress in meeting,

At least 2 different rubrics with written commentary are included.(“Written commentary” is your feedback in standards language which is based on the student’s progress in meeting,

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meeting, exceeding, or not meeting the standards.)

exceeding, or not meeting the standards.)

exceeding, or not meeting the standards.)

Evidence 19 - Assessment Types

Develop appropriate assessment types for the unit plan such as Authentic Culminating Assessments, Formal/Informal Assessments; Assessments using Technology; and Pre- & Post-tests.Vary and include assessment types and document the use of assessments to inform teaching and to provide feedback to students in order to improve their performance. Examples include student projects, multiple choice, oral presentations, rubrics, and opportunities for students’ self-assessment. (Use Unit Plan Template & additional template to guide your responses.)



No clear criteria or use of assessment information is included.

Assessment criteria have been developed, but these have not been clearly communicated to students

Clear assessment criteria have been developed, and they have been communicated to students.

Clear assessment criteria have been developed and communicated. At least 3 sample assessments are included. Evidence is attached to document the teacher’s use of assessment results to re-teach.

Evidence Guide is available on next page.

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Evidence #19—Assessment Types

List the types of assessment used in the unit and mark either “Formative” or “Summative.”

Assessment Name Assessment Type Formative Summative Formative Summative Formative Summative Formative Summative

(For “Distinguished” credit, include at least 3 assessment types.)

Explain your rationale for using each assessment.

Assessment Name Rationale for Use

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Section 4 – The Classroom Environment (Evidences 20-29)

Exit Competency #8Teacher-student interactions and student/student interactions are friendly, warm, caring, polite, respectful and developmentally and culturally appropriate.

Exit Competency #9The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct.

Exit Competency #10The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals.

Exit Competency #11The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior.

Exit Competency #12The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.

ASSIGNMENTS:

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Evidence 20 Video Clip(s)/Reflection #1Evidence 21 Field Experience #1Evidence 22 Field Experience #2Evidence 23 Classroom DiagramEvidence 24 Classroom Discipline PlanEvidence 25 Classroom Procedures &

ExpectationsEvidence 26 Observation by MentorEvidence 27 Reflective Journal #1Evidence 28 Reflective Journal #2Evidence 29 Reflective Journal #7

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Evidence 20 - Video Clip(s) #1 - (Requires Mentor Verification for "Distinguished" score)

Arrange for someone to record you while you interact with students to deliver your lesson. Include all behaviors listed in Competencies 8, 9, 10, 11, and 12.Record your findings and reflections on the Video Clip Lesson Reflection Form (attached).(Tip: Plan a highly interactive lesson and record the entire lesson. View the video and check off the required behaviors you observe. If some behaviors are not observed, plan a second lesson to meet the requirement, and record it. View it to verify you have met all 5 competencies.)

Be sure to make arrangements to obtain a copy of the video clip(s) to keep on your personal computer or saved to an external drive.

Rubric for Evidence 20Unsatisfactory (1 pt) Basic (2 pts) Proficient (3 pts) Distinguished (4 pts)

Video Clip was not prepared.

Video Clip was created and viewed by the teacher.

Video Clip was created, viewed, and analyzed by the teacher. Findings and reflections are recorded on the completed Video Reflection Forms for the taped session(s).

Video Clip was created, viewed, and analyzed by the teacher. Findings were shared with mentor or designee. Mentor or designee has provided written documentation of conversation and the observation of behaviors tied to all 5 competencies. Video Reflection Form(s) are included.

(Mentor Verification Rubric on next page)

Mentor Verification Rubric

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Proficient Mastery Level Distinguished Mastery LevelNo mentor/designee verification is required for this level.

The mentor/designee has discussed the teacher’s performanceANDhas observed the teacher’s delivery of instruction/implementation

Evidence Guide for #20 is on next page.

Evidence #20 - Video Clip Reflection Form

Name _________________________________ Date ____________________________

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School _________________________________ Subject __________________________

As I watch the video clip(s), I observed the following required behaviors as specified by the competencies. (See competencies 8-12 for behaviors to document.)

Other effective practices I observed are:

Did the students learn what I intended? Were my instructional goals met? How do I know, or how and when will I know?

Did I change my goals or instructional plan as I taught the lesson? Why?

If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why?

FIVE REQUIRED FIELD EXPERIENCES

You are required to spend five (5) full days out of your classroom observing other teachers. You will record what you observe in terms of the competencies identified for each observation visit on a form designated by visit (Field Experience #1, etc.). You will also reflect (on a second page) on strategies you observed in terms of their effectiveness and their application to your classroom. (Your system categorizes your absences as “professional leave.”)

The first full day (at least 6 hours) can be spent away from school or in your own school. (If your system does not provide a full day of release time for observations in your school, you may be required to observe teachers during your own planning time. You must observe for a total of 6 hours.) The other FOUR full days must be spent in FOUR different

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schools where you will observe no more than two teachers (a half day with each teacher). You need to see students/programs which differ from your school/class population, so you need to complete the demographics sections of the Diversity Verification form and check with your TAPP supervisor before going to the school.

Schedule for Field Experiences will depend on program completion date.

Visit 1 Focus Visit 2 Focus Visit 3 Focus Visit 4 Focus Visit 5 Focus

Competency #8

Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate.

Competency #10

The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals.

Competency #13

The teacher’s directions, procedures, and oral and written language are communicated clearly and accurately.

Competency #15

The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing.

Competency #16

The teacher’s feedback to students is consistently high quality and [delivered] in a timely manner.

Competency #9

The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct.

Competency #12

The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.

Competency #14

The teacher’s questions and discussion techniques are of high quality and engage all students.

Competency #17

The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent.

Competency #11

The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior.

Competency #18

The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.

The levels you visit will depend on your certification. See the chart below for requirements.P-12 Grades PK-3 Grades 4-5 Grades 6-8 Grades 9-12 Your Choice

Grade 6-12 Grades 6-8 Grades 6-8 Grades 9-12 Grades 9-12 Grades 9-12

Middle Grades 4-8

Grades 4-5 Grades 4-5 Grades 6-8 Grades 6-8 Your Choice

Early Childhood Education (PK-5)

Grades PK-K Grades PK-K Grades 1-3 Grades 1-3 Grades 4-5

Evidence 21 - Field Experience #1a - (Requires Mentor Verification)

Visit and observe other teachers in YOUR school or ANOTHER school to improve your own teaching practices. You must observe at least 6 hours to count as one full day. You may observe up to 3 teachers in

Classroom Environment

Instruction

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your school but only 2 teachers in other schools. You will focus on Competencies #8, #9, & #11.

See Field Experience Form #1a and Reflection Form-b in this section. Print the observation form (#1a) and take at least 2 copies with you when you observe. Be sure to have the teacher you observe sign the form BEFORE THE OBSERVATION.

Complete the Diversity Verification form and include it in this section.

THE PSC NOW REQUIRES THAT YOU USE STRATEGIES YOU HAVE OBSERVED DURING FIELD EXPERIENCES IN YOUR OWN CLASSROOM. YOUR MENTOR MUST SCORE BOTH ATTACHED RUBRICS AND WRITE IN THE COMMENT THAT YOU HAVE USED THESE OBSERVED STRATEGIES IN YOUR OWN TEACHING.

(You will complete 3 forms—observation, reflection, and Diversity Verification—for each field experience. Observation and reflection forms differ for each visit.)



Observation is not included.

Observation is completed, and written reflection is included and discussed with mentor or designee.

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies usable in teacher’s classroom, and mentor or designee has documented the use of observed ideas/strategies in your classroom.

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies to use. Mentor or designee documents use of ideas/strategies in your classroom and your sharing of these strategies in staff meetings or professional learning sessions.

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Proficient Mastery Level Distinguished Mastery LevelThe mentor/designee has met with the teacher to discuss those strategies observed in Field Experience #1 which the teacher considers usable in his/her classroom.

The mentor/designee has discussed with the teacher those strategies observed in Field Experience #1 which are usableANDhas observed implementation of these strategies in the teacher’s classroom.

