student teaching syllabus and evaluation form (for …€¦ · web viewstudent teaching syllabus...

SPA 595MODERN LANGUAGES

STUDENT TEACHING SYLLABUS

Please refer to the generic Student Teaching Syllabus for additional details.

I. University Supervisor

NameAddressPhoneemail

II. Administrative Issues

You must enroll in SPA 595, which is a 9 credit hour course. You will not receive your certification until you have completed and passed this

course (including a passing grade on the portfolio described below), have passed the Arizona State Teacher Certification Exam (AEPA), and meet other state requirements to get certified.

You Spanish advisor will assess whether you pass this course. If your university supervisor is someone other than your Spanish advisor, the advisor

will review your materials and your university supervisor (and cooperating teacher) will evaluate your teaching performance in conjunction with the Spanish advisor.

You must provide your university supervisor, cooperating teacher, and the Spanish advisor with your current address, phone number, email address, and other contact information.

III. Objectives of the Student Teaching Experience

The student will demonstrate the following through documentation and performance:

The ability to design and plan instruction The ability to create and maintain a positive learning environment The ability to implement and manage instruction The ability to assess student learning and communicate such results A professional conduct and disposition The ability to integrate language standards and apply specific language teaching

methodology in the classroom A satisfactory level of proficiency in the Target language

Standards Addressed

This syllabus contains 4 signature assignments, each of whose ACTFL and InTASC standards are described in the following:

Student Teaching Portfolio

SPA 595 - of 45

ACTFL Program Standards

Standard 1.a. Demonstrating Language Proficiency. - Candidates demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency.Standard 2.a. Demonstrating Cultural Understandings. - Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices.Standard 2.b. Demonstrating Understanding of Literary and Cultural Texts and Traditions. - Candidates recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target language.Standard 2.c. Integrating of Other Disciplines in Instruction. - Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.Standard 3.a. Understanding Language Acquisition and Creating a Supportive Classroom. - Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction. Standard 3.b. Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity. - Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.Standard 4.a. Understanding and Integrating Standards in Planning. - Candidates demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning.Standard 4.b. Integrating Standards in Instruction. - Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.Standard 4.c. Selecting and Designing Instructional Materials. - Candidates use standards and curricular goals to evaluate, select, design, and adapt instructional resources.Standard 5.a. Knowing Assessment Models and Using Them Appropriately. - Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measuresStandard 5.b. Reflecting on Assessment. - Candidates reflect on the results of student assessments, adjust instruction accordingly, and analyze the results of assessments, and use success and failure to determine the direction of instruction.

InTASC Model Core Teaching Standard(s)

Standard #1: Learner Development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and

SPA 595 - of 45

designs and implements developmentally appropriate and challenging learning experiences.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.Standard #3: Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.Standard #4: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.Standard #5: Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.Standard #6: Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.Standard #7: Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.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.

STUDENT TEACHING MIDTERM AND FINAL EVALUATION FORM


Standard 2.a. Demonstrating Cultural Understandings. - Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices.Standard 2.c. Integrating of Other Disciplines in Instruction. - Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.Standard 3.a. Understanding Language Acquisition and Creating a Supportive Classroom. - Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction. Standard 3.b. Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity. - Candidates develop a variety of instructional practices that

SPA 595 - of 45

reflect language outcomes and articulated program models and address the needs of diverse language learners.Standard 4.b. Integrating Standards in Instruction. - Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.Standard 5.a. Knowing Assessment Models and Using Them Appropriately. - Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measuresStandard 5.b. Reflecting on Assessment. - Candidates reflect on the results of student assessments, adjust instruction accordingly, and analyze the results of assessments, and use success and failure to determine the direction of instruction.Standard 5.c. Reporting Assessment Results. - Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.Standard 6.b. Knowing the Value of Foreign Language Learning. - Candidates know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.


Standard #1: Learner Development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.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.Standard #3: Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.Standard #5: Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.Standard #6: Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.Standard #7: Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.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.

SPA 595 - of 45

Standard #9: Professional Learning and Ethical Practice - The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.Standard #10: Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Student Teaching (midterm and final) Evaluation - ACTFL Specific Criteria


Standard 1.a. Demonstrating Language Proficiency. - Candidates demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency.Standard 2.a. Demonstrating Cultural Understandings. - Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices.Standard 2.c. Integrating of Other Disciplines in Instruction. - Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.Standard 3.a. Understanding Language Acquisition and Creating a Supportive Classroom. - Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction. Standard 4.a. Understanding and Integrating Standards in Planning. - Candidates demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning.Standard 4.b. Integrating Standards in Instruction. - Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.Standard 5.a. Knowing Assessment Models and Using Them Appropriately. - Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures


Standard #1: Learner Development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

SPA 595 - of 45

Standard #3: Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.Standard #4: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.Standard #5: Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.Standard #6: Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.Standard #7: Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Student Teaching Candidate Work Sample


Standard 3.b. Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity. - Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.Standard 5.a. Knowing Assessment Models and Using Them Appropriately. - Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measuresStandard 5.b. Reflecting on Assessment. - Candidates reflect on the results of student assessments, adjust instruction accordingly, and analyze the results of assessments, and use success and failure to determine the direction of instruction.Standard 5.c. Reporting Assessment Results. - Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.


