knowledge and in their content knowledge and in knowledge in the practice of effective pedagogy their practice of effective pedagogy, and and attitudes appropriate to pedagogy and attitudes attitudes appropriate to preparing ELA teachers; appropriate to preparing the preparation of ELA ELA teachers; teachers; 1.4 Perform within a program Meet performance criteria Meet performance that bases decisions about within an assessment benchmarks and/or candidate’s continuation and system that assesses gateways within an ELA completion of the program on candidates' performances at program assessment unclear performance appropriate transition system that regularly assessments and without the points throughout the ELA evaluates candidate benefit of a systematic program; performances by using candidate performance multiple forms of assessment system; assessment which demonstrate validity and reliability and which are common to all candidates. 2.0 ELA Candidate Attitudes Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 2.1 Show little evidence of Create an inclusive and Create and sustain an creating an inclusive and supportive learning inclusive and supportive supportive learning environment in which all learning environment in environment in which all students can engage in all students can students can engage in learning; engage in learning; learning; 2.2 Show little evidence in using Use ELA to help Use ELA extensively and ELA for helping their students become familiar creatively to help their students to become familiar with their own and others’ students become more with their own and others’ cultures; familiar with their own cultures; and others' cultures; 2.3 Demonstrate inconsistency in Demonstrate reflective Use the results of reflective practice and seldom practice, involvement in reflective practice not pursue professional growth professional organizations, only to adapt instruction and collaboration with and collaboration with both and behavior to assist all colleagues and involvement faculty and other students to learn but candidates; also to design a
1.4 knowledge and in their practice of effective pedagogy and attitudes appropriate to preparing ELA teachers; Perform within a program that bases decisions about candidate’s continuation and completion of the program on unclear performance assessments and without the benefit of a systematic candidate performance assessment system; content knowledge and in their practice of effective pedagogy and attitudes appropriate to preparing ELA teachers; Meet performance criteria within an assessment system that assesses candidates' performances at appropriate transition points throughout the ELA program; knowledge in the pedagogy, and attitudes appropriate to the preparation of ELA teachers; Meet performance benchmarks and/or gateways within an ELA program assessment system that regularly evaluates candidate performances by using multiple forms of assessment which demonstrate validity and reliability and which are common to all candidates. 2.0 ELA Candidate Attitudes Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 2.1 2.2 2.3 Show little evidence of creating an inclusive and supportive learning environment in which all students can engage in learning; Show little evidence in using ELA for helping their students to become familiar with their own and others’ cultures; Demonstrate inconsistency in reflective practice and seldom pursue professional growth and collaboration with colleagues and involvement Create an inclusive and supportive learning environment in which all students can engage in learning; Use ELA to help students become familiar with their own and others’ cultures; Demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates; Create and sustain an inclusive and supportive learning environment in all students can engage in learning; Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures; Use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a
ApprovedStandards_712.docx