Observation, reflection, and Diversity Verification forms are on the next 3 pages.

Evidence #21a--Field Experience #1 Observation Form

Teacher _____________________________ Location (School) ____________Observed Teacher’s Signature ___________________________ Date _______Visit and observe other teachers in YOUR school. Your total time spent in classes must equal at least 6 hours. You will focus on Competencies #8, #9, and #11. Record your observations in the right column and any additional notes at the bottom of the page. (Duplicate as needed. You will use a different form for each teacher you observe.)

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Respect and Rapport

Teacher Interaction w/students:

Interactions are friendly, demonstrate warmth, caring & respect. Students exhibit respect for teacher.

Student Interaction:

Student interactions are polite and respectful.

Observations

Culture for Learning

Importance of Content:

Teacher conveys genuine enthusiasm for subject/students demonstrate consistent commitment to content.

Student Pride in Work

Students accept teacher insistence on high quality work and pride in work.

Expectations for Learning and Achievement:

Instructional goals, activities, interactions, and classroom

environ. Convey high expectations for student achievement.

Observations

Student Behavior

Managing Student Behavior

Expectations : Standards of conduct are clear to all students.

Monitoring : Teacher is alert to student behavior at all times.

Response to Misbehavior : Teacher response to misbehavior is appropriate and successful; respects student’s dignity.

Observations

Additional Notes:

Evidence #21b--Field Experience #1 REFLECTION FORM1. What strategies did the observed teacher use consistently to maintain polite and

respectful interactions?

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2. Which instructional activities communicated the teacher’s high expectations for learning and behavior?

3. What ideas and strategies can you take with you to use in your classroom?

4. What changes might you make in the ideas and strategies to fit your students’ needs and your own style of teaching?

Insert “Diversity Verification Form” here. Form is available at www.mgresa.org.

Click on the “GaTAPP” link.

Click on “Current Teachers” and look for Forms.

http://www.mgresa.org/

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Evidence 22 - Field Experience #2 (Requires Mentor Verification)

Visit and observe 1 or 2 teachers in ANOTHER school to improve your own teaching practices. You must observe at least 6 hours in the school to count as one full day. You will focus on Competencies #8, #9, & #11.

See Field Experience Form #2 and reflection form in this section. Print the observation form for Field Experience #2 and take at least 2 copies with you when you observe. Be sure to have the teacher(s) you observe sign the form BEFORE THE OBSERVATION.

Complete the Diversity Verification form before your visit and include it in this section.

THE PSC NOW REQUIRES THAT YOU USE STRATEGIES YOU HAVE OBSERVED DURING FIELD EXPERIENCES IN YOUR OWN CLASSROOM.

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YOUR MENTOR MUST SCORE BOTH ATTACHED RUBRICS AND WRITE IN THE COMMENT THAT YOU HAVE USED THESE OBSERVED STRATEGIES IN YOUR OWN TEACHING.





Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies usable in teacher’s classroom, and mentor or designee has documented the use of observed ideas/strategies in your classroom.

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies to use. Mentor or designee documents use of ideas/strategies in your classroom and your sharing of these strategies in staff meetings or professional learning sessions.

Mentor Verification Form

Proficient Mastery Level Distinguished Mastery LevelThe mentor/designee has met with the teacher to discuss those strategies observed in Field Experience #2 which the teacher considers usable in his/her classroom.


Observation, reflection, and Diversity Verification forms are available on next 3 pages.

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Evidence #22b--Field Experience #2 REFLECTION FORM1. What strategies did the observed teacher use to settle students when they entered

the classroom? What routines are in place to manage other non-instructional tasks efficiently?

2. How do the arrangement of the room and availability of resources contribute to the protection of instructional time?


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Insert Diversity Verification Form here. You can find it at www.mgresa.org.

Click on the “GaTAPP” link and then on the “Current Teachers” link.

You will find it in Forms.


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Evidence 23 - Classroom Diagram and Rationale

Include a sample classroom diagram, or floor plan, showing instructional areas, and include a written explanation/rationale for room arrangement.

Template is provided for Evidence 23.



NO -- Classroom Diagram is not included.

Floor plan is included but lacks detail and specificity. No rationale is provided.

Floor plan is included and is clear and specific. provides some rationale for decisions.

Floor plan is clear and specific; rationale for plan thoroughly supports reasons for placement.

Evidence Guide for #23 is on the next page.

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Evidences #23—Classroom Diagram and Rationale

In the space (box) below, record your rationale for the room arrangement you have developed as part of your classroom management plan.

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Evidence 24 - Classroom Discipline Plan

Include a copy of your classroom discipline plan. Your plan must support and align with the school plan. Establish rules and consequences which are consistent with your administrator's plan for the building.




Documents are not included.

Classroom rules are incomplete. Consequences are not listed. Process for teaching rules is not evident.

Classroom rules are positively stated, and there is a process for teaching them. Consequences are listed. Plans have been discussed with students to include their input.

Classroom rules are positively stated and justified. Plan clearly shows instruction of rules and student input with rules and consequences. Strategies are low-profile, appropriate, and protective of students' dignity.

Guide for Evidence 24 is on the next page.

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Evidence #24 – Discipline Plan

List your classroom rules and consequences. How did you present your Classroom Management/Behavior Plan to your students? Describe your procedure for including student input into the development of the plan (PowerPoint presentation, student surveys, etc.). What will you do to maintain your discipline plan?

_____ Attach lesson plan or activities used.

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Evidence 25 - Classroom Procedures & Expectations

Provide a copy of your classroom procedures which provide structure and order to your classroom. Describe how you will teach them to your students. What strategies will you use to reinforce this teaching?




Information is not included.

A written copy of Classroom Procedures & Expectations is included.

A written copy of Classroom Procedures & Expectations is included, along with the process of teaching.

A written copy of Classroom Procedures & Expectations is included, with the plan for teaching. Plan contains proactive measures for preventing disruptions and loss of instructional time.

Evidence Guide for 25 is on the next page.

Evidence #25 – Classroom Procedures & Expectations

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List the procedures you will teach your students that provide structure and order to your classroom. How will you teach these procedures to your students? What will you do to maintain these procedures throughout the year? Describe your process for teaching these routines and procedures.

Evidence 26 - Observation by Mentor or Content Area Specialist (Requires Mentor Verification and completed verification form)Complete the Guide for this Evidence by briefly stating your classroom rules and important routines you have established for your students. Explain the

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activities you used to teach your classroom rules and procedures to your students.

Arrange for your mentor or designee to observe you and document your success in managing your classroom environment and student behavior. (Observation may be scheduled to meet other evidences.)

Mentor should score the Rubric 2 (Class Observation) rubric. Rubric begins on the next page.


Proficient Mastery Level Distinguished Mastery LevelThe mentor/designee can document adequate success regarding behavior management.

The mentor/designee verified highly effective rules and procedures to minimize misconduct and protect time.

Evidence #26 – Mentor’s Observation of Classroom Management

TAPP teacher should complete the chart below and upload into LiveText.

Classroom Rules Activity to Introduce/Practice

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Procedure 1:(Name the procedure)

Activity to Introduce/Practice




Rubric 2 Classroom Observation Rubric (Mentor uses/scored electronically in LiveText)

Respect/Rapport: Teacher Interaction with Students(1, 6%)

Teacher interaction with at least some students is negative, demeaning, sarcastic, or

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies,

Teacher-student interactions are friendly and demonstrate general caring, and respect. Such interactions are

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inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

favoritism, or disregard for students' cultures. Students exhibit only minimal respect for teacher.

appropriate to the age and cultures of the students. Students exhibit respect for teacher.

Student Interactions with other students(1, 6%)

Student interactions are characterized by conflict, sarcasm or put-downs.

Students do not demonstrate disrespect for one another.

Student interactions are generally polite and respectful.

Culture of Learning: Importance of Content(1, 6%)

Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value.

Expectations for Learning & Achievement(1, 6%)

Instructional outcomes, activities, and assignments, and classroom interactions convey low expectations for at least some students.

Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.

Student Pride in Work (1, 6%)

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do high-quality work.