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.Standard #6: Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.Standard #7: Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of

SPA 595 - of 45

content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

IV. Materials Needed

NAU Handbook for Student Teachers (purchased at the NAU Bookstore) A three-ring binder in which to organize your materials

V. Attendance, Extracurricular Activities, Outside work

It is your responsibility to determine when the starting date of classes is for your assigned school. You must meet with your cooperating teacher the week before classes begin. From this time on, you are to follow the schedule and attendance expectations of the district where you are student teaching.

If you must be absent for ANY reason, be sure to inform your cooperating teacher, the main office of the school (e.g., the principal’s office), and your university supervisor, describing why you cannot make it to school.

Student teaching will require the bulk of your time during the semester. Generally, you will teach during the days; you will prepare lesson plans and grade papers at night and on the weekends. Therefore, you are STRONGLY discouraged from holding a job while you are completing your student teaching. If you have extenuating circumstances, you must receive written permission for your university supervisor to work. However you should be aware that your student teaching is to be your #1 priority, and any outside work/activities may jeopardize your ability to pass your student teaching.

VI. Determination of Grade

Student teaching is a pass-fail course. Your university supervisor assigns you a grade at the end of the semester. There are several assignments that you must complete. Some of these are described in the NAU Handbook for Student Teachers and some are particular to this syllabus. You must complete the assignments below in addition to any that appear in the Handbook.

1. Two progress reports from your university supervisor (40%). This grade will be based on two sources:

Student Teaching Portfolio (see appendix): You will demonstrate to your supervisor your Student Teaching Portfolio

Student Teaching Midterm and Final Evaluation Form (see appendix): Your classroom performance and management based on visits from your supervisor will be evaluated.

SPA 595 - of 45

2. Student Teaching (midterm and final) Evaluation - ACTFL Specific Criteria (see appendix) (40%) 3. Completion of requirements found in the NAU Student Teaching Handbook. (20%)

Student Teaching Candidate Work Sample (see appendix): Important: Note that the NAU Student Teaching Handbook requires you to complete the Student Teaching Candidate Work Sample.

NOTE: To receive a PASS on your student teaching, you must successfully complete all of the above requirements. You will be provided with a copy of the assessment forms that will be used to evaluate your performance and how well you are meeting these objectives.

VII. One last thing….

Week Minimum clock hours

Phase (See definitions following this table)

Candidate responsibilities

Evaluations

1 6 I Observation Initial meeting with university supervisor, cooperating teacher, and student teacher. Student teacher is to coordinate a convenient time for all. Meeting only, no evaluation.

2 6 I Observation3 12 II Teacher candidate

takes partial responsibility of the classroom

Progress Report (Informal) – university supervisor only

4 12 II Teacher candidate takes partial responsibility of the classroom



SPA 595 - of 45


8 12 III Teacher candidate takes full responsibility of the class

Midterm – university supervisor & cooperating teacher submit via online evaluation site


Progress Report (Informal) – university supervisor only






Candidate Work Sample - TaskStream

15 12 IV Transfer of responsibility from student teacher back to cooperating teacher

16 12 IV Transfer of responsibility from student teacher back to cooperating teacher

Final – university supervisor & cooperating teacher submit via online evaluation site

180

Phase Definitions

SPA 595 - of 45

SCHEDULE OF PHASES

Note: When establishing a schedule and establishing the starting and ending dates, extended school holidays are NOT to be included in the number of weeks. If there is a one, two, etc. week(s) break, continuation of the calculated days resumes after children are back in school. Thinking in terms of days can be a better plan. The teacher candidate should be in the classroom a minimum of 80 days and MUST have full responsibility of the classroom for a minimum of 30 days consecutively!

Phase I:

Observation

TEACHER CANDIDATEThe first phase is a time for the teacher candidate to become familiar with the physical surroundings, the cooperating teacher and building principal.

1. Find out classroom and school rules, regulations, and procedures.2. Learn names of pupils.3. Observe instruction.4. Participate in classroom routines.5. Practice instruction in a limited way.6. Participate in professional activities (meetings, orientations, etc.).7. Tutor students.8. Construct teaching aids.9. Practice writing detailed lesson plans.10. Discuss expectations with the cooperating teacher.11. Complete the Observation List. This is required during the university supervisor’s initial visit.12. Begin the Student Teaching Notebook/Portfolio.

COOPERATING TEACHERThis is a time for the cooperating teacher to become familiar with the teacher candidate. The cooperating teacher will also introduce the teacher candidate to the daily workings of both the classroom and the school.

