CourseStandardAlignment

**DRAFT**

Heritage University

**STANDARD 5: KNOWLEDGE AND SKILLS FOR TEACHERS**

DRAFT
** ( **[|Complete rubric] ) ||  ** Evidence **  || ** Artifacts ** || || A. Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds || Candidates routinely seek to understand student cultural and linguistic background by soliciting input from students, families, and multiple school and community resources. Students access academic language through multiple instructional strategies designed to address student linguistic needs. || --Assignments demonstrating understanding of second language acquisition --Candidate work samples demonstrating ability to analyze student linguistic needs --Candidate work samples demonstrating ability to develop academic language skills in students --TPA || // Seminars: // Developing a Teaching Philosophy- Candidate work samples demonstrating ability to develop academic language skills in students
 * ** Criteria ** ||||||||||||= **Exemplary ** ** Rubric ** || **Examples of Evidence **
 * **__ Using multiple instructional __**__ **strategies to address individual student needs:** __

// Conferences // // In field // || Seminar: //Understanding Developing Academic Language through a Teaching Philosophy//-Example of candidate's experiential learning of academic language acquisition through developing Teacher Education philosophy.

Multiple instructional strategies were used:

First through group discussion. Candidates used common language to describe what they thought might belong in a teaching philosophy document.

Terms candidates brainstormed were followed by group constructed concept map using MindMeister.

After posting descriptive terms of cohorts common language for teaching philosophy, terms were grouped in to main concepts of teacher education using Academic Language. For example; Assessment, Classroom Management etc. These terms developed through discussion from Boot Camp seminars. Students began to use new academic language in their discussions as they grouped main concepts.

Further constructing knowledge through writing-Candidates then draft a Teaching philosophy incorporating new academic language. Sample Below: Candidate's First Draft- academic language developing- Classroom Environment and Classroom Management. This student has only been in the program one week.



NOTE: This was done with candidates in their first week of teacher education. Revisions of document will be reviewed in the future for assessment of candidates learning of academic language-and artifacts of Candidate work samples demonstrating ability to develop academic language skills in students as the semester progresses.

// Field Notes // // For example : // Keri demonstrated and reviewed her observational notes specific to SPED with candidate.For example Explained academic language such as ABC –Antecedent, Behavior Consequence with regard to a student with Autism. Two weeks later candidate reports that the ABC mnemonic is supporting his working with other students in the classroom with classroom behavior and classroom management. || B. Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning; || Candidates demonstrate multiple strategies for integrating subjects across content areas and regularly elicit interdisciplinary forms of reasoning from students. Content is systematically analyzed to respond to the academic language needs of students. || --Candidate work samples demonstrating ability to differentiate instruction --Lesson/unit plans that integrate mathematical, scientific, and aesthetic reasoning across content areas --Candidate work samples demonstrating knowledge of the stages of language, language acquisition, and academic language development --Supervisor/ mentor evaluation of teaching --TPA ||  || Candidate demonstrates multiple strategies for integrating subjects across content areas and regularly elicit interdisciplinary forms of reasoning from students through discussion during evaporation science experiment with candidate and students. || C. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction; || Candidates demonstrate that their instructional practices help students develop skills for independent self-assessment, so they can establish and apply criteria to judge their own and others’ work. || --Evidence of candidate familiarity with instructional and assessment strategies --Candidate reflections that demonstrate analysis of student understanding and subsequent adjustments to instruction --Candidate work samples that demonstrate a connected instructional cycle of planning instruction, assessment, and reflection --TPA --Supervisor/ mentor evaluation of teaching --Evidence that P-12 students can use assessment results to judge their own progress --Candidate self-assessments || PCAI
 * **__ Integrating subjects across content areas __**
 * **__ Using a variety of assessments to monitor and improve instruction: __**

Student Growth Plan

Conducting Dibbles Testing || Rubric Developed for Student Growth Plan Sample Candidate Narrative || D. Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others; || Candidates demonstrate an understanding of and plan for creating a classroom community that values the contributions of all community members promotes culturally relevant communication and conflict resolution among community members || --Candidate assignments and reflections that demonstrate the ability to analyze classroom dynamics and develop appropriate instructional and management practices --Candidate lesson/unit plans that demonstrate strategies designed to create and sustain positive classroom communities --P-12 student evidence showing that students can articulate and act on their responsibilities as community members --Supervisor/ mentor evaluation of teaching || Culturally Relevant/responsive Teaching || According to [|PESB] definitions: Culturally relevant/responsive teaching is defined as using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students they are more personally meaningful, have a higher interest appeal and are learned more easily and thoroughly. Key components of culturally relevant/responsive teaching include //__teacher caring, teacher attitude__s// and expectations, formal and informal multicultural curriculum, culturally informed classroom discourse, and cultural congruity in teaching and learning strategies. (Gay, 2000)
 * **__ Creating a safe, productive learning environment: __**

