Candidate’s

Name:
Shane Quintana

Program: Castleton University Educator Preparation Program

Part One: The Learner and Learning

Standard Performance Criterion Evidence & Rationale

Class Discussion Video:

Standard I: Learner Development PC 1.1 Candidates use
The teacher understands how
learners grow and develop,
recognizing that patterns of
learning and development vary
individually within and across the to design appropriate
cognitive, linguistic, social,
emotional, and physical areas,
and designs and implements
developmentally appropriate and
challenging learning
experiences.
https://www.wevideo.com/view/1539613279
understanding of
learning theory (in areas
This activity was presented through a constructivist approach,
such as cognitive,
linguistic, social where I incorporated students’ prior beliefs into making sense of the
emotional and physical) novella. A dominant portion of this discussion was answering the
question if the main character was greedy. Because students had
learning experiences. diverse opinions on what it means to be greedy, they created their
own understanding and meaning from the text through these
personal beliefs.
PC 1.2 Candidates use The Pearl Lesson Plan 3:
understanding of https://docs.google.com/document/d/1rJikc1ddKhhwGzB4mCQGUF
developmental theory (in PK2iVELjCMnHhba4zVkYg/edit?usp=sharing
areas such as cognitive,
linguistic, social
emotional and physical) To accommodate for the social needs of adolescent students, I
to design appropriate incorporated a Jigsaw activity for this lesson. During classwide
learning experiences. discussions, students were more hesitant to contribute, so this

Standard 2: Learning Differences an understanding of
The teacher uses understanding design inclusive learning
of individual differences and
diverse cultures and communities
to ensure inclusive learning
environments that enable each
learner to meet high standards.
Jigsaw activity was a way to make students more comfortable
participating by having small groups collaborate. Also, students had
the opportunity to educate their peers on a concept at the end of the
lesson.
PC 2.1 Candidates use The Pearl Lesson 1:
https://docs.google.com/document/d/1wPCeG4yEv_C7w8C3m2D6z
individual differences to h94uw8ssWQWlGkNwOk06_g/edit?usp=sharing
experiences.
My first lesson in my unit is an example of how I considered learning
differences within the classroom. When introducing a clip from a
movie, I drew a T-chart listing a few key aspects of the two
characters in the scene for students that either forgot or could not
keep pace with my preface to the video. During the lecture and
presentation portion of the lesson, I included pictures for the visual
learners. When I talked about the setting of the story, I had pictures
of the location in Mexico, a beach, a Mexican town from the 1920’s,
and a brush village so students could develop an image of the
novella’s setting. Also during this lesson, I gave the options for
reading out loud as a class or listening to the audiobook online. This
was for auditory learners.
PC 2.2 Candidates use The Pearl Lesson 1:
an understanding of https://docs.google.com/document/d/1wPCeG4yEv_C7w8C3m2D6z
diverse cultures and h94uw8ssWQWlGkNwOk06_g/edit?usp=sharing
communities to design
inclusive learning
experiences. This introductory lesson dealt with certain elements of Mexican
culture and history that students were unfamiliar with. Because The
Pearl takes place in the 1920s, I taught about the effects of
European colonization and how they were similar to the settlers of
America, causing many racial tensions and scattered impoverished