1. Introduce the teacher candidate as your "team teacher" or "partner", and use Mr., Mrs., Miss or Ms. when addressing him/her in front of students.2. Provide a desk or work space for the teacher candidate.3. Gradually involve the teacher candidate in the activities listed above.4. Set the standard for lesson planning, classroom routines, interaction with students and familiarization with procedures.5. Help the student complete the Observation List on page 19.6. Schedule a time each day to talk. COMMUNICATION IS THE KEY TO A SUCCESSFUL EXPERIENCE!7. Send cooperating teacher Information sheet and Payment Option form to Student Services.

SPA 595 - of 45

8. Complete the cooperating teacher information page located on the COE evaluation system. An email from the COE EVALUATION SYSTEM will be sent to you at the start of the NAU semester. At this time, please login to the system to complete this form.

Phase II: Teacher Candidate Assumes Partial Responsibility for the Instruction of the Students

TEACHER CANDIDATEDuring this phase, the teacher candidate will become more aware of the individual needs of the students. He/she will also begin to present lessons to the whole class and prepare more fully for the daily teaching schedule.

1. Be aware of individual learning needs of the students.2. Work with small groups.3. Teach a lesson to the whole group using a suggested plan by the cooperating teacher.4. Increase greater responsibility for whole class instruction. For example: Week three: teach one period every day. Week four: teach two periods every day. Week five: teach three periods every day, etc.5. Ask the cooperating teacher for feedback about your performance daily.

COOPERATING TEACHERDuring this phase, the cooperating teacher will slowly "let go" of the daily operation of the class. Although the cooperating teacher is still fully responsible for his or her class, this is the time to help the teacher candidate "get a feel" for the responsibilities involved with the daily routine.

1. Plan cooperatively with the teacher candidate.2. Assist the teacher candidate in beginning actual teaching. (Start with small tasks, tutoring, re teaching concepts to small groups, etc.)3. Do most of the presentation to the class, phasing in the teacher candidate at appropriate times. For example: Week three: teacher candidate teaches one period every day. Week four: teacher candidate teaches two periods every day, etc.4. Continuously assess the teacher candidate's level of competency and provide feedback.5. Model a variety of teaching techniques so the teacher candidate will learn flexibility of lesson planning and instructional methodologies.6. Help the students adjust to the eventual phase-in of the teacher candidate.7. Increase the teacher candidate's responsibility for the daily routine. (i.e. taking attendance, lunch count, recording grades, etc.)8. Set aside a time each day to discuss the teacher candidate's progress.9. Midterm Evaluation completed in online evaluation system during week 7.

SPA 595 - of 45

Phase III: Teacher Candidate Assumes Full Responsibility for the Class

TEACHER CANDIDATEThe teacher candidate will assume full responsibility for all planning, preparation, and instruction. During this phase, the teacher candidate will practice effective classroom discipline and management strategies. The teacher candidate also needs to be aware that it may be difficult for the cooperating teacher to relinquish the full responsibility of his/her class. Please be patient and understanding!

1. Assume responsibility for all lesson planning and presentation. This includes preparation of all necessary materials. All plans must be turned in to the cooperating teacher one week in advance for approval.2. Take over the daily routine of the classroom.3. Implement discipline strategies with the students.4. Recommend grades to the cooperating teacher.5. Plan and teach the entire school day.6. Work on refinement of specific instructional techniques.7. Recognize the ability of the students and their interests.8. Request the principal to observe a lesson.9. Request feedback on a daily basis from the cooperating teacher.10. Self-evaluate your lessons on a daily basis.

COOPERATING TEACHERDuring this phase, the job of the cooperating teacher is to sit back, watch, listen, and provide feedback. It is also the hardest time for the cooperating teacher. Willingness to "let go" of the class and give the responsibility to a teacher candidate is greatly appreciated.

1. Teacher candidate assumes responsibility for the "whole day."2. Examine, critique, and approve the teacher candidate's plans for the week. 3. The cooperating teacher still has the responsibility for the assignment of final grades and student safety.4. The cooperating teacher may act as an instructional assistant to the teacher candidate. 5. The teacher candidate receives DAILY feedback on his/her performance.6. Final Evaluation completed in online evaluation system during week 14.

Phase IV: Transfer of Responsibility back to the Cooperating Teacher

TEACHER CANDIDATEDuring this phase, the teacher candidate will relinquish responsibility of the class to the cooperating teacher.

1. The cooperating teacher gradually assumes responsibility. For example: Week 14: cooperating teacher takes back first period.

SPA 595 - of 45

Week 15: cooperating teacher takes back first and second period.2. Complete record keeping from the "Phase III."3. Collect ideas and materials for future use.4. Evaluate the student teaching experience with cooperating teacher.5. Observe in other classrooms.6. Your CAREER SERVICES file should be complete for your job search.7. Fill out CERTIFICATION papers and return them to NAU.8. Send Student Services your feedback on university supervision.9. THANK THE COOPERATING TEACHER FOR INVITING YOU INTO THE CLASSROOM.

