Appendix D College of Coastal Georgia Department of Education and Teacher Preparation Intern KEYS Candidates are eligible for level 1 and level 2 ratings within classifications of emerging candidate to leading candidate. Within these classifications, if candidates provide evidence that they are performing within the some criteria of a designated classification they will receive a level 1. In order to receive a level 2 rating within a classification, candidates must provide evidence that criteria are met. Candidates are responsible for building a most case that they meet the criteria of specified classifications. Evidence must include artifacts from the field experience course work. Candidates are expected to score at the practicing level prior to the end of student teaching across and all categories in order to graduate. Category One: The Learner and Learning: How do candidates develop learning experiences appropriate for the learner? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate In addition to meeting In addition to meeting In addition to meeting provides evidence of emerging expectations, developing expectations, practicing expectations, developing learning the developing candidate the practicing candidate the leading candidate experiences that: provides evidence of provides evidence of provides wide-ranging to grade-level developing learning developing learning evidence of developing standards experiences that: experiences that: learning experiences that: represent accurate align to a central are logically use systematic and content knowledge of focus and cohesive sequenced over time ongoing reflection of the discipline set of learning are informed by assessment data to build on students’ objectives (what patterns of strengths provide customized prior academic students will know and in both learning experiences learning and be able to do) individual and make explicit and take into are informed by some collective student relevant consideration the formative or assessment data interdisciplinary developmental and summative encourage connections age-related needs of assessment data exploration, incorporate learners build on students’ and/or innovative resources include supports that personal, cultural, collaboration and strategies address requirements and community assets incorporate multiple resulting in high from IEP and 504 incorporate a range of ways of eliciting and levels of student plans opportunities and making visible engagement ways for students to student and provide learners engage with, thinking as (a) a opportunities to participate in, and resource for student and use represent or express learning, and (b) to metacognitive subject matter monitor both strategies to support learning individual and lifelong learning incorporate multiple collective student assessments that learning progress provide evidence of includes learning student learning and supports that help progress both individual and groups of students
Appendix D College of Coastal Georgia Department of Education and Teacher Preparation Intern KEYS Candidates are eligible for level 1 and level 2 ratings within classifications of emerging candidate to leading candidate. Within these classifications, if candidates provide some evidence that they are performing within the criteria of a designated classification they will receive a level 1. In order to receive a level 2 rating within a classification, candidates must provide evidence that most criteria are met. Candidates are responsible for building a case that they meet the criteria of specified classifications. Evidence must include artifacts from the field experience and course work. Candidates are expected to score at the practicing level prior to the end of student teaching across all categories in order to graduate. Category One: The Learner and Learning: How do candidates develop learning experiences appropriate for the learner? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate provides evidence of developing learning experiences that: to grade-level standards represent accurate content knowledge of the discipline build on students’ prior academic learning take into consideration the developmental and age-related needs of learners include supports that address requirements from IEP and 504 plans In addition to meeting emerging expectations, the developing candidate provides evidence of developing learning experiences that: align to a central focus and cohesive set of learning objectives (what students will know and be able to do) are informed by some formative or summative assessment data build on students’ personal, cultural, and community assets incorporate a range of opportunities and ways for students to engage with, participate in, and represent or express subject matter learning incorporate multiple assessments that provide evidence of student learning and progress In addition to meeting developing expectations, the practicing candidate provides evidence of developing learning experiences that: are logically sequenced over time are informed by patterns of strengths and in both individual and collective student assessment data encourage exploration, and/or collaboration incorporate multiple ways of eliciting and making visible student and thinking as (a) a resource for student learning, and (b) to monitor both individual and collective student learning progress includes learning supports that help both individual and groups of students In addition to meeting practicing expectations, the leading candidate provides wide-ranging evidence of developing learning experiences that: use systematic and ongoing reflection of assessment data to provide customized learning experiences make explicit and relevant interdisciplinary connections incorporate innovative resources and strategies resulting in high levels of student engagement provide learners opportunities to and use metacognitive strategies to support lifelong learning