Standard 3: Learning
Environments
The teacher works with others to
create environments that support
individual and collaborative
learning, and that encourage
positive social interaction, active
engagement in learning, and
self-motivation.
villages surrounding affluent towns. I also discussed the importance
of oral tradition and sharing folktales through word-of-mouth
because native Mexicans often lacked the resources to write.
PC 3.1 Candidates The Pearl Lesson 4:
design learning https://docs.google.com/document/d/1kexPZeyuiNmLjRRybmPE_h
environments that EgKJUZ3SSXduXMLPZIkmw/edit?usp=sharing
support individual
learning marked by
active engagement. For part of this lesson, I had students reflect on their own lives and
the text through independent writing. This gave them the
opportunity to elaborate on their own thoughts instead of being
influenced by others; I planned for this so students could clarify their
own beliefs. The sheet had questions considering how much or how
little control they have over their own lives. I then connected to the
text for students to predict what would happen to the main character
based on their opinions about fate. Through this independent work,
students created unique and contrasting opinions and predictions
that would have otherwise been uniform if they were to talk about
fate together beforehand.
PC 3.2 Candidates The Pearl Lesson Plan 3:
design learning https://docs.google.com/document/d/1rJikc1ddKhhwGzB4mCQGUF
environments that PK2iVELjCMnHhba4zVkYg/edit?usp=sharing
support collaborative
learning marked by
positive social The Jigsaw activity I created utilized student collaboration and
interaction. positive interaction. Students were divided into three small groups
and had to analyze a critical aspect of the text. I gave each group
multiple pages to look at so there would be plenty of information for
each member to contribute. At the end, each group had to explain
their findings and reasoning to the rest of the class so their other

Part Two: Content Knowledge and Instructional Practice
Standard
Standard 4: Content Knowledge
The teacher understands the
central concepts, tools of inquiry,
and structures of the discipline(s)
he or she teaches and creates
learning experiences that make
the discipline accessible and
meaningful for learners to assure
mastery of the content.
peers could also understand how this element contributes to the
development of the story.
Performance Criterion Evidence & Rationale
PC 4.1 Candidates Foreshadowing and Ambiguity Lesson:
accurately communicate https://docs.google.com/presentation/d/1kC-
central concepts of the v5RwzFP3LUvG6Yiz3ncnt4TxdsfU3UsQF6DNdWNU/edit?usp=sha
discipline.
ring
This lesson demonstrates how I am able to communicate central
concepts of literature. I focused on the literary elements of
foreshadowing and ambiguity through multiple examples. By
connecting these terms to two short-stories students had previously
read, popular movies, and Kate Chopin’s “The Story of an Hour,” I
highlighted to students that these are ubiquitous elements writers
often implement.
PC 4.2 Candidates The Pearl Lesson 6:
accurately address https://docs.google.com/document/d/1VacyxlGZeaWZD-
common misconceptions GGZVvrzfl094ilczwa27nepYgxk6g/edit?usp=sharing
of the discipline.
One of the more common misconceptions in literature is confusing a
topic for a theme. Many students believe that themes can be
summarized in one word, when in reality, they are statements about
a topic. In this lesson, I went into detail explaining these differences
and followed this with guided and independent practice, where