COOPERATING TEACHERDuring Phase IV, the responsibility of the classroom will be returned to the cooperating teacher.

1. Resume major instructional role. For example: Week 14: resume teaching first period. Week 15: resume teaching first and second period, etc.2. Model any teaching strategies the teacher candidate hasn't observed prior to this time.3. Share ideas and materials that the teacher candidate may be able to use in the future.4. Evaluate the student teaching assignment with teacher candidate.5. Cooperating teacher should try to give "helpful hints" to the teacher candidate about having a successful first year as a professional educator.

SPA 595 - of 45

Appendix

Student Teaching Portfolio

Note: you will receive an incomplete in this class until you score a passing on any Standard Based assignment or portfolio.

This must contain the following items:

a) A daily journal of your observations during the observation phase (phase-in and phase-out)b) A weekly journal of a reflection of your experiences during the teaching phasec) A list of classroom management techniquesd) A list of Spanish phrases given to students for the sake of classroom managemente) Examples of pedagogical materials you have found or used (but not created yourself)f) Lesson plans of EVERY DAY you have taughtg) Hand-outs, activities and transparencies you have createdh) Administrative materials (e.g., individualized education plans (IEP), school safety, emergency procedures, school policies)

- Overall, your binder should be divided into the following sections: Observation Journal, Self-Reflection Journal, Classroom Management, Pedagogical Materials, Lesson Plans, Activities, and School Administrative Materials.

LESSON PLAN FORMAT

Topic: describe the basic theme of your lesson (eg. Clothing and fashion, the months and the seasons, holidays and food)

Level: specify the level of the learner (beginner, intermediate, advanced) and level of school (elementary, jr. high, high school or college)

Context: provide a background of what you are assuming your students already know, what material will be new, what will be a review.

Objectives: state in terms of what the student will be able to do once he learns what you intend to teach. Eg. Students will be able to retell a story demonstrating their comprehension of it.

Students will be able to write their own story using the new vocabulary.Students will be able to ask questions about the basic plot of the story.

Standards: indicate which foreign language standards are being met by your lesson (p. 46 of the LAN 430 textbook)

Materials: provide a list of materials that are required to complete the lesson (hand-outs, video, music CD, flash cards, games, etc.)

SPA 595 - of 45

NOTE: For each activity and transition, indicate the time you estimate it will take to complete, such as (10 min.) or (15 min.). Always have an “emergency activity” on hand in case you have extra time.

Opening Activity: this is a warm-up activity that should serve as the introduction to your lesson, and should tap into the student’s background knowledge, and provide guidance as to what they can expect for the day’s lesson.

Activity #1: a creative way of introducing material, reviewing material, and/or practicing material that will help you meet your goals and objectives for the lesson.

Transition: an opportunity for you to guide your student, from one activity to the next, creating connections, so that they can see the relevance between what they just did and what is coming up next. Here you can tell me what students will be told, or you can word it as if you were speaking directly to them.

Activity #2:Transition:Activity #3:Transition:(And so on with each activity and transition)

Closing Activity: A chance to summarize, review or do one last cumulative activity that brings all of the details together

Assessment: Show/Tell me how you will know if your objectives/goals for the day were met by the students. This is very important.

NOTE: Maximize meaningful, communicative/interactive, language practice. Be creative and use various types of activities. Minimize drills, disconnected worksheets, and isolated language practice. Always contextualize what you are doing and integrate language skills.

SPA 595 - of 45

STUDENT TEACHING MIDTERM AND FINAL EVALUATION FORM

This is not a signature assignment and so there are no designated tasks. See the rubric at the end of this syllabus for the items on which you will be evaluated.


SPA 595 - of 45

Student Teaching (midterm and final) Evaluation - ACTFL Specific Criteria

This is not a signature assignment and so there are no designated tasks. See the rubric at the end of this syllabus for the items on which you will be evaluated.


SPA 595 - of 45

Student Teaching Candidate Work Sample


CANDIDATE WORK SAMPLETaskStream Signature Assignment

The purpose of the Candidate Work Sample is to provide evidence that what and how you teach impacts student learning. This is not an "in theory" paper, rather the "actual teaching" in your classroom pertaining to one specific subject area. You are to reflect on a series (3 or more) of specific subject (concept)-based lessons you have taught, analyzing the impact that planning and teaching these specific lessons had on student learning as evidenced through the results of formal assessments. This reflective analysis helps build a habit of mind that you, as an educator, will use as a matter of best practice to grow professionally.

The information from the specific lessons taught should be presented in an outline format with sections labeled accordingly*:

1. BACKGROUND INFORMATION AND PRIOR KNOWLEDGE: Gather background information of the students in your classroom and assess their prior knowledge.

2. PLANNING: Planning instruction (specifically include in the paper the targeted AZ standards and objectives)

3. DESIGNING: Designing instruction/teaching4. ADAPTING: Instructional decisions5. ASSESSING: Planning and implementing assessment 6. ANALYZING: Analyzing assessment results 7. REFLECTING: Reflections

*Double check the DRF in TaskStream for possible modifications by the content areas. The modifications will override these “basic” set of instructions. For example, English and Science have their own set of instructions located in TaskStream course.

