Assessment Proficiencies

What do they look like in the classroom?

Outcome 1: Subject Matter Expert Proficiencies 1.3 Candidate connects content to other disciplines and applies it to common life experiences. Candidate is able to take content and make it real for the students by applying to real world concepts. Candidate is able to scaffold content to better meet students needs and increase student achievement. Candidate is able to interweave multiple subject areas into one lesson.

1.4 Candidate uses pedagogical content knowledge effectively. Candidate is able to use the principles and methods of instruction to teach the specified curriculum. One supervisor describes this as the rhythm of the lesson because the candidate must scaffold and pace their self throughout in order to successfully teach the content effectively. Candidate chooses multiple strategies and activities to teach concepts and utilizes student centered activities.

Outcome 2: Facilitator of Learning Proficiencies 2.1 Candidate demonstrates knowledge of how learners develop, learn, and think. Candidate chooses age appropriate objectives and assessments. Candidates lessons are engaging and allow interaction with all students. Candidate responds to individual student needs and modifies instruction. Candidate ensures lesson will reach various learning styles.

2.2 Candidate successfully motivates students to learn. Candidate uses an activating strategy to engage students. Candidate exhibits a positive and exciting attitude about the lesson. Candidate uses activities such as note taking, graphic organizers, presentations, class work, questions and responses to measure student engagement. Candidate incorporates technology to engage students.

2.3 Candidate creates and implements instruction that embodies multiple cultures and gives all students fair access to high quality education in a rich, diverse curriculum.

CEPP

US PD Session

September 2012

Candidate must realize this proficiency applies to all classrooms, regardless of cultural make-up. Candidate ensures content is made relevant to all students life experiences. Candidates classroom management techniques cannot limit students access to high quality education. Candidate has reviewed students information and is aware of backgrounds and special needs.

2.4 Candidate creates effective, well-managed, and active learning environments. Candidate has a well-developed behavior management philosophy. Candidates classroom is set-up to facilitate active learning. Candidate clearly states behavioral expectations for movement and grouping. Candidate uses movement and proximity to assist with behavior management. Candidate is prepared and has all materials ready for lesson. Candidate creates a supportive, risk free environment where students are empowered.

2.5 Candidate creates a contextually appropriate supportive environment where all students have an equitable opportunity for high achievement. Candidate ensures that the activities planned fit the objectives of the lesson. Candidate strives to meet the needs of all students, including those with special needs. Candidate encourages participation from all students. Candidate creates a risk free environment so all students are engaged and participating. Candidate includes differentiated activities in their lesson plans to meet all students needs.

2.6 Candidate designs effective instruction that reflects high expectations for all students and the belief that all students can learn. Candidate designs differentiated instructional materials and activities tied specifically to pedagogical content knowledge. Candidate demonstrates growing fluency and flexibility with the subject matter through explanation and other representations (analogies, models, etc.) of concepts to make the subject matter accessible to the learner. Candidate differentiates assessment methods and selects those appropriate to unit/lesson objectives and content. Candidate exhibits a belief that all students have the potential to learn.

2.7 Candidate varies instructional strategies in response to individual needs of students. CEPP Candidate differentiates activities, materials, and strategies to meet students needs. Candidate adjusts instruction when students show problem/confusion. Candidate uses various grouping strategies to meet students needs. US PD Session September 2012

Candidate utilizes support staff in the classroom to support instruction and meet students needs. Candidate incorporates the various levels of questioning to enhance higher order thinking skills. Candidate uses assessment data to guide instruction.

2.8 Candidate uses a variety of methods, materials, and technologies. Candidate utilizes small group and individual activities to support and reinforce large group teaching concepts. Candidate chooses relevant and appropriate visuals, materials, and technology. Candidate ensures technology activities are directly aligned to curriculum.

2.9 Candidate utilizes a variety of strategies to assess student learning. Candidate uses formative assessments throughout the lesson to check for understanding. Candidate utilizes summative assessments to check understanding when appropriate. Candidate ensures assessments are aligned to instruction. Candidate plans for re-teaching activities when needed based on assessment results.

2.10 Candidate uses the results of assessments to improve the quality of instruction. Candidate uses previous assessment results to guide instruction. Candidate uses assessment results to differentiate during future lessons. Candidate collaborates with families, teachers, and other professionals about students strengths and needs prior and during planning.

Outcome 3: Collaborative Professional Proficiencies 3.2 Candidate reflects upon and improves professional performance. Candidate seeks feedback and utilizes to improve performance. Candidate reflects on their performance and strives for continuous growth.

CEPP

US PD Session

September 2012