Students minimally accept the responsibility to do good work but invest little of their energy into its quality.

Students accept teacher’s insistence on work of high quality and demonstrate pride in that work.

Management of Instructional Groups (1, 6%)

Students not working with the teacher are not productively engaged in learning.

Students in only some groups are productively engaged in learning while unsupervised by the teacher.

Small-group work is well organized, and most students are productively engaged in learning while unsupervised by

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the teacher.

Management of Transitions(1, 6%)

Transitions are chaotic, with much time lost between activities or lesson segments.

Only some transitions are efficient, resulting in some loss of instructional time.

Transitions occur smoothly, with little loss of instructional time.

Management of Materials & Supplies(1, 6%)

Materials and supplies are handled inefficiently, resulting in significant loss of instructional time.

Routines for handling materials and supplies function moderately well, but with some loss of instructional time.

Routines for handling materials and supplies occur smoothly, with little loss of instructional time.

Performance of Non-instructional Duties (1, 6%)

Considerable instructional time is lost in performing non-instructional duties.

Systems for performing non-instructional duties are fairly efficient, resulting in some loss of instructional time.

Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of instructional time.

Supervisions of Volunteers and Paraprofessionals(1, 6%)

Volunteers and paraprofessionals have no clearly defined duties and are idle most of the time.

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision.

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

Managing Student Behavior: Expectations(1, 6%)

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of conduct appear to have been established and most students seem to understand them.

Standards of conduct are clear to all students.

Monitoring of Student Behavior(1, 6%)

Student behavior is not monitored, and teacher is unaware of what the students are doing.

Teacher is generally aware of student behavior but may miss the activities of some students.

Teacher is generally aware of student behavior but may miss the activities of some students.

Response to Student Misbehavior(1, 6%)

Teacher does not respond to misbehavior, or the response is

Teacher attempts to respond to student misbehavior but

Teacher response to misbehavior is appropriate and successful and

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inconsistent, is overly repressive, or does not respect the student's dignity.

with uneven results, or there are no major infractions of the rules.

respects the student's dignity, or student behavior is generally

Organizing Space: Safety & Assessibility(1, 6%)

The classroom is unsafe, or learning is not accessible to some students.

The classroom is safe, and at least essential learning is accessible to most students.

The classroom is safe, and learning is equally accessible to all students.

Arrangement of furniture & use of physical resources(1, 6%)

The furniture arrangement hinders the learning activities, or the teacher makes poor use of physical resources.

Teacher uses physical resources adequately. The furniture may be adjusted for a lesson, but with limited effectiveness.

Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities.

Evidence 27 - Reflective Journal #1

Choose ONE Journal 1 writing prompt to describe a teaching strategy or event in the classroom. Include thoughts regarding past practices and future steps to improve teaching.

Template for Journal #1 is provided.

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Reflective Journal #2 is not included.

Journal is included with a brief narrative and no reflection.

Journal contains adequate thought development and reflection on past practices

The journal contains specific examples in well-structured and fully developed paragraphs. The reflection includes thoughts on past practices and future plans for improvement, if necessary.

Reflective Journal 1—Evidence #27Choose ONE topic for this reflective journal. Send the completed journal to your mentor/TAPP supervisor. Type your reflective journal in the bottom section of this form and upload to LiveText.

List the primary events of your typical school day. How did you react to them? Write about what you did well and what you need to change.

Think about your classroom rules and procedures. Which ones are you consistently enforcing? Which ones need to be re-taught and enforced?

What did you do today to help your students be successful? What was their reaction?

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Choose ONE Journal 2 writing prompt to describe a teaching strategy or event in the classroom. Include thoughts regarding past practices and future steps to improve teaching.

Template for Reflective Journal #2 is included.



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Reflective Journal #3 is not included.



The journal contains specific examples in well-structured and fully developed paragraphs. The reflection includes thoughts on past practices and future plans for improvement, if necessary.


Are you ever the initial troublemaker in your own class? What actions have you taken which caused a disruption or loss of instructional time? What can you do to your own routine to eliminate the problem?

Complete this statement: “When I have a problem with a student, I ….” What does your statement reveal about steps you can take to improve your relationships with students?

As a first-year teacher, you may find it difficult to fit into the school environment, or culture. What roles do you play now beyond your classroom walls? What roles do you anticipate playing in the future?

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Complete the writing prompt for Reflective Journal #7.

Template for Journal #7 is included.



Journal is not included



Journal contains specific examples in well-structured and fully developed paragraphs. The reflection includes thoughts on past practices and

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future plans for improvement, if necessary.

Reflective Journal 7—Evidence #29Write on the assigned topic for this reflective journal. Send the completed journal to your mentor/TAPP supervisor. Type your reflective journal in the bottom section of this form and upload to LiveText.

As I reflect on my classroom management plan at this point in my career, what similarities to my first management plan are evident? What changes have I implemented to improve my plan?

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Section 5 – Instruction (Evidences 30 - 41)Exit Competency #13


Exit Competency #14The teacher’s questions and discussion techniques are of high quality and engage all students.

Exit Competency #15The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing.

Exit Competency #16

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Exit Competency #17The teacher demonstrates flexibility and responsiveness by adjusting [the] lesson, responding to students, and being persistent.

Exit Competency #18The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.

ASSIGNMENTS:Evidence 30 Video Clip(s)/Reflection #2Evidence 31 Field Experience #3Evidence 32 Field Experience #4Evidence 33 Field Experience #5Evidence 34 Oral & Written DirectionsEvidence 35a Cooperative Learning ArticlesEvidence 35b Cooperative Learning ActivityEvidence 36 Formative/Summative

Assessments w/ResultsEvidence 37 Instructional StrategiesEvidence 38 Reflective Journal #3Evidence 39 Reflective Journal #4Evidence 40 Reflective Journal #8Evidence 41 Reflective Journal #9

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Evidence 30 - Video Clip(s) #2 (Requires Mentor Verification for "Distinguished" score)

Arrange for someone to record you while you interact with students to deliver your lesson. Include all behaviors listed in Competencies 13, 14, 15, 16, 17, and 18.Record your findings and reflections on the Video Clip Lesson Reflection Form provided in this section.Be sure to make arrangements to obtain a copy of the video clip(s) to keep on your personal computer or saved to an external drive.

Rubric for Evidence 30Unsatisfactory (1 pt) Basic (2 pts) Proficient (3 pts) Distinguished (4 pts)

Video Clip was not prepared.

Video Clip was created and viewed by the teacher.

Video Clip was created, viewed, and analyzed by the teacher. Findings and reflections are recorded on the completed Video Reflection Form(s).

Video Clip was created, viewed, and analyzed by the teacher. Findings were shared with mentor or designee. Mentor or designee has provided written documentation of conversation and the observation of behaviors tied to all 6 competencies. Video Reflection Form(s) are included.

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Mentor Verification RubricProficient Mastery Level Distinguished Mastery LevelNo mentor/designee verification is required for this level.

The mentor/designee has discussed the teacher’s performanceANDhas observed the teacher’s delivery of instruction/implementation

Guide for Evidence is on the next page.Evidence #20 - Video Clip Reflection Form

Name _________________________________ Date ____________________________

School _________________________________ Subject __________________________

As I watch the video clip(s), I observed the following required behaviors as specified by the competencies. (See Evidences 13-18 for teacher behaviors to document.)

Other effective practices I observed are:

Did the students learn what I intended? Were my instructional goals met? How do I know, or how and when will I know?

Did I change my goals or instructional plan as I taught the lesson? Why?

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If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why?

FIVE REQUIRED FIELD EXPERIENCES

You are required to spend five (5) full days out of your classroom observing other teachers. You will record what you observe in terms of the competencies identified for each observation visit on a form designated by visit (Field Experience #1, etc.). You will also reflect (on a second page) on strategies you observed in terms of their effectiveness and their application to your classroom. (Your system categorizes your absences as “professional leave.”)