There is a "Tips for Success" section in the Student Teaching Handbook; you will find valuable information to guide you through each section. Also, read through the rubric to best understand the specific information and how your paper will be evaluated. You are expected to hit the “Target” in all sections!

DUE DATES: Single placements - 16 weeks are due at the end of the 8th week. Establish exact dates with your university supervisor.

Dual placements are due at the end of the 5th week. Establish exact dates with your university supervisor. Note: If in a content-specific placement, i.e. Special Education or Early Childhood (Pre School), or specialized Secondary, your assignment is due during this

SPA 595 - of 45

placement. Some content-specific areas have amended instructions for this assignment; these will be emailed to you at the beginning of the semester.

FINAL DOCUMENT must include a cover page with: (a) your name, (b) date submitted, (c) grade level taught, (d) subject taught, and (e) course and section number (for example ECI490C - 11801). The final paper must be a minimum 5 page (not to exceed 8) reflective analysis of these specific lessons taught in one subject area.

The final paper must be professional in appearance, adhering to all conventions of English grammar and composition, and is devoid of grammar, spelling and typographical errors. It is recommended that you proofread, as spell check does not always catch all errors!

Keep in mind that the work you produce is a reflection of your work ethic and the professional skills, attitudes, and knowledge you have obtained during your pre-service career.

Maintaining anonymity is important for the students in your class, do not include any student names in any part of your document. You may use fictitious names; however, you must note this somewhere in the document.

Submit to your TaskStream account. Select the option to email the evaluator once you have submitted your assignment in TaskStream.

Evaluations: The Candidate Work Sample will be completed in TaskStream by your university supervisor or university content faculty. You will be responsible for acquiring this “pass” or “conditional pass” information in your TaskStream account. If your assignment is returned for a “redo”, this will need to be accomplished prior to successfully passing student teaching.

Special Note: Successfully meeting the requirements of this assignment is one of the required criteria, as stated in the syllabus, in order to earn a "pass" grade for student teaching. An "Incomplete" grade will be submitted if this paper is not successfully completed and submitted by the due date. If your paper requires modifications, the evaluator will provide suggestions for your success and you will be required to resubmit in TaskStream. You will be offered as many opportunities as needed to successfully complete this assignment. If you are struggling with this assignment at any point, please contact one of your previous professors for guidance. The "Tips for Success" section will be one of your best guides.

TaskStream Support: Chris Geanious is the point of contact if you have questions or difficulties. He can be

reached at 928-523-9434 or email at [email protected].

TIPS FOR SUCCESS

Consider responding to these essential questions when writing within each section:

BACKGROUND INFORMATION AND PRIOR KNOWLEDGE: Assessing prior knowledge

What are the characteristics of the community, school, and classroom that may affect learning?

SPA 595 - of 45

mailto:[email protected]

What are the general and specific understandings of student differences that may affect learning?

What are the general and specific understandings of the different ways students learn that may affect learning?

What are the general and specific understandings of students’ skills and prior learning that may affect learning?

What are the specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics?

This Information identifies: community school classroom characteristic characteristics of student students’ varied approaches to learning students’ skills and prior learning implications for instructional planning and assessment

PLANNING: Plans Instruction How do the goals reflect several types or levels of learning? Are the goals significant

and challenging? How do the goals clearly state learning outcomes? How do the goals meet the needs of the students, developmentally? How do the goals explicitly align with national, state, or local standards?

The Goals are:

clearly stated appropriate for students aligned with state standards

DESIGNING: Designing Instruction/Teaching How do all learning goals explicitly align to all lessons through learning activities,

assignments, and resources? How does the use of content appear to be accurate and congruent with the big ideas or

structure of the discipline? Do the lessons within the unit appear to be logically organized and are they useful in

moving students toward achieving the learning goals? Does the instructional design include variety across instruction, activities,

assignments, and resources and clearly contribute to learning? How has instruction been designed to reference pre-assessment data aligning

productive and appropriate activities and assignments for each student? How has appropriate technology been considered to make a significant contribution

to teaching and learning?

Instructional design is/are: contextually and logically organized aligned with learning goals/objectives varied instructional methods

SPA 595 - of 45

activities linked to pre-assessment data identified with a technology component or how it could be used

ADAPTING: Instructional Decisions Are instructional decisions pedagogically sound? How have appropriate modifications of the instructional plan been made to address

individual student needs? How were modifications adapted to improve student progress?

How are modifications in instruction meaningful with learning goals and for student needs?