In Field Note Observation of J when a new students arrived in the classroom: A new student was introduced to the classroom. Donna (Core-Teacher) was leading instruction J supported the new student with introductions, locker and seating. J displayed a gentle manner. Guiding her to the locker and explaining the “How What Where”. Taking her to her new desk, and on bended knee, staying by the students side for several minutes in quiet discussion. He displayed a gentle disposition maintaining eye contact with at her eye level. As Donna was finishing up the morning entry assignment with the whole class, Juan stayed with the student until the student appeared to relax and feel comfortable. Donna also spent a few extra minutes with the new student, while J transitioned students for going to Gym. || E. Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student; || Candidates consistently and routinely adapt instruction in response to student learning needs across the curriculum and continually seek ways to engage students in becoming active decision-makers in their own learning. || --Candidate work samples demonstrating ability to differentiate instruction --Candidate reflections that show understanding of how student characteristics affect instruction --P-12 student work that shows active engagement in personalized learning activities --Candidate reflections articulating the ways they have adapted curricula to meet individual needs --Supervisor/ mentor evaluation of teaching --Candidate work samples showing strategies to integrate student knowledge and perceptions into instruction ||  ||   || F. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them; || Candidate work samples provide consistent and clear evidence that teacher and students routinely engage in dialogue that articulates, clarifies, and modifies learning targets as appropriate. || --Candidate work samples demonstrating that instruction is aligned with clearly articulated learning targets --Evidence that P-12 students can articulate learning targets and strategies for achieving them --Supervisor/ mentor evaluation of teaching --TPA ||  ||   || G. Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology; || Inquiry is embedded in the preparation program. Faculty model inquiry-based instruction in all content areas. Candidates regularly include inquiry opportunities when designing student learning. || --Candidate work samples demonstrating ability to develop understanding and problem-solving expertise in the content areas using reading, written and oral communication, and technology --Evidence that candidates use higher-level problem-solving processes in their own work ||  ||   || H. Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society || Candidates consistently help students connect individual, classroom, and local concerns with the larger social context. Candidates and students demonstrate an understanding of how their decisions and behaviors affect their communities over time. || --Candidate lesson/unit plans that employ strategies to engage students in understanding the nature of a globally-connected and environmentally complex world --Candidate lesson/unit plans that use community resources to support student learning --Candidate work samples demonstrating strategies for helping students understand the responsibilities of citizenship --Candidate work samples demonstrating knowledge of state and national environmental standards --Supervisor/ mentor evaluation of teaching ||  ||   || I. Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies; || Candidates create learning environments in which students of all backgrounds are invited to connect personal experiences to new learning. Candidates and students demonstrate respect of their own and others’ cultural identities through their language and behavior. || --Assignments that demonstrate candidate ability to apply culturally and developmentally responsive strategies --P-12 student work that shows engagement in a variety of culturally and developmentally responsive learning strategies --Supervisor/ mentor evaluation of teaching --Student teaching assessment --Candidate reflections demonstrating ability to analyze the impact of student cultural identity, achievement and performance on their teaching || Children's literature || Candidates read and discussed articles from //Stories Matter: The complexity of Cultural Authenticity in Children's Literature. Discussions led to the the development of an annotated bibliography of children's literature. Students selected criteria of concerns, brought books to class to share with others, discussed evaluated and brought awareness of stero-typing,gender bias, and other elements found in children's books that are not culturally responsive and those children's books that are. Through this annotated bib candidates are insightful with regard to the children literature they will use in classrooms and their own classroom library.// || J. Using technology that is effectively integrated to create technologically proficient learners; || Candidates flexibly integrate available and appropriate technology into their instruction. Candidates expand students’ capacity to improve their learning through use of available and appropriate technology. || --Unit/lesson plans that demonstrate use of technology to advance student learning --Assignments that demonstrate ability to use a wide variety of technological tools --Candidate reflections that demonstrate the ability to make appropriate technological choices and to evaluate the impact of technology on instruction --P-12 student work generated through the use of technology || Student Electronic Portfolios- "Implementing intergrative social pedagogical practices using ePortfolio results in a greater attention to student connections with peers, between and across courses, across disciplines, with audiences other than the faculty, inside and outside of the classroom made visible by using ePortfolio. These activities reinforce the concepts of integrated learning and the necessity of helping students to connect their learning to their previous experiences both inside and outside of the classroom, across the curriculum, and to their future studies".  Bhika,Francis, and Miller, (2013) Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio, //International Journal of ePortfolio//, 3(2) (117-133) || Student Artifacts aligned to standards
 * **__ Planning and/or adapting curricula __** **__for diverse student needs:__**
 * **__ Ensuring all students articulate learning targets and monitor own progress: __**
 * **__ Planning Standards-driven curricula to develop problem solving strategies in content areas: __**
 * **__ Preparing responsible citizens for a diverse society: __**
 * **__ Ensuring Cultural Competence in Teaching __**** : **
 * **__ Integrating technology: __**