The first full day (at least 6 hours) can be spent away from school or in your own school. (If your system does not provide a full day of release time for observations in your school, you may be required to observe teachers during your own planning time. You must observe for a total of 6 hours.) The other FOUR full days must be spent in FOUR different schools where you will observe no more than two teachers (a half day with each teacher). You need to see students/programs which differ from your school/class population, so you need to complete the demographics sections of the Diversity Verification form and check with your TAPP supervisor before going to the school.

Schedule for Field Experiences will depend on program completion date.

Visit 1 Focus Visit 2 Focus Visit 3 Focus Visit 4 Focus Visit 5 Focus

Competency #8

Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate.

Competency #10

The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals.

Competency #13


Competency #15

The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing.

Competency #16


Competency #9

The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct.

Competency #12

The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.

Competency #14

The teacher’s questions and discussion techniques are of high quality and engage all students.

Competency #17

The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent.

Competency #11

The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior.

Competency #18

The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.

Classroom Environment

Instruction

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The levels you visit will depend on your certification. See the chart below for requirements.P-12 Grades PK-3 Grades 4-5 Grades 6-8 Grades 9-12 Your Choice

Grade 6-12 Grades 6-8 Grades 6-8 Grades 9-12 Grades 9-12 Grades 9-12

Middle Grades 4-8

Grades 4-5 Grades 4-5 Grades 6-8 Grades 6-8 Your Choice

Early Childhood Education (PK-5)

Grades PK-K Grades PK-K Grades 1-3 Grades 1-3 Grades 4-5


Visit and observe no more than 2 teachers in ANOTHER school to improve your own teaching practices. You must observe at least 6 hours in the school to count as one full day. You will focus on Competencies #13 & #14. (See Field Experience Form #3 and reflection form in this section.)

Be sure to print copes of the observation form. Ask the teacher(s) you are observing to sign the form before class begins.

Remember to complete the Diversity Verification Form.






Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies to

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includes list of ideas/strategies usable in teacher’s classroom, and the mentor or designee has documents use of the observed ideas/strategies in your classroom.

use. Mentor or designee has document use of ideas/strategies in your classroom. Mentor or designee also has documented your sharing of observed ideas/strategies in staff meeting or professional learning sessions.

Mentor VerificationProficient Mastery Level Distinguished Mastery LevelThe mentor/designee has met with the teacher to discuss those strategies observed in Field Experience #1 which the teacher considers usable in his/her classroom.


Observation, reflection, and Diversity Verification forms are included on the next 3 pages.

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Teacher _____________________________ Location (School) ____________Observed Teacher’s Signature ___________________________ Date _______Visit and observe no more than 2 teachers in ANOTHER school. Your total time spent in classes must equal at least 6 hours. You will focus on Competencies #13 and 14. Record your observations in the right column and any additional notes at the bottom of the page. Duplicate form if you observe 2 teachers.

Communicating Clearly and Accurately

Directions/Procedures: Directions and procedures are clear to students and anticipate possible student misunderstanding.

Oral & Written Language: Language is correct, expressive, and uses well-chosen vocabulary that enriches the lesson.

Comments

Using Questioning & Discussion Techniques

Quality of questions: Teacher questions are high quality, giving adequate time for student responses. Students formulate many questions.

Discussion Techniques: Students assume much responsibility for the discussion, initiating topics and contributing voluntarily.

Student Participation: Students ensure all voices are heard in the discussion.

Comments

Additional Notes:

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Evidence #31b--Field Experience #3 REFLECTION FORM1. What specific details were evident in the observed teacher’s directions to the

class?

2. How would you characterize the teacher’s questions? Were they basic comprehension questions or questions which drew students into the discussion? If observed, give an example of a question which increased student input.



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Insert Diversity Verification form here. Copy is available at www.mgresa.org.Click on “GaTAPP” link and then “Current Teachers” link.See “Forms.”


Visit and observe no more than 2 teachers in ANOTHER school to improve your own teaching practices. You must observe at least 6 hours in the school to count as one full day. You will focus on Competency #15. (See Field Experience Form #4 and reflection form


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in this section. Be sure to ask the teacher(s) you are observing to sign the observation form before class.)







Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies usable in teacher’s classroom, and mentor or designee has documented the actual use of observed ideas/strategies in your classroom.

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies to use. Mentor or designee documents use of observed ideas/strategies in your classroom. Mentor or designee also has documented the sharing of observed ideas/strategies in staff meetings or professional learning sessions.

Mentor Verification RubricProficient Mastery Level Distinguished Mastery Level

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he mentor/designee has met with the teacher to discuss those strategies observed in Field Experience #4 which the teacher considers usable in his/her classroom.


Observation, reflection, and Diversity Verification forms are provided on the next 3 pages.


Teacher _____________________________ Location (School) ____________Observed Teacher’s Signature ___________________________ Date _______Visit and observe no more than 2 teachers in ANOTHER school. Your total time spent in classes must equal at least 6 hours. You will focus on Competency #15. Record your observations in the right column and any additional notes at the bottom of the page. Duplicate form if you observe 2 teachers.

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Engaging Students in Learning

Representation of Content: Content is presented appropriately and links well with students’ knowledge. Students contribute to representation.

Activities/Assignments: All students are cognitively engaged in activities and assignments. Students initiate or adapt activities to enhance their understanding.

Grouping of Students:

Instructional groups are productive & appropriate to the learning goals and cognitively engage students. Students initiate choice, adaptation or creation of materials to enhance their understanding and purpose.

Instructional Materials & Resources:

Instruct. materials & resources are suitable and meet needs of students.

Structure & Pacing: The structure of the lesson is coherent and includes reflection and closure. Pacing is appropriate for all students.

Comments

Additional Notes:

Evidence #32b--Field Experience #4 REFLECTION FORM1. How do the observed teacher’s pace and energy level affect student engagement?

2. What links does the teacher make to previous learning? What links are made to students’ experiences and interests?

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3. If a cooperative learning activity was part of the lesson, what structure did the teacher use to ensure the participation of most students?



Insert Diversity Verification form here. Available at www.mgresa.org.


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Visit and observe no more than 2 teachers in ANOTHER school to improve your own teaching practices. You must observe at least 6 hours in the school to count as one full day. You will focus on Competencies #16 - #18. (See included Field Experience Form #5, and reflection form. Be sure to have the teacher(s) you observe sign the observation form before class begins.)




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Observation is not included

Observation is completed, and written reflection is included and discussed with mentor or designee

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies usable in teacher’s classroom, and the mentor or designee has documented the actual use of observed ideas/strategies in your classroom.

Observation is completed; written reflection is included and has been reviewed with mentor or designee; Diversity Verification Form is included.Reflection includes list of ideas/strategies to use. Mentor or designee documents the actual use of ideas/strategies in your classroom. The mentor or designee also documents your sharing of observed ideas/strategies in staff meetings or professional learning sessions.

Mentor Verification RubricProficient Mastery Level Distinguished Mastery LevelThe mentor/designee has met with the teacher to discuss those strategies observed in Field Experience #5 which the teacher considers usable in his/her classroom.


Observation, reflection, and Diversity Verification forms are provided on the following 3 pages.

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Teacher _____________________________ Location (School) ____________Observed Teacher’s Signature ___________________________ Date _______Visit and observe no more than 2 teachers in ANOTHER school. Your total time spent in classes must equal at least 6 hours. You will focus on Competencies #16 and #17. Record your observations in the right column and any additional notes at the bottom of the page. Duplicate form if you observe 2 teachers.

Providing Feedback to Students

Quality: Accurate, Substantive, Constructive, & Specific:

Feedback is consistently high quality. Provision is made for students to use feedback in their learning.

Timeliness: Timely feedback is consistently provided. Students use feedback promptly

Comments

Demonstrating Flexibility and Responsiveness

Lesson Adjustment: Teacher successfully makes a major adjustment to lesson.

Response to Students: Teacher seizes a major opportunity to enhance learning on a spontaneous event.

Persistence: Teacher persists in seeking approaches for students who are having difficulty learning, using multiple strategies and seeking additional resources from the school.

Comments

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Additional Notes:

Evidence #33b--Field Experience #5 REFLECTION FORM1. How does the observed teacher use correct student responses to increase the

understanding of other students?