Instructional decisions reflect: pedagogical decisions modifications and justifications for aligned goals/objectives modifications meaningful to individual student needs

ASSESSING: Assessment (Plan and Collection of Data) How are learning goals assessed through the assessment plan? How do they provide

content and cognitive complexity? How is assessment criteria clear and explicitly linked to the learning goals? Does the assessment plan include multiple assessment modes assessing student

performance throughout the instructional sequence? How are directions, procedures and scoring clearly explained to students? How are

the assessments valid? What appropriate adaptations to assessments have been made to meet the individual

needs of students? Did students learn? Are there gains?

Plan for assessing unit identifies:

content and cognitive complexity performance of the linked goals/objectives valid instructions procedures adapted to meet individual student needs

ANALYZING: Analyzes How does the analysis align with learning goals? What is the analysis of a comprehensive profile of student le Assesses students’

progress through contextualized assessment practices. Assesses students’ progress through contextualized assessment practices. rning for the whole class, subgroups, and two individuals?

How does the interpretation of data draw a meaningful conclusion for student learning?

Does the analysis include evidence of the impact on student learning in terms of the number of students who achieved and made progress towards each learning goal?

REFLECTING: Reflection

SPA 595 - of 45

What evidence is used to support conclusions drawn in the Analysis of Student Learning section with multiple hypotheses for why some students did not meet learning goals?

What are the successful and unsuccessful activities and assessments and plausible reasons (based on theory or research) for their success or lack thereof?

What is connection between learning goals, instruction and assessment results with effective instruction?

What are plausible ideas for redesigning learning goals, assessment, and instruction? Why would these modifications improve student learning?

What are the professional learning goals that emerged from the insights and experiences and specific steps for meeting these goals?

Reflections: analyze data identify effective instruction and assessment pose possible reasons for results identify implications for future teaching and

professional development

SPA 595 - of 45

Rubric: Student Teaching Portfolio

Student Teaching competencies and dispositions assessment Instrument's interpretation, guidelines, and rubricLanguage specific form/minimum teaching field outcomesRater: Please evaluate the candidate's teaching portfolio including the observations, midterm, and final evaluation. Mark an X in the corresponding box that best describes the candidate's abilities in each area.Item

The candidate demonstrates that s/he:

Standard(s) Description

1 not very

consistently (0-50%

of the

2som

ewhat consistently

(50-75% of the

3consistently

(75-100% of the

time)

not observed

1 Integrates foreign language standards into planning, instruction, and assessment.

[ACTFL 4a,4b,4c,5a] [InTASC 6,7,8]

Knows the goal areas and standards of the national Standards for Foreign Language Learning framework.Knows how to write performance-based lesson/unit objectives.Believes in using the Five Cs for Foreign Language Learning for planning, instruction, and assessment: Communication, Cultures, Connections, Comparisons, Communities.Plans and conducts daily lessons that integrate the interpretive, interpersonal, and presentational modes of communication.Plans and conducts daily lessons that integrate at least two goal areas of the standards.Designs unit or long-term plans that reflect the Five Cs and standards.

SPA 595 - of 45

Evaluates, selects, designs, and adapts instructional materials including visuals, realia, authentic printed and oral materials, and other resources obtained through technology.Assesses student progress toward achieving standards.

2 Creates a classroom environment that supports language learning and acquisition.

[ACTFL 3a, 3b] [InTASC 1, 2]

Knows how students acquire first and second languages and the similarities and differences between the two processes.Knows how to provide comprehensible input in the target language.Is familiar with a variety of special needs that students may have in the foreign language classroom.Believes that all students can learn/acquire a second language.Demonstrates sensitivity to individual learners’ needs in a language environment.Demonstrates an enthusiasm for target language teaching.Demonstrates a sincere effort to understand students’ communicative efforts.Tolerates students’ language errors that occur as part of the acquisition process.Conducts the class in the target language at least 75% of the class period.Uses the target language appropriately for handling classroom routines, giving directions, making transitions between activities, and talking to students before and after class.Encourages students to create with the target language within a non-threatening environment.Offers praise and encouragement in the

SPA 595 - of 45

target language.Shows acceptance of students’ ideas and messages through non-verbal behavior such as smiles, head-nodding, facial expressions, etc.Enables students to gain confidence in speaking by providing opportunities for them to rehearse/practice in pairs and small groups.Adapts lessons and materials to address individual students’ needs.

3 Demonstrates a satisfactory level of proficiency in the target language.

[ACTFL 1a] [InTASC 4]

Knows the target language system (grammatical, phonological, morphological, syntactic, semantic).Identifies the pragmatic and sociolinguistic features of target language discourse (e.g., politeness conventions, formal/informal forms of address).Demonstrates a willingness to accommodate for any gaps in his/her own knowledge of the target language by learning on his/her own.Demonstrates an interest in maintaining/strengthening his/her proficiency in the target language.Uses the target language to the maximum extent possible in the classroom.Speaks in the target language with a high degree of linguistic accuracy and fluency.Writes directions, narratives, exercises, test items with a high degree of accuracy in the target language.Recognizes students’ patterns of errors in speaking and/or writing.