Standard 5: Application of
Content
The teacher understands how to
connect concepts and use
differing perspectives to engage
learners in critical thinking,
creativity, and collaborative
problem solving related to
authentic local and global issues.
Standard 6: Assessment
The teacher understands and
uses multiple methods of
assessment to engage learners
in their own growth, to monitor
students determined their own themes--not just a topic--from the
text.
PC 5.1 Candidates Class Discussion Video:
engage learners in https://www.wevideo.com/view/1539613279
applying perspectives
from varied disciplines in
In this video, I had students compare the research presented from a
authentic contexts (such
as local and global TedTalk to the novella. The TedTalk focused on how greed can
issues). alter the personality of a person. By comparing these findings to
The Pearl, I was having students analyze the text from a
psychological perspective, which was my method of incorporating
the discipline of psychology with literature.
PC 5.2 Candidates The Pearl Lesson 4:
integrate cross- https://docs.google.com/document/d/1kexPZeyuiNmLjRRybmPE_h
disciplinary skills (such EgKJUZ3SSXduXMLPZIkmw/edit?usp=sharing
as critical thinking,
creativity, and
collaborative problem This lesson is an example of how I encouraged critical-thinking
solving) to help learners through inquiry-based teaching. When trying to understand the
demonstrate their purpose of metaphors and similes, I had students use their own
learning in unique ways. conceptions of these animals to arrive at how the authors figurative
language is being used. This was also used to demonstrate that this
literary technique involves the use of personal associations to
create meaning.
PC 6.1 Candidates The Pearl Lesson 2:
implement multiple https://docs.google.com/document/d/1oJeJtl01bRYbxReb-
methods of assessment bfbBTUodSqwaqq8edb54CZhBzs/edit?usp=sharing
to monitor learner
progress to inform
instructional practice. In this lesson, I used a variety of methods to see how much
information from the story students were retaining. At the start of
learner progress, and to guide
the teacher’s and learner’s
decision making.
Standard 7: Planning for
Instruction
The teacher plans instruction that content areas to meet
supports every student in
meeting rigorous learning goals
by drawing upon knowledge of
content areas, curriculum, cross-
disciplinary skills, and pedagogy,
as well as knowledge of learners
and the community context.
this class, I reviewed a graphic organizer that students had
completed to determine the students’ knowledge of the characters.
After students read the next chapter and filled out a 3-2-1 sheet, we
had a class discussion about what they had written, and students
also answered any questions their peers had. This class discussion
demonstrated to me how well students were following the plot.
The Pearl Lesson 6:
PC 6.2 Candidates https://docs.google.com/document/d/1VacyxlGZeaWZD-
analyze an individual GGZVvrzfl094ilczwa27nepYgxk6g/edit?usp=sharing
student’s work over time
using multiple methods
of assessment to adjust For the last days of my unit that were dedicated to student writing, I
instruction. constantly met with students to review what they had at that point.
While the two writing assignments were the overarching methods of
assessment, these one-on-one meetings with students also
emphasized students’ difficulties with the writing process. Based on
these difficulties, I would adjust my plans by reviewing this
misconceptions or confusion as a class.
Foreshadowing and Ambiguity Lesson:
PC 7.1 Candidates plan https://docs.google.com/presentation/d/1kC-
instruction by drawing v5RwzFP3LUvG6Yiz3ncnt4TxdsfU3UsQF6DNdWNU/edit?usp=sha
upon knowledge of
ring
rigorous learning goals.
This lesson displays my ability to accurately teach English language
arts content to meet rigorous learning goals. First, I focus on two
important literary terms to teach students--first through direct-
instruction and then through “The Story of an Hour.” The complexity
of this lesson is the short-story, where students are asked to identify
these literary elements within a complicated text.

Standard 8: Instructional
Strategies
The teacher understands and
uses a variety of instructional
strategies to encourage learners
to develop deep understanding
of content areas and their
connections, and to build skills to
apply knowledge in meaningful
ways.
PC 7.2 Candidates plan The Pearl Lesson 6:
instruction by drawing https://docs.google.com/document/d/1VacyxlGZeaWZD-
upon knowledge of GGZVvrzfl094ilczwa27nepYgxk6g/edit?usp=sharing
learners to meet rigorous
learning goals.
There were students in my classes that often struggled with
articulating their knowledge, even when they had a strong
understanding of the content. To accomodate for these students,
but also provide this alternative for all students, I created two writing
assignments for students to pick from. One was a five-paragraph
essay for students to precisely demonstrate their comprehension;
the other assignment was having students create their own parable
based on a theme from The Pearl so students could express their
comprehension through creative and figurative writing.
8.1 Candidates use a The Pearl Lesson 4:
variety of instructional https://docs.google.com/document/d/1kexPZeyuiNmLjRRybmPE_h
strategies to make the EgKJUZ3SSXduXMLPZIkmw/edit?usp=sharing
discipline accessible for
diverse learners
My fourth lesson plan is a demonstration of my using different
strategies to make English language arts accessible to students. In
this lesson, I have a mix of independent and collaborative work, as
well as switching from direct-instruction to an inquiry approach.
Furthermore, the content for half of this lesson was also to show
students that English language arts is not only about language,
literary terms, and writing, but also about life and how to conduct
oneself.
8.2 Candidates use a Class Discussion Video:
variety of instructional https://www.wevideo.com/view/1539613279
strategies to encourage
learners to build skills to