2. What steps does the teacher take to follow up with students who answered incorrectly?

3. What adjustments did the teacher make to the lesson to eliminate students’ misunderstandings?


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Insert Diversity Verification form here. Form is available at www.mgresa.org.


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Evidence 34 - Oral & Written Directions (Requires Mentor Verification)

Write out both the oral and written directions, along with procedures, which you will use to introduce a lesson in this portfolio.



No oral and written directions and procedures are included.

Written directions and procedures are included but are incomplete or unclear. Mentor or designee has documented teacher’s level of performance

Both written and scripted oral directions, along with procedures, are included. Communication plans are clear and complete. Mentor or designee has documented teacher’s level of performance.

Both written and scripted oral directions, along with procedures, are concise, but thorough and appropriate sequencing of tasks is evident. A written and posted daily agenda is evident in the classroom. Mentor or designee has documented teacher’s level of performance.

Mentor Verification RubricProficient Mastery Level Distinguished LevelThe mentor/designee verifies that the teacher’s communication plans, both oral and written, are clear and

The mentor/designee verifies that both oral and written directions and instruction are

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complete. • concise but thorough• appropriately sequenced• posted as daily agendas.

Evidence guide follows on next page.

Evidence #34 – Oral & Written Directions

Type into the block below the actual words you would use to introduce any of the daily lessons or activities included in this portfolio. Include directions and content-related information.

Type into the block below the written directions taken from any activity handout associated with a lesson in this portfolio.

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Evidence 35a - Cooperative Learning Articles

Locate and print 3 articles on Cooperative Learning to include in the portfolio. Provide evidence of reading by taking notes on template. (Upload into LiveText both the copies of the articles AND the summary sheet with notes.)

"Evidence 35a Cooperative Learning Articles" template is attached and includes directions for earning "Distinguished" credit.

Rubric for Evidence 35a


No evidence is included in the portfolio.

Articles on Cooperative Learning have been included in the portfolio.

Notes from articles on Cooperative Learning have been recorded on the template and included in the portfolio.

Cooperative Learning articles and notes on the summary page have been uploaded. Also completed on the summary form is the section about your steps to prepare students and materials for a cooperative learning activity.

Evidence Guide for 35a follows on the next page.

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Evidence #35a – Cooperative Learning

Download 3 articles from the Internet on Cooperative Learning. Record the title and author of each and write brief notes on the focus/content of the article.

Title:Author:Notes:

Title:Author:Notes:

Title:Author:Notes:

“Distinguished” Credit: Explain how you will prepare students and materials for a cooperative learning activity. Address the common pitfalls that can limit the effectiveness of the lesson.

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Evidence 35b - Cooperative Learning Activity

Refer to 3 articles on Cooperative Learning which were included in Evidence 35a in the portfolio. Provide evidence of the use of cooperative learning in an instructional lesson. For example, you could select Think-Pair-Share, small group work, or the "Jigsaw."

Assignment guide is attached. See the assignment extension for "Distinguished" credit.

Rubric for Evidence 35b


No cooperative learning activity is included

Activity is mentioned but not described.

Activity is fully developed and based on articles. Rationale for the choice of strategy is explained.

Activity is fully developed and based on articles. Rationale for the choice of strategy is explained, and future plans (revisions or uses) are fully explained.

Guide for Evidence 35b follows on the next page.

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Evidence #35b – Cooperative Learning Activity

Identify the cooperative learning activity you selected for your lesson and explain the reason for your choice.

What is the title of the lesson/activity?

What is the objective/goal of the lesson/activity?

Which cooperative learning activity did you choose?

What was your reason for selecting it?

Distinguished credit: What changes are needed to improve the activity? (Include: Would a different strategy be a better fit? Were students prepared for the activity? Do you need to change procedures?) Explain in detail

___ Lesson plan is included.

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Evidence 36 - Formative & Summative Assessments with Results

Focus on the cooperative learning activity you planned. List the assessment techniques, including student self-assessment, and the reasons for selecting them.

Use the attached evidence guide to record your work.



No assessment techniques are identified in the lesson

Assessment techniques are identified, but no explanation of intended use is provided

Assessment techniques are identified, and the rationale for their choice is included

Assessment techniques are identified, and the rationale for their choice is included. Also evident are actual results of the assessments (student work) with teacher reflections regarding future plans for the lesson and proof of student self-assessment.

Standards-based lesson plan template and evidence guide follow on the next 2 pages.


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Unit/Skill/Title:

Rationale




Assessment


Materials


Opening/Vocabulary

Mini-Lesson/




Closure

Homework

Evidence #36 – Formative & Summative Assessments

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Identify the assessment types needed to determine the success of the cooperative learning lesson/activity.

Which cooperative learning activity did you choose?

What formative assessments were in place to monitor student engagement and participation?

Reason for choice:

What formative assessments were in place to monitor student understanding of the content?

Reason for choice:

What summative assessment documented the level of success of the lesson/activity?

Reason for choice:

For “Distinguished” credit, attach student work showing commentary regarding next steps. Include proof of student self-assessment. Describe attachments here, if included.

Evidence 37 - Instructional Strategies

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Use the assignment guide to identify the instructional strategies you typically use in your daily instruction. Prepare to reflect on your practice and to selection other strategies you can add to your "instructional toolbox."

The assignment guide will include an extension assignment to complete for "Distinguished" credit.



No strategy is identified or explained.

Frequently used strategies are identified, but no rationale is provided.

Frequently used strategies and rationale are provided, along with an assigned grade and the identification of a new strategy.

Frequently used strategies and rationale are provided, along with the assigned grade and selection of a new strategy. Deliberate and justified plans for the newly selected strategy are provided.

Two-page guide for Evidence 37 follows on the next 2 pages.

Evidence #37 – Instructional Strategies

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Identify the instructional strategies you typically use in your daily instruction. Place a check mark (√) by these frequently used methods. (Select from both tables below.)

Lecture Brainstorming Note-taking

Demonstrations Student-initiated Inquiry

Graphic Organizers

Presentations Socratic Seminar Research

Marzano’s Nine Instructional Strategies

Identifying Similarities & Differences Cooperative Learning

Summarizing & Note TakingSetting Objectives & Providing Feedback

Reinforcing Effort & Providing Recognition

Generating & Testing Hypotheses

Homework & PracticeCues, Questions, & Advance Organizers

Non-linguistic Representations

Identify 2 strategies you use most often and explain why you use them.

Strategy Rationale

1.

2.

Grade yourself. How much variety do you build into your lessons?

1 2 3 4 5continued……

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Frequent changes to engage students

Use of same activities day after day

Identify one of Marzano’s Nine Instructional Strategies to add to your instructional toolbox

For “Distinguished” credit, explain why you chose the Marzano strategy named above. What lesson improvements (and student performance improvements) do you expect?


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Choose ONE Journal 3 writing prompt to write a reflective journal which describes a teaching strategy or event in the classroom. Include thoughts regarding past practices and future steps to improve teaching.

Template is provided.



Journal is not included.



Journal contains specific examples in well-structured and fully developed paragraphs. The reflection includes thoughts on past practices and future plans for improvement, if necessary.

Evidence guide is available on the next page.

Reflective Journal 3—Evidence #38Choose ONE topic for this reflective journal. Send the completed journal to your mentor/TAPP supervisor. Type your reflective journal in the bottom section of this form

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and upload to LiveText. List the students who had an impact on your day. What can you learn from them? How have

you affected them? If you could choose your own students, whom would you select? Why? What do your

choices reveal about you? Identify a teaching technique with which you’ve had difficulty. Explain why you think the

strategy is not successful.


Choose ONE Journal 4 writing prompt to write a reflective journal which describes a teaching strategy or event in the classroom.

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Include thoughts regarding past practices and future steps to improve teaching.










Who among your peers supports your growth as a teacher? In what ways can you benefit

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from this support? What different cultures are represented in your classroom? How do they reflect your school

community? How can you promote awareness and appreciation for these cultures? How can you incorporate real-life experiences and critical thinking into every lesson?


