Criteria for Current 4 points 3 points 2 points 1 points Practitioners Mastery Proficiency Cursory Deficiency Teacher candidate showed clear Teacher candidate showed Teacher candidate showed Teacher candidate showed and detailed evidence in the accurate and appropriate minimal or limited evidence in inaccurate or was missing pre-reflection of the evidence in the pre-reflection of the pre-reflection of the evidence in the pre-reflection of Pre-reflection paragraph Interpretation of English the Interpretation of English Interpretation of English the Interpretation of English learners' assessment data and learners' assessment data to learners' assessment data to learners' assessment data to (x .5) where to locate that identify their level of academic identify their level of academic identify their level of academic information to identify their proficiency in English as well as proficiency in English as well as proficiency in English as well as level of academic proficiency in in their primary language, as in their primary language, as in their primary language, as English as well as in their applicable, and use this applicable, and use this applicable, and use this primary language, as applicable, information in planning information in planning information in planning and use this information in instruction instruction instruction planning instruction Lesson plan written by the Lesson plan written by the Lesson plan written by the Lesson plan written by the teacher candidate is clear, teacher candidate is clear and teacher candidate is limited in teacher candidate is detailed, and addresses all of uses knowledge of students detail and information and inappropriate or inaccurate and Lesson plan created by the following components: including their prior minimally uses knowledge of does not use knowledge of teacher candidate experiences, interests, and students including their prior students including their prior *uses thorough knowledge of social-emotional learning experiences, interests, and experiences, interests, and students to plan lesson (x 2) needs, as well as their funds of social-emotional learning social-emotional learning *uses knowledge and cultural, needs, as well as their funds of needs, as well as their funds of instructional strategies, language, and socioeconomic knowledge and cultural, knowledge and cultural, scaffolding, SDAIE and ELD backgrounds, to engage them in language, and socioeconomic language, and socioeconomic strategies learning backgrounds, to engage them in backgrounds, to engage them in *evidence of adaptions of learning learning subject matter, curriculum, organization, and planning to support all students including EL and SPED in the least restrictive environment
Criteria for Current Practitioners 4 points Mastery 3 points Proficiency 2 points Cursory 1 points Deficiency Pre-reflection paragraph (x .5) Teacher candidate showed clear and detailed evidence in the pre-reflection of the Interpretation of English learners' assessment data and where to locate that information to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Teacher candidate showed accurate and appropriate evidence in the pre-reflection of the Interpretation of English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Teacher candidate showed minimal or limited evidence in the pre-reflection of the Interpretation of English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Teacher candidate showed inaccurate or was missing evidence in the pre-reflection of the Interpretation of English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Lesson plan created by teacher candidate (x 2) Lesson plan written by the teacher candidate is clear, detailed, and addresses all of the following components: *uses thorough knowledge of students to plan lesson *uses instructional strategies, scaffolding, SDAIE and ELD strategies *evidence of adaptions of subject matter, curriculum, organization, and planning to support all students including EL and SPED in the least restrictive environment Lesson plan written by the teacher candidate is clear and uses knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning Lesson plan written by the teacher candidate is limited in detail and information and minimally uses knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning Lesson plan written by the teacher candidate is inappropriate or inaccurate and does not use knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning
standard_4_course_details_and_assignments.1_elementary.docx