VDOE 2 and collaborative problem solving. Candidate plans Outcomes represent Outcomes represent Outcomes represent All outcomes 5.2 rigorous, sequenced low expectations for moderately high high expectations represent high instruction related to learners and lack of expectations and and rigor and expectations and authentic local and rigor. Lesson plans rigor. Some plans important learning in rigor and important global issues. do not reflect a reflect important the discipline. Plans learning in the sequence of learning learning in the exhibit a sequence of discipline. Plans and have no discipline and at least learning with connect to a VDOE 5 connection to some connection to a connection to consistent sequence Diversity authentic local and sequence of learning authentic local and of learning both in global issues. but have little global issues. the discipline and in connection to related disciplines. authentic local and Connection to global issues. authentic local and global issues is consistently found in lessons. Comments/Goals: INSTRUCTIONAL PRACTICES InTASC 6. Assessment The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide teacher and learner decision making. Performance 1 2 3 4 Evidence/Comments Does Not Meet Approaching Meets Exceeds Standard Standard Standard Standards 6.1 Candidate uses Assessment Some instructional All the instructional The candidate’s multiple methods of procedures are not outcomes are outcomes are approach to assessment, including congruent with assessed through the assessed through assessment is fully digital tools, to instructional planned lesson, but multiple methods of aligned with the engage learners in outcomes. many are not. assessment. instructional their own growth, to Assessment outcomes for both monitor learner methodologies content and process progress, and to guide monitor learner are assessed through progress, and guide multiple methods.
VDOE 2 and collaborative problem solving. 5.2 Candidate plans rigorous, sequenced instruction related to authentic local and global issues. VDOE 5 Diversity Outcomes represent low expectations for learners and lack of rigor. Lesson plans do not reflect a sequence of learning and have no connection to authentic local and global issues. Outcomes represent moderately high expectations and rigor. Some plans reflect important learning in the discipline and at least some connection to a sequence of learning but have little connection to authentic local and global issues. Outcomes represent high expectations and rigor and important learning in the discipline. Plans exhibit a sequence of learning with connection to authentic local and global issues. All outcomes represent high expectations and rigor and important learning in the discipline. Plans connect to a consistent sequence of learning both in the discipline and in related disciplines. Connection to authentic local and global issues is consistently found in lessons. Comments/Goals: INSTRUCTIONAL PRACTICES InTASC 6. Assessment The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide teacher and learner decision making. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 6.1 Candidate uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide Assessment procedures are not congruent with instructional outcomes. Some instructional outcomes are assessed through the planned lesson, but many are not. All the instructional outcomes are assessed through multiple methods of assessment. Assessment methodologies monitor learner progress, and guide The candidate’s approach to assessment is fully aligned with the instructional outcomes for both content and process are assessed through multiple methods.
ESL_Internship_Handbook.docx