Write a response to the prompt for Reflective Journal #8.


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What are some contributions that you make to your school? What do you do to create a friendly and professional atmosphere? What contributions can you make in the future? How will you accomplish this?

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Write a response to the prompt for Reflective Journal #9.



Unsatisfactory (1 pt Basic (2 pts) Proficient (3 pts) Distinguished (4 pts)

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)





Guide for Evidence 41 is on the next page.


How does this statement apply to the use of time in your class: “You reap what you sow?” What activities do you build in to make the opening and closing of your classes more productive for your students? How do you benefit when every minute counts?

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Section 6 – Professional Responsibilities (Evidences 42 - 53)

Exit Competency #19The teacher maintains accurate, complete records of student assignments and learning and of non-instructional activities.

Exit Competency #20

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The teacher frequently and successfully provides instructional information and student progress information to parents and engages families in the school program.

Exit Competency #21The teacher is supportive of and cooperative with colleagues and volunteers and makes substantial contributions to school and district projects.

Exit Competency #22The teacher actively seeks professional development to enhance content and pedagogical skills and actively assists other educators.

Exit Competency #23The teacher proactively serves all students, challenges negative attitudes, and takes a leadership role in high quality decision-making.

Exit Competency #24The teacher understands and actively participates in the school’s School Improvement process.

ASSIGNMENTS:Evidence 42 “Code of Ethics” AssignmentEvidence 43 “Philosophy of Teaching” EssayEvidence 44 Sample Grade &Attendance

ReportsEvidence 45 RTI/SST/504/IEP-List with

AccommodationsEvidence 46 Non-Instructional

Communication SamplesEvidence 47 Sample Family Contact Log or

Email to ParentsEvidence 48 Teacher-generated Newsletter

or Letter to ParentsEvidence 49 School Profile with Data

AnalysisEvidence 50 School Improvement Plan &

Proof of Participation in ProcessEvidence 51 Reflective Journal #5Evidence 52 Reflective Journal #6

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Evidence 53 Reflective Journal #10

Evidence 42 - Code of Ethics Assignment

Read the Professional Standards Commission’s "Code of Ethics for Educators." Respond in writing to the questions and prompts. (See attached copy of the "Code of Ethics" and the assignment.)

The assignment is assessed during the Essentials for Effective Teaching course.



The "Code of Ethics" activity is not included

The "Code of Ethics" activity is included but is incomplete

The "Code of Ethics" activity is included and complete.

The "Code of Ethics" activity is included, is complete, and contains thoughtful and

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original responses and examples

Copy of the “Code of Ethics for Educators” follows, along with the assignment. You may use the electronic version of the assignment and insert your responses after each question.

505-6-.01THE CODE OF ETHICS FOR EDUCATORS

Effective October 15, 2009

(1) Introduction. The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

(2) Definitions

(a) “Certificate” refers to any teaching, service, or leadership certificate, license, or permit issued by authority of the Professional Standards Commission.

(b) “Educator” is a teacher, school or school system administrator, or other education personnel who holds a certificate issued by the Professional Standards Commission and persons who have applied for but have not yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also refers to paraprofessionals, aides, and substitute teachers.

(c) “Student” is any individual enrolled in the state’s public or private schools from preschool through grade 12 or any individual under the age of 18. For the purposes of the Code of Ethics and Standards of Professional Conduct for Educators, the enrollment period for a graduating student ends on August 31 of the year of graduation.

(d) “Complaint” is any written and signed statement from a local board, the state board, or one or more individual residents of this state filed with the Professional Standards Commission alleging that an educator has breached one or more of the standards in the Code of Ethics for Educators. A “complaint” will be deemed a request to investigate.

(e) “Revocation” is the invalidation of any certificate held by the educator.

(f) “Denial” is the refusal to grant initial certification to an applicant for a certificate.

(g) “Suspension” is the temporary invalidation of any certificate for a period of time specified by the Professional Standards Commission.

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(h) “Reprimand” admonishes the certificate holder for his or her conduct. The reprimand cautions that further unethical conduct will lead to a more severe action.

(i) “Warning” warns the certificate holder that his or her conduct is unethical. The warning cautions that further unethical conduct will lead to a more severe action.

(j) “Monitoring” is the quarterly appraisal of the educator’s conduct by the Professional Standards Commission through contact with the educator and his or her employer. As a condition of monitoring, and educator may be required to submit a criminal background check (GCIC). The Commission specified the length of the monitoring period.

(k) “No Probable Cause” is a determination by the Professional Standards Commission that, after a preliminary investigation, either no further action need be taken or no cause exists to recommend disciplinary action.

(3) Standards

(a) Standard 1: Legal Compliance – An educator shall abide by federal, state, and local laws and statutes. Unethical conduct includes but is not limited to the commission or conviction of a felony or of any crime involving moral turpitude; of any other criminal offense involving the manufacture, distribution, trafficking, sale, or possession of a controlled substance or marijuana as provided for in Chapter 13 of Title 16; or of any other sexual offense as provided for in Code Section 16-6-1 through 16-6-17, 16-6-20, 16-6-22.2, or 16-12-100; or any other laws applicable to the profession. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought; a situation where first offender treatment without adjudication of guilt pursuant to the charge was granted; and a situation where an adjudication of guilt or sentence was otherwise withheld or not entered on the charge or the charge was otherwise disposed of in a similar manner in any jurisdiction.

(b) Standard 2: Conduct with Students – An educator shall always maintain a professional relationship with all students, both in and outside the classroom. Unethical conduct includes but is not limited to:

1. committing any act of child abuse, including physical and verbal abuse;

2. committing any act of cruelty to children or any act of child endangerment;

3. committing any sexual act with a student or soliciting such from a student;

4. engaging in or permitting harassment of or misconduct toward a student that would violate a state or federal law;

5. soliciting, encouraging, or consummating an inappropriate written, verbal, electronic, or physical relationship with a student;

6. furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student; or

7. failing to prevent the use of alcohol or illegal or unauthorized drugs by students who are under the educator’s supervision (including but not limited to at the educator’s residence or any other private setting).

(c) Standard 3: Alcohol or Drugs – An educator shall refrain from the use of alcohol or illegal or unauthorized drugs during the course of professional practice. Unethical conduct includes but is not limited to:

1. being on school premises or at a school-related activity while under the influence of, possessing, using, or consuming illegal or unauthorized drugs; and

2. being on school premises or at a school-related activity involving students while under the influence of, possessing, or consuming alcohol. A school-related activity includes, but is not limited to, any activity sponsored by the school or school system (booster clubs, parent-teacher organizations, or any activity designed to enhance the school curriculum i.e. Foreign Language trips, etc.).

(d) Standard 4: Honesty – An educator shall exemplify honesty and integrity in the course of professional practice. Unethical conduct includes but is not limited to, falsifying, misrepresenting or omitting:

1. professional qualification, criminal history, college or staff development credit and/or degrees, academic award, and employment history;

2. information submitted to federal, state, local school districts and other governmental agencies;

3. information regarding the evaluation of students and/or personnel;

4. reasons for absences or leaves;

5. information submitted in the course of an official inquiry/investigation; and

6. information submitted in the course of professional practice.

(e) Standard 5: Public Funds and Property – An educator entrusted with public funds and property shall honor that trust with a high level of honesty, accuracy, and responsibility. Unethical conduct includes but is not limited to:

1. misusing public or school-related funds;

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2. failing to account for funds collected from students or parents;

3. submitting fraudulent requests or documentation for reimbursement of expenses or for pay (including fraudulent or purchased degrees, documents, or coursework);

4. co-mingling public or school-related funds with personal funds or checking accounts; and

5. using school property without the approval of the local board of education/governing board or authorized designee.

(f) Standard 6: Remunerative Conduct – An educator shall maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Unethical conduct includes but is not limited to:

1. soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local board of education/governing board or authorized designee;

2. accepting gifts from vendors or potential vendors for personal use or gain where there may be the appearance of a conflict of interest;

3. tutoring students assigned to the educator for remuneration unless approved by the local board of education/governing board or authorized designee; and

4. coaching, instructing, promoting athletic camps, summer leagues, etc., that involves students in the educator’s school system and from whom the educator received remuneration unless approved by the local board of education/governing board or authorized designee. These types of activities must be in compliance with all rules and regulations of the Georgia High School Association.