4 Provides maximum opportunities for students to communicate


Knows how to plan for and facilitate meaningful communication in the classroom.

SPA 595 - of 45

meaningfully in the target language.

Knows the difference between mechanical and meaningful/communicative exercises.Is willing to spend time creating communicative contexts and designing meaningful activities.Believes that a maximum amount of classroom time should be devoted to meaningful communication.Provides meaningful and engaging contexts for interpersonal and presentational communication.When using a question-answer format for speaking, uses appropriate wait-time to allow students to process questions and formulate responses.Uses task-based instruction to elicit language beyond word level from students.Designs and implements a variety of activities that incorporate students’ various learning styles.Provides feedback that focuses on the meaning of the message.

5 Engages students in negotiating meaning with the teacher and with one another.


Knows the conditions in which negotiation of meaning is likely to occur in the classroom.Understands the facilitator role of the language teacher.Is willing to assume the role of facilitator in the classroom.Is willing to learn along with students.Helps students to understand the target language by using comprehensible input, gestures, visuals.Teaches students to use gambits (passwords) and other strategies as they negotiate meaning in the target language.Develops conversations with students by

SPA 595 - of 45

using assisting questions, verbal prompts, clarification requests, comprehension checks.Provides individual as well as whole class guided assistance and scaffolding.Expands on students’ responses.

6 Introduces and practices vocabulary in context.

[ACTFL 3a,4c] [InTASC 3, 5]

Knows how vocabulary is acquired.Understands how to select vocabulary that relates to the context /unit being explored and students’ interests.Is willing to spend time designing contexts, visuals, and other materials for presenting vocabulary.Presents new vocabulary in a context using familiar grammar and re-entered vocabulary.Uses effective visuals, realia, and props in introducing and practicing new vocabulary.Provides opportunities for students to internalize new words by using active. participation (e.g., TPR, manipulation of objects) and personalized discussion.Checks for comprehension of new vocabulary by using guided questioning.Designs contextualized exercises and activities for practicing new vocabulary.

7 Teaches grammar as the vehicle for using the target language to communicate in real-world contexts.

[ACTFL 3a,4c] [InTASC 3, 8, 5]

Knows the grammatical system of the target language.Knows how to present grammar in real-world functions and contexts.Recognizes that it takes time for students to internalize and be able to operationalize grammar rules.Is willing to adapt the textbook’s grammatical explanations and practice as necessary to meet learners’ needs.Values the importance of presenting grammar as a vehicle for communication rather than as an end in and of itself.

SPA 595 - of 45

Recognizes that the target language/grammar changes over time and that discrepancies may exist between the target language of instructional materials and contemporary usage.Selects grammatical structures from the textbook as necessary for use in communication.Provides clear, accurate explanation of grammar when necessary.Presents and practices grammar in real-world functions and contexts.Provides target language input which exemplifies a specific grammatical structure so that students can understand its use in context.Guides students to construct an understanding of a grammatical principle through inductive reasoning, coaching, and questioning strategies.Responds to students’ questions without needless elaboration, complication, or extraneous detail.Uses a variety of techniques to correct students’ errors, such as elicitation, self-correction, and peer correction.

8 Provides opportunities for students to practice oral interpersonal communication in pairs and in small groups.

[ACTFL 3a,3b,4a,4b,4c] [InTASC 3]

Knows how to integrate interpretive and interpersonal communication.Knows how to design and implement cooperative learning activities.Recognizes that students will often resort to English in group tasks if they don’t understand the task, don’t have enough target language to complete it, or know they will not be expected to do a follow-up task afterwards.Understands that pair/group activities maximize the time students have to use the target language.

SPA 595 - of 45

Designs and implements activities that promote cooperation and interaction such as jigsaw and information-gap activities, paired interviews, role plays, group problem-solving, role plays, debates.Provides clear directions and models for all activities.Groups students appropriately.Monitors group activities appropriately.Conducts appropriate follow-up tasks.

9 Provides opportunities for students to interpret authentic oral and printed texts, including literary and cultural texts.

[ACTFL 2b,4c] [InTASC 4, 8]

Interprets literary texts that represent defining works in the target cultures.Identifies themes, authors, style, and text type in a variety of media that are important in representing the traditions of the target cultures.Knows where to find authentic texts and how to select them.Knows how to guide students through authentic oral and printed texts.Believes in the value of using authentic oral and printed texts in the target language.Believes that the difficulty of a given authentic text lies not in the text itself, but rather in the task that students are asked to do.Believes that students should not be expected to understand every word of an authentic text.Integrates authentic oral and printed texts into instruction on a regular basis (e.g., audio tapes, video tapes, music, magazine / newspaper articles, etc.).Provides students with pre-listening / pre-reading / pre-viewing activities.Provides opportunities for students to listen and read for various purposes.Enriches classroom content with literary

SPA 595 - of 45

and cultural texts and topics valued by the target cultures.Designs comprehension tasks appropriate to students’ language levels.Guides students through the comprehension / interpretation process helping them to skim for the gist, scan for details, recognize new vocabulary, interpret between the lines, and summarize.Guides students to interpret texts by drawing inferences, thinking critically, and expressing their own ideas and opinions about them.Uses interpretive tasks as a springboard to other communicative activities.