Learning SmartBoard

media type="file" key="LearningSmartBoard1.mov" width="300" height="300"

media type="file" key="LearningSmartBoard2.mov" width="300" height="300" Student Electronic Portfolios: @http://katieheary.weebly.com/

http://ernestoalcala.weebly.com/

@http://sarahimaldonado1.weebly.com/

@https://sites.google.com/site/k8mathmrsramirez/

http://jeffreyallanmcfadden.wikispaces.com/home || K. Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance. || Candidates consistently embed instruction in a family/community context, and provide evidence of active engagement with families. They systematically use information about student cultural identity, achievement and performance to guide instruction. || --Candidate lesson/unit plans demonstrating strategies that promote collaboration with families and communities --Candidate reflections that demonstrate the ability to analyze the family/community context and its impact on learning activities --P-12 student work that shows engagement in learning activities that connect with student’ family/community background ||  ||   || A. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. || Candidate reflection is evident in all aspects of their work, and leads to thoughtful instructional decisions based on identified student academic needs. Candidates actively seek opportunities for advancing their professional development. Candidates demonstrate how feedback informs their reflections on their instructional practice and professional development choices. ||  ||   ||   ||
 * **__ Involving and collaborating with families and community: __**
 * ** Criteria ** ||  ** Exemplary **  ||  ** Examples of Evidence **  ||   ||   ||
 * **__ Utilizing feedback and reflection to improve teaching practice: __**
 * **__ Utilizing feedback and reflection to improve teaching practice: __**

A. Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication. ||  || Candidates view themselves as members of the school communities in which they are placed, and are seen as such by students, teachers, and administrators. Candidates monitor their verbal and written communication and seek to personalize it to the needs of students. || --Supervisor/ mentor evaluation of teaching --Candidate logs and/or reflections showing involvement in school activities --Evidence of candidate professional dispositions as assessed by the program || Publication |||| || B. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies. ||  || Candidates recognize the practical implications of professional, legal, and ethical responsibilities and policies that they encounter in school settings. || --Assignments that demonstrate knowledge of key legal responsibilities of schools and teachers --Candidate reflections that demonstrate awareness of ethical issues and the ability to resolve them --Assignments that demonstrate understanding of teachers’ professional responsibilities --Evidence of candidate professional dispositions as assessed by the program || Seminar-
 * ** Criteria ** ||   ||  ** Exemplary **  ||  ** Examples of Evidence **  || ** Evidence ** |||| ** Artifacts ** ||
 * **__ Collaborating in and contributing to school improvement: __**
 * **__ Collaborating in and contributing to school improvement: __**
 * **__ Demonstrating knowledge of responsibilities and policies: __**

Consultation- || Review of IEP'S with candidates in placement ||  ||
 * || **STANDARD 3.1**
 * Program Leadership, Authority and Budget**
 * 1) An officially designated administrator is responsible for the management of operations and resources for the preparation program
 * 2) Budgetary allocations are sufficient to allow the program to assure that candidates meet state standards || See Vitae ||
 * **STANDARD 3.2**
 * Personnel**
 * 1) Workload policies allow program personnel to effectively perform their assigned responsibilities within the program
 * 2) Specific program personnel are assigned the responsibility of advising applicants for certification and endorsements and for maintaining certification records
 * 3) The program has adequate field supervisors and other support personnel || **STANDARD 3.3**
 * Faculty Qualifications and professional practices**
 * 1) Faculty are qualified for their assignments by virtue of education, experience, and current understanding of research and best practices
 * 2) Faculty exemplify professional practices in teaching || See Vitae
 * 1) Faculty exemplify professional practices in teaching || See Vitae

Research || The program has technology, library, curricular, and electronic information resources ||  ||   ||   || To support candidates preparing for the West B required test. This compilation of practice tests was developed and open on Google docs. **http://tinyurl.com/kpcvgaq** ||  ||   ||   ||
 * **STANDARD 3.4**
 * Faculty Performance and Professional Development**
 * 1) The faculty evaluate their own effectiveness in achieving program goals
 * 2) The program evaluates faculty effectiveness in teaching and learning
 * 3) The program provides opportunity for faculty to engage in professional development--
 * Attended_Washington Professional Educator Standards Board (PESB) and the Evaluation Systems group of Pearson are pleased to invite you to participate in the Writing Content Advisory Committee Item Review Webinar for the Washington Educator Skills Test ( WEST ) on **July 30, 2013** from ** 9:00 am to 12:30 pm .** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **STANDARD 3.5**
 * Program Facilities and Resources**
 * 1) The program has the necessary classrooms, lab space, office space, and/or other facilities