(g) Standard 7: Confidential Information – An educator shall comply with state and federal laws and state school board policies relating to the confidentiality of student and personnel records, standardized test material and other information. Unethical conduct includes but is not limited to:

1. sharing of confidential information concerning student academic and disciplinary records, health and medical information, family status and/or income, and assessment/testing results unless disclosure is required or permitted by law;

2. sharing of confidential information restricted by state or federal law;

3. violation of confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, violating local school system or state directions for the use of tests or test items, etc.; and

4. violation of other confidentiality agreements required by state or local policy.

(h) Standard 8: Abandonment of Contract – An educator shall fulfill all of the terms and obligations detailed in the contract with the local board of education or education agency for the duration of the contract. Unethical conduct includes but is not limited to:

1. abandoning the contract for professional services without prior release from the contract by the employer, and

2. willfully refusing to perform the services required by a contract.

(i) Standard 9: Required Reports – An educator shall file reports of a breach of one or more of the standards in the Code of Ethics for Educators, child abuse (O.C.G.A. §19-7-5), or any other required report. Unethical conduct includes but is not limited to:

1. failure to report all requested information on documents required by the Commission when applying for or renewing any certificate with the Commission;

2. failure to make a required report of a violation of one or more standards of the Code of Ethics for Educators of which they have personal knowledge as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner; and

3. failure to make a requirement report of any violation of state or federal law as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. These reports include but are not limited to: murder, voluntary manslaughter, aggravated assault, aggravated battery, kidnapping, any sexual offense, any sexual exploitation of a minor, any offense involving a controlled substance and any abuse of a child if an educator has reasonable cause to believe that a child has been abused.

(j) Standard 10: Professional Conduct – An educator shall demonstrate conduct that follows generally recognized professional standards and preserves the dignity and integrity of the teaching profession. Unethical conduct includes but is not limited to any conduct that impairs and/or diminishes the certificate holder’s ability to function professionally in his or her employment position, or behavior or conduct that is detrimental to the health, welfare, discipline, or morals of students.

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(k) Standard 11: Testing – An educator shall administer state-mandated assessments fairly and ethically. Unethical conduct includes but is not limited to:

1. committing any act that breaches Test Security; and

2. compromising the integrity of the assessment.

(4) Reporting

(a) Educators are required to report a breach of one or more of the Standards in the Code of Ethics for Educators as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. Educators should be aware of legal requirements and local policies and procedures for reporting unethical conduct. Complaints filed with the Professional Standards Commission must be in writing and must be signed by the complainant (parent, educator, personnel director, superintendent, etc.).

(b) The Commission notified local and state officials of all disciplinary actions. In addition, suspensions and revocations are reported to national officials, including the NASDTEC Clearinghouse.

(5) Disciplinary Action

(a) The Professional Standards Commission is authorized to suspend, revoke, or deny certificates, to issue a reprimand or warning, or to monitor the educator’s conduct and performance after an investigation is held and notice and opportunity for a hearing are provided to the certificate holder. Any of the following grounds shall be considered cause for disciplinary action against the holder of a certificate:

1. unethical conduct as outlined in The Code of Ethics for Educators, Standards 1 – 10 (PSC Rule 505-6-.01);

2. disciplinary action against a certificate in another state on grounds consistent with those specified in the Code of Ethics for Educators, Standards 1 – 10 (PSC Rule 505-6-.01);

3. order from a court of competent jurisdiction or a request from the Department of Human Resources that the certificate should be suspended or the application for certification should be denied for non-payment of child support (O.C.G.A. §19-6-28.1 and §19-11-9.3);

4. notification from the Georgia Higher Education Assistance Corporation that the educator is in default and not in satisfactory repayment status on a student loan guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);

5. suspension or revocation of any professional license or certificate;

6. violation of any other laws and rules applicable to the profession; and

7. any other good and sufficient cause that renders an educator unfit for employment as an educator.

(b) An individual whose certificate has been revoked, denied, or suspended may not serve as a volunteer or be employed as an educator, paraprofessional, aide, substitute teacher or in any other position during the period of his or her revocation, suspension or denial for a violation of The Code of Ethics. The superintendent and the superintendent’s designee for certification shall be responsible for assuring that an individual whose certificate has been revoked, denied, or suspended is not employed or serving in any capacity in their district. Both the superintendent and the superintendent’s designee must hold GaPSC certification.

Authority O.C.G.A. § 20-2-200; 20-2-981 through 20-2-984.5

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Evidence #42 - Code of Ethics Activity

Complete the following questions by responding to all components of the writing prompt. Some responses will come straight from the text of the document. Others will require reflection and critical thinking (application), and they will not appear in the text of the Code of Ethics for Educators.

INTRODUCTION

1. What is a Code of Ethics? 2. What is its value to an organization or corporation? 3. How does a Code of Ethics benefit members or employees of the organization?4. How does Georgia’s Code of Ethics for Educators define “educator”? 5. Why does the definition include more positions than “classroom teacher”?

STANDARDS 1 – 11

6. Standard 1 of the Code of Ethics places major emphasis on “Legal Compliance”--the expectation that no record of the list of “criminal acts” exists for an “educator.” Is it fair for the Professional Standards Commission to hold educators to a higher standard of behavior? Why is the higher standard necessary? How could dishonesty in completing a job application affect one’s employment?

7. Standard 2 covers “Conduct with Students.” List the examples of student abuse which are included in the standard.

8. In what situations does Standard 3 control the use of alcohol, illegal drugs, and unauthorized drugs? How might a teacher’s behavior at a personal, social event in a public place affect his or her effectiveness in the classroom?

9. Standard 4 addresses honesty in reporting information associated with “professional practice.” What situations are listed in the standard? What if a teacher speaks with the principal about an

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illness and the need for time off from school but heads for a favorite fishing spot or shopping mall sale? What policy regarding leave time has been violated?

10. Using public funds and property for personal use is a violation of Standard 5. What information should you request from your school regarding the collection and securing of monies collected for school-related activities? Can you use school computers for personal use? What types of typical personal use of school equipment and resources must you avoid? Can you think of examples when a teacher might unknowingly violate this standard and board policy?

11. Standard 6 (“Remunerative Conduct”) is tied closely to Standard 5. As an educator, you cannot benefit financially from your position with the school system. List 2 examples from the text which relate to Standard 6. Consider this situation: Your students are having difficulty with a skill you are teaching, so you schedule a much needed tutoring session after school. Can you charge your students for the extra help? Let’s try a different situation. Can you tutor other students in your or their home and charge for your services?

12. What are some examples of confidential information you can access about students? What does Standard 7 say about sharing that information with any unauthorized person? How is the standardized testing process governed by the standard? What behaviors in a testing situation are considered violations of the standard?

13. Standard 8 covers “Abandonment of Contract.” What is your responsibility in honoring the contract you sign to work for the local school system? What examples are listed as violations of the standard? How is daily performance of your regular assigned duties tied to the standard?

14. Standard 9 addresses “Required Reports.” List the examples of “unethical conduct” which you are required to report. What do you need to know about the school process for reporting child abuse? Does your teaching position limit your ability to act as a private citizen in reporting abuse?

Suppose you are a teacher and a student reports to you that another teacher is making unwanted advances. Where does your loyalty and legal obligation lie in such a situation…with your colleague or with the student? What is your responsibility under the Code of Ethics for Educators?

15. How does Standard 10 define “unethical conduct”? List the 2 parts of the definition.

16. What other Standard is emphasized (and repeated) by Standard 11? What 2 aspects of testing are included in Standard 11?

DISCIPLINARY ACTION

17. List the 3 actions the Professional Standards Commission can take to discipline an educator who has violated the Code of Ethics for Educators.

FINAL REFLECTIONS and PERSONAL APPLICATIONConsider the statement “Do no harm.”

