and guides approaches for from texts and create meaning students in the helping students guides students in from texts. same process. engage with texts. the same process. 13) 3.7 3.7 The unit/lesson The rationale for the The rationale for The student rationale indicate a unit/lesson the unit/lesson Candidate teacher uses strong commitment demonstrates a shows does not knowledge major sources of to research and knowledge of the demonstrate a of research research and theory in ELA as major sources knowledge of the theory and theory related to well as practical research and theory major sources of findings in English applications of that in ELA. research and English language arts to theory. theory in ELA. language support their arts teaching and decisions. 14) 4.1 4.1 The unit/lesson The unit/lesson The unit/lesson the student contains a wide contains appropriate demonstrates little Candidate teacher range of materials/resources attempt at finding Pedagogy examines and materials/resources for supporting appropriate selects for supporting instruction in the material/resources resources for instruction in the English language for supporting instruction such English language arts. instruction in the as textbooks, arts. English language other print arts. materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts. 15) 4.2 4.2 The unit/lesson The unit/lesson The unit/lesson The student contains carefully contains carefully demonstrates little Candidate teacher aligns planned lessons planned lessons ability to design Pedagogy curriculum goals which promote which promote instruction to meet and teaching whole-class, whole-class, the needs of all strategies with and individual and individual students. the organization work and and these work. of classroom activities are environments balanced and and learning integrated. experiences to promote and individual work. 16) 4.10 4.10 The teacher work The teacher work The teacher work The student sample indicates sample indicates sample indicates Candidate teacher uses a that the student that the student that the student Pedagogy variety of formal teacher can teacher can use teacher has limited and informal establish criteria and assessment to affect ability to use assessment develop strategies student learning. assessment to activities and for assessment, affect student instruments to demonstrate to learning. evaluate students what they processes and know, interpret products and results of the student assessment, use teacher creates these results in regular teaching, and help opportunities to students to monitor use a variety of their own progress ways to interpret and growth in ELA.
and guides students in the same process. approaches for helping students engage with texts. from texts and guides students in the same process. create meaning from texts. 13) 3.7 Candidate knowledge of research theory and findings in English language arts 3.7 The student teacher uses major sources of research and theory related to English language arts to support their teaching and decisions. The unit/lesson rationale indicate a strong commitment to research and theory in ELA as well as practical applications of that theory. The rationale for the unit/lesson demonstrates a knowledge of the major sources research and theory in ELA. The rationale for the unit/lesson shows does not demonstrate a knowledge of the major sources of research and theory in ELA. 14) 4.1 Candidate Pedagogy 4.1 the student teacher examines and selects resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts. The unit/lesson contains a wide range of materials/resources for supporting instruction in the English language arts. The unit/lesson contains appropriate materials/resources for supporting instruction in the English language arts. The unit/lesson demonstrates little attempt at finding appropriate material/resources for supporting instruction in the English language arts. 15) 4.2 Candidate Pedagogy 4.2 The student teacher aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote and individual work. The unit/lesson contains carefully planned lessons which promote whole-class, and individual work and and these activities are balanced and integrated. The unit/lesson contains carefully planned lessons which promote whole-class, and individual work. The unit/lesson demonstrates little ability to design instruction to meet the needs of all students. 16) 4.10 Candidate Pedagogy 4.10 The student teacher uses a variety of formal and informal assessment activities and instruments to evaluate processes and products and the student teacher creates regular opportunities to use a variety of ways to interpret The teacher work sample indicates that the student teacher can establish criteria and develop strategies for assessment, demonstrate to students what they know, interpret results of assessment, use these results in teaching, and help students to monitor their own progress and growth in ELA. The teacher work sample indicates that the student teacher can use assessment to affect student learning. The teacher work sample indicates that the student teacher has limited ability to use assessment to affect student learning.