Part Three: Professional Responsibility
Standard
Standard 9: Professional
Learning and Ethical Practice
The teacher engages in ongoing
professional learning and uses
evidence to continually evaluate
his/her practice, particularly the
effects of his/her choices and
actions on others (learners,
families, other professionals, and
the community), and adapts
practice to meet the needs of
each learner.
apply knowledge in The class discussion I orchestrated about greed is an example of
meaningful ways. how I applied what students were learning in a meaningful way. I
had students consider how wealth can affect people and shift a
person's moral compass, as demonstrated by the main character in
The Pearl. By the latter portion of the discussion, we focused on the
specific criteria that makes one greedy and what moral lines should
not be crossed. This was all in an attempt to instill a moral lesson in
students to prepare them for future scenarios they may be involved
with in their lives.
Performance Criterion Evidence & Rationale
Student Teaching Evaluation Document 1:
PC 9.1 Candidates are https://docs.google.com/document/d/1kG1TyYmQizKPufg43MJSxNl
prepared for self- sqsQNIChI5-6tQRcNoWI/edit?usp=sharing
directed, continuous
professional learning.
During my time at Mill River Union High School, I made sure to
attend all the professional development opportunities presented. I
attended an ALICE training seminar, multiple Professional Learning
Community meetings that made me reflect on and develop my
practice, and multiple meetings with the Director of Curriculum to
understand the implementation of proficiency-based learning.
PC 9.2 Candidates are Student Teaching Evaluation Document 2, Week 6:
prepared to practice in a https://docs.google.com/document/d/1fegLuoMsxnigLw2HqDDK-
legal and ethical 2S_FUoxu2-33jFAaiZQpi8/edit?usp=sharing
manner.
My mentor teacher noting my “maturity” and “even-keeled
temperament” as a pre-service teacher is evidence for my
competency to educate in a legal and ethical manner. When trying

Standard 10: Leadership and
Collaboration
The teacher seeks appropriate
leadership roles and
opportunities to take
responsibility for student
learning, to collaborate with
learners, families, colleagues,
other school professionals, and
community members to ensure
learner growth, and to advance
the profession.
to solve a behavioral issue with students, I remain patient with the
students and open to solutions so that I act as a model for students
in how to handle confrontations by acting in a rational manner
instead of an emotional one. My calm disposition allows me to work
on positive behavioral interventions instead of instinctually meting
out punishments.
Student Teaching Evaluation Document 2, Week 6:
PC 10.1 Candidates are https://docs.google.com/document/d/1fegLuoMsxnigLw2HqDDK-
prepared to collaborate 2S_FUoxu2-33jFAaiZQpi8/edit?usp=sharing
with learners, families,
colleagues, other school
professionals, and During my time as a pre-service teacher, I made sure to effectively
community members to communicate with my mentor teacher to improve my practice. When
ensure student learning. any issue would arise in the classroom, I would dedicate an ample
amount of time talking about the situation with my mentor and
arriving at a proper solution to implement the next day or in my
future career.
Student Teaching Evaluation 2, Document Week 6:
PC 10.2 Candidates are https://docs.google.com/document/d/1fegLuoMsxnigLw2HqDDK-
prepared to advance the 2S_FUoxu2-33jFAaiZQpi8/edit?usp=sharing
profession through
advocacy, leadership
and/or action research. I am prepared to advance the profession through collaborative
discussions with my peers about pedagogy. As an example, my
mentor teacher has been working in the profession for 20+ years,
so he has not been updated with new techniques and research to
incorporate in the classroom. I would often explain some of these
advancements in the field and how they should be implemented
and, more importantly, why they should be implemented. My
knowledge of current pedagogical practices, regardless of my lack
of experience, created a symbiotic relationship with my teacher
where I also provided him with new insight in how to educate.

MRUSH Professional Learning Session:

https://docs.google.com/document/d/1kG1TyYmQizKPufg43MJSxNl
sqsQNIChI5-6tQRcNoWI/edit?usp=sharing

Another way I am ready to advance the profession is by helping

veteran teachers with the shift towards proficiency-based learning.
Because of my experience in a school that has fully committed to
this structure, I am familiar and comfortable with its nuances, goals,
and language. I have found that many teachers currently in the field
are apprehensive and confused about proficiency-based learning,
so I will be able to advocate for the practice and help them
understand its methods and purpose.