USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performance: 2(e) The teacher incorporates of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. LANGUAGE-1 What No evidence of Primarily (Met Level 2 AND) (Met 3 AND) ● ● attention was given to planning for specific rote learning addressing academic academic of vocabulary Use of academic Appropriate ● ● vocabulary related to vocabulary. definitions. vocabulary was practiced applications of the content with context. vocabulary and related Focus is on terms were used while ● memorization Targeted academic analyzing, interpreting, ● or learning language was used summarizing, definitions during the lesson both explaining, etc. using a word verbally and in writing. Supports were ● wall, bold provided for targeted words, writing learners to practice oral key words, and written use of explaining academic language. key words, etc. Standards USA- InTASC Model Core Teaching Standards (2015) Standard: 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. Performance: 8(b) The teacher continuously monitors student learning, engages learners in assessing progress, and adjusts instruction in response to student learning needs. ASSESSMENT-1 No assessment of (Met Level 2 AND) (Met Level 3 AND) ● ● What evidence did the the learning Assessment candidate have that objectives was clearly was shared Self-assessment time ●Assessment ● the instructional present. aligned with with the learners during was provided during objectives were met? the lesson, the lesson (verbally). the lesson. Assessment of learning ●
USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performance: 2(e) The teacher incorporates of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. LANGUAGE-1 What attention was given to addressing academic vocabulary related to the content ● No evidence of planning for specific academic vocabulary. ● Primarily rote learning of vocabulary definitions. ● Focus is on memorization or learning definitions using a word wall, bold words, writing key words, explaining key words, etc. (Met Level 2 AND) ● Use of academic vocabulary was practiced with context. ● Targeted academic language was used during the lesson both verbally and in writing. (Met 3 AND) ● Appropriate applications of vocabulary and related terms were used while analyzing, interpreting, summarizing, explaining, etc. ● Supports were provided for targeted learners to practice oral and written use of academic language. Standards USA- InTASC Model Core Teaching Standards (2015) Standard: 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. Performance: 8(b) The teacher continuously monitors student learning, engages learners in assessing progress, and adjusts instruction in response to student learning needs. ASSESSMENT-1 What evidence did the candidate have that the instructional objectives were met? ● No assessment of the learning objectives was present. ● Assessment of ● Assessment clearly aligned with the lesson, learning (Met Level 2 AND) ●Assessment was shared with the learners during the lesson (verbally). (Met Level 3 AND) ● Self-assessment time was provided during the lesson.
observation_form_2016.docx