7. The candidate incorporated The candidate did not The candidate The candidate used The candidate took the use available used available available data to initiative to seek out learning strategies that used technology as a tool technology as a purposefully use additional appropriate technology to accommodate learner for adapting tool for available and technology to adapt variability, personalize learning, and instruction to meet instruction but did appropriate instruction to meet the engender student choice, self-direction the needs of learners not adapt technology to adapt needs of all learners, and goal setting, including the use of in a variety of instruction to instruction to meet including engendering data to effectively respond to students’ educational settings. meet the needs of the needs the student choice, needs and communicate findings to The candidate did not learners. The learners, including and goal setting. provide opportunities candidate did not engendering student The candidate effectively various stakeholders. for learners to use provide choice, and consistently available and opportunities for and goal communicated student (Suggested evidence of a candidate’s appropriate learners to use setting and needs to various ability to use technology tools and technologies. available and communicated stakeholders. learning/assessment strategies to appropriate student needs to communicate findings to stakeholders technologies various includes: lesson plans that integrate based to meet stakeholders. learner needs. technology to make accommodations to meet student needs, evidence of data collection and review that uses technology, emails, virtual meetings that communicate data findings to stakeholders, assessment tasks/assignments that use technology to communicate results, etc.) 8. The candidate used a variety of The candidate did not The candidate The candidate used The candidate used a use formative and used formative or both formative and variety of effective formative and summative summative summative summative formative and summative assessments that leveraged the power assessments, to meet assessments and assessments assessments, assessed of technology to provide immediate the needs of students used quantitative gathered both using both quantitative and specific feedback, and offer and stakeholders. or qualitative data quantitative and and qualitative data alternative learning paths to students to meet the needs qualitative data to techniques, to meet including competency-based of students and meet the needs of specific needs of a range approaches. stakeholders. students and of students and stakeholders. stakeholders. Technology-assisted feedback was feedback was provided and multiple
7. The candidate incorporated learning strategies that used technology to accommodate learner variability, personalize learning, and engender student choice, self-direction and goal setting, including the use of data to effectively respond to students’ needs and communicate findings to various stakeholders. (Suggested evidence of a candidate’s ability to use technology tools and learning/assessment strategies to communicate findings to stakeholders includes: lesson plans that integrate technology to make accommodations to meet student needs, evidence of data collection and review that uses technology, emails, virtual meetings that communicate data findings to stakeholders, assessment tasks/assignments that use technology to communicate results, etc.) The candidate did not use available technology as a tool for adapting instruction to meet the needs of learners in a variety of educational settings. The candidate did not provide opportunities for learners to use available and appropriate technologies. The candidate used available technology as a tool for instruction but did not adapt instruction to meet the needs of learners. The candidate did not provide opportunities for learners to use available and appropriate technologies based to meet learner needs. The candidate used available data to purposefully use available and appropriate technology to adapt instruction to meet the needs the learners, including engendering student choice, and goal setting and communicated student needs to various stakeholders. The candidate took the initiative to seek out additional appropriate technology to adapt instruction to meet the needs of all learners, including engendering student choice, and goal setting. The candidate effectively and consistently communicated student needs to various stakeholders. 8. The candidate used a variety of formative and summative assessments that leveraged the power of technology to provide immediate and specific feedback, and offer alternative learning paths to students including competency-based approaches. The candidate did not use formative and summative assessments, to meet the needs of students and stakeholders. The candidate used formative or summative assessments and used quantitative or qualitative data to meet the needs of students and stakeholders. The candidate used both formative and summative assessments gathered both quantitative and qualitative data to meet the needs of students and stakeholders. Technology-assisted feedback was The candidate used a variety of effective formative and summative assessments, assessed using both quantitative and qualitative data techniques, to meet specific needs of a range of students and stakeholders. feedback was provided and multiple
ESL_Internship_Handbook.docx