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18. If you practice that advice, what daily actions will characterize your behavior? How will you interact with others?

19. How will your planning, teaching, and use of time and resources be affected by the advice?20. What about the teacher/student relationship makes a child more likely to submit to abuse and then

not report it?

Evidence 43 - "Philosophy of Teaching" Essay

Write and include your “Philosophy of Teaching” essay. (What basic beliefs led you to teach? How have you grown professionally? In what areas do you need to improve?)

Template is attached.



Philosophy of Teaching was not developed.

Philosophy of Teaching briefly covers the basic duties of a teacher.

Philosophy of Teaching includes both basic teaching duties and original examples.

Philosophy of Teaching uses basic responsibilities, original examples, and an evident passion for teaching.

Guide for Evidence 43 appears on next page.

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Evidence #43 – Philosophy of Teaching

Write your Philosophy of Teaching. What basic beliefs led you to teach? How have you grown professionally? In what areas do you need to improve?

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Evidence 44 - Sample Grade & Attendance Reports (Requires Mentor Verification)

Include 2 sample grade and attendance reports to document accuracy and timeliness in maintaining student records. Have your mentor document your performance. See rubric columns for requirements.

No assignment guide is provided for this assignment.



No evidence is included to document the maintenance of accurate student records.

The teacher’s system for maintaining accurate records is inconsistent and partially effective. Mentor or designee has documented level of performance.

The teacher’s system for maintaining accurate records is efficient and effective. Mentor or designee has documented accuracy in grading and in attendance reporting.

The teacher’s system for maintaining accurate records is efficient and effective. Reports are accurate and completed in a timely manner. Mentor or designee has documented both accurate, consistent work and timely data entry.

Mentor Verification RubricProficient Mastery Level Distinguished Mastery LevelThe mentor/designee verifies accuracy in grade and attendance reports.

The mentor/designee verifies• accurate work• consistent accuracy• timely data entry.

No Evidence Guide is provided for this assignment.

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Evidence 45 - RTI/SST/504/IEP List with Accommodations

Provide a list (initials only) of students you teach who require documented interventions. Include sample copies of accommodations to student work and sample documentation regarding the mandate to accommodate (RTI or SST minutes, IEP section, 504 Plan, etc.).

Assignment guide is provided.



No-Information is not included.

Yes-Information is included.

Assignment guide appears on the next page.

Evidence #45 – RTI/SST/504/IEP Accommodations

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Make a list of the types of accommodations you make to differentiate instruction for students who are identified as needing special interventions.

Provide samples of student work and use post-it notes to identify the accommodation/intervention.

Evidence 46 - Non-Instructional Communication

Include 3 samples of non-instructional communications written by you to document YOUR effective communication skills. Examples include a memo, letter, or email regarding PTA plans, student club information, textbook needs, school staff social plans, etc.

No guide is provided for this assignment.

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No-Documents are not included.

Yes-Documents are included and represent appropriate communication skills.

No assignment guide is provided.

Evidence 47 - Family Contact Log or Email to Parents

Complete the sample contact log or provide email messages to parents as proof of parental contact. (See attached form. A school-generated log is also acceptable.)



No written sample or log of communication is included.

A partial sample or log is included with contact dates

A sample or log of communication is included with

A sample or log of communication is included with dates, names

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only. dates and names (initials) of individuals contacted

(initials) of individuals contacted, and brief summary of the conversation.

Sample log follows on the next page.

Evidence #47 - Contact Log (Duplicate as needed)This information is to be maintained by the teacher during the intern period and kept in the portfolio.

Date Student Name Person ContactedType of Contact

(phone, letter, email)

Reason or Purpose for

ContactNotes

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Evidence 48 - Teacher-generated Newsletter or Letter to Parents

Include 3 samples of written communication to parents—letter of introduction, course syllabus, project or field trip information, etc. See the rubric for specific requirements.

No assignment guide is provided.



No sample of written communication to parents is

A sample of written communication with

A sample of written communication with clear and

In addition to the sample of written communication which meets the

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included. grammatical errors is included.

grammatically accurate information is included

expectations for “proficient” rating, the portfolio should contain evidence of a teacher-maintained webpage where students and parents can access information, assignments, etc.

No guide is available.

Evidence 49 - School Profile with Data Analysis (Requires Mentor Verification)

Locate and print a copy of the school report card from the DOE website (www.doe.k12.ga.us). Include the copy of the report card in your portfolio. Discuss the results with your mentor, designee, or school-based team.

Complete the assignment guide with your mentor.



Copy of the school report card from the DOE website is included

Copy of the school report card from the DOE website is included. Mentor

Copy of the school report card from the DOE website is included and has

Copy of the school report card from the DOE website is included and has

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or designee has verified discussion of the data report.

been discussed with the mentor or designee. A list of specific findings in the report is included in the portfolio.

been discussed with the mentor or designee. A list of specific findings in the report, along with strategies to improve results, is included in the portfolio.


Proficient Mastery Level Distinguished Mastery LevelMentor verifies discussion of report card data and the generation of the list of findings.

Mentor verified discussion of report card, the list of findings, and the teacher’s identification and use of strategies to address program needs.

Assignment guide follows on the next page.

Evidence #49 – School Report Card & Findings

After a thorough reading of your school’s most recent online Report Card and an analysis of the data, make a list of findings you have discussed with your mentor.

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For “Distinguished” credit, list possible strategies, or interventions, to improve results.

Evidence 50 - School Improvement Plan & Documentation of Participation in the Process (Requires Mentor Verification for "Distinguished" score)

Locate and include a copy of the school improvement plan developed to address instructional or organizational needs. Participate in school meetings to develop, revise, or assess the plan and its effectiveness.

Record your work on the assignment guide. Note the extended assignment for "Distinguished" credit.


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School Improvement Plan is not included.

School Improvement Plan is included.

School Improvement Plan is included, along with proof of participation in school or grade-level or department meetings

School Improvement Plan is included, along with proof of participation in plan meetings. Proof of personal actions to improve areas of need or documentation from the mentor or designee.


Proficient Mastery Level Distinguished Mastery LevelNo mentor involvement is required for this level of mastery. The teacher includes evidence of

process participationORthe mentor/designee verifies the teacher’s participation in the process.

Assignment guide appears on next page.

Evidence #50 – School Improvement Plan & Participation

_____ Copy of School Improvement Plan is included.

List the documents you have included to prove participation in school, grade-level, or content-area meetings.

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For “Distinguished” credit, list actions you have taken on your own or with others to implement the School Improvement Plan.



Template provided.






Journal contains specific examples in well-structured and fully developed paragraphs. The

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reflection includes thoughts on past practices and future plans for improvement, if necessary.

Guide for Evidence 51 follows on next page.


What emotions do you feel before a parent conference? What emotions do you imagine parents might feel? How do you imagine students feel? How can you deal with all of these emotions successfully so that everyone benefits?

What are some negative (“growth”) comments you have received about your performance? How can you benefit from the comments? How do you plan to use this constructive criticism to improve your performance?

How can you effectively use praise with students who need it most? How can you identify those students?

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Template provided.






Journal contains specific examples in well-structured and fully developed paragraphs. The reflection includes thoughts on past practices and future plans for improvement,

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if necessary.

Guide for Evidence 52 is available on the next page.


“My worst fault when asking questions of a large group is ___________________. I know I can remedy this if I ….”

What benefits do your students gain from working together? What are some mistakes you’ve made in making group work assignments? What successes have you had?

What are some organizational strategies which you can adopt for successful management of every aspect of the record-keeping associated with keeping accurate and timely student grade reports?

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Write on the Journal 10 topic.

Template provided.







Guide for Evidence 53 is available on the next page.

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With which assessment types are you most comfortable? How can you expand your choices to provide feedback on your students’ progress, inform your own teaching plans, and involve students in self-assessment?

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Bibliography

Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching (2nd Edition). New Jersey: Educational Testing Service.

Thompson, J. (2002). First-Year Teacher’s Survival Kit. San Francisco: Jossey-Bass Publishers.

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