REVIEW’S COMMENTS/FINDINGS: Type of Degree of Evidence of Proficiency Not Evidence attainment Standard Met Met Candidate: Explain evidence in this column for each standard. A-B-C-D 0-1-2-3 H. The bilingual/bicultural education teacher models correct of the English language. The teacher must demonstrate an advanced level of speaking proficiency as defined in the ACTFL Proficiency Guidelines as established by the American Council on the Teaching of Foreign Languages. REVIEW’S COMMENTS/FINDINGS: Type of Degree of Evidence of Proficiency Not Evidence attainment Standard Met Met Candidate: Explain evidence in this column for each standard. A-B-C-D 0-1-2-3 I. A bilingual/bicultural education teacher understands and uses a variety of methods and materials suitable for teaching diverse bilingual education learners. The bilingual/bicultural education teacher must: (1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents; (2) understand and apply the research base for and the best practices of middle level and high school education;
REVIEW’S COMMENTS/FINDINGS: Standard Evidence of Proficiency Candidate: Explain evidence in this column for each standard. Type of Evidence A-B-C-D Degree of attainment 0-1-2-3 Met Not Met H. The bilingual/bicultural education teacher models correct of the English language. The teacher must demonstrate an advanced level of speaking proficiency as defined in the ACTFL Proficiency Guidelines as established by the American Council on the Teaching of Foreign Languages. REVIEW’S COMMENTS/FINDINGS: Standard Evidence of Proficiency Candidate: Explain evidence in this column for each standard. Type of Evidence A-B-C-D Degree of attainment 0-1-2-3 Met Not Met I. A bilingual/bicultural education teacher understands and uses a variety of methods and materials suitable for teaching diverse bilingual education learners. The bilingual/bicultural education teacher must: (1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents; (2) understand and apply the research base for and the best practices of middle level and high school education;