10 Engages students in written interpersonal and presentational communication.

[ACTFL 4a,4b,4c,5a] [InTASC 6,7,8]

Knows how to treat writing as a process.Understands the difference between writing as a tool for learning language and as a vehicle for communication.Values the importance of writing for self-expression and as a tool for learning.Is willing to devote class time to using a process-oriented approach to writing.Designs activities in which students use writing to help them to communicate using new grammar and vocabulary.Designs activities in which students use writing for purposeful interpersonal communication.Provides opportunities for students to prepare and present written messages to an audience of readers.Guides students through the various iterative processes involved in creative writing such as prewriting, composing the draft, revising.Provides opportunities for group brainstorming and peer editing in the writing process.

SPA 595 - of 45

Provides feedback on both linguistic accuracy and the content/ideas of the written product.Uses a variety of correction strategies as appropriate to the writing task.Holds students responsible for their written errors by helping them to correct their own errors and make revisions.

11 Integrates culture into instruction by engaging students in exploring the relationships between and among cultural products, practices, and perspectives.

[ACTFL 2a,4b] [InTASC 4,7]

Recognizes the integral relationship between language and culture.Demonstrates a familiarity with one or more countries where the target language is spoken.Understands the theoretical framework for analyzing and comparing cultures (products, practices, perspectives).Is willing to investigate the dynamic dimensions of culture in terms of products, practices, and perspectives.Recognizes cultural stereotypes and their effect on student perspectives of culture.Embeds culture into planning, instruction, and assessment.Uses the 3-P framework for helping students to analyze and understand culture.Teaches products, practices, and perspectives of at least one country where the target language is spoken.Uses authentic materials in teaching culture.Identifies cultural concepts in literary texts and integrates culture and literature.Uses the community and technology as resources for integrating and teaching culture.Engages students in making comparisons between the native and target cultures.Presents culture without promoting

SPA 595 - of 45

cultural stereotypes and biases.Uses a variety of techniques for teaching culture such as role play, discussions, and brainstorming.

12 Assesses students' progress through contextualized assessment practices.

[ACTFL 5a,5b] [InTASC 6,7]

Knows multiple ways for measuring student progress in achieving foreign language standards.Knows a variety of techniques for assessing student progress for both formative and summative purposes.Knows how to use assessment results to inform and improve classroom instruction.Knows how to design scoring rubrics for assigning a rating to assessment tasks.Understands the need to devote time to conduct meaningful performance assessments (e.g., oral testing).Recognizes the value of informing students of assessment expectations and how they will be graded.Assesses student progress through holistic assessment (TPR, oral interviews, role plays, portfolios) in addition to traditional test formats such as fill-in-the-blank and multiple choice.Incorporates both discrete-point items and global items appropriately on written tests.Embeds all assessments.Engages students in personalizing vocabulary/grammar on written tests.Integrates the three modes of communication into assessment.Integrates culture into assessment.Conducts formative and summative assessment.Provides ongoing assessment of students’ oral performance and offers feedback.

SPA 595 - of 45

Conducts individual and/or pair testing of oral communication.Reports assessment results clearly and accurately.

13 Makes connections between other school subjects and foreign language instruction.

[ACTFL 2c,4b] [InTASC 7, 5]

Knows how to locate content-area sources that are appropriate for the level of instruction, age of students, and program goals.Knows how to integrate and teach content from other subject areas into the foreign language curriculum.Recognizes that subject-area content motivates learners and connects the target language with other subjects in the curriculum.Is willing to work collaboratively with students to learn new subject-area content along with them.Identifies connections between the foreign language curriculum and other subject areas.Guides students through comprehending and interpreting texts from other subject areas in the target language.

14 Provides opportunities for students to interact with target-language communities through a variety of means such as technology and authentic materials.

[ACTFL 4b,4c] [InTASC 3, 8, 5]

Demonstrates an understanding of how to connect with target-language communities beyond the classroom.Demonstrates an understanding of how to help heritage learners in the foreign language classroom.Validates the heritage and linguistic backgrounds of all students.Values opportunities to interact with members of target-language communities.Is willing to find language resources within the school, local, and world-wide community.Integrates resources from target-language communities into instruction.

SPA 595 - of 45

Provides opportunities for students to use the target language with members of target-language communities.

SPA 595 - of 45

Rubric: STUDENT TEACHING MIDTERM AND FINAL EVALUATION FORM

The following evaluation has 5 subsections: Designing and Planning Instruction Creates & Maintains a Positive Learning Environment Implements & Manages Instruction Assesses Learning & Communicates Results Professional Conduct

The university supervisor and cooperating teacher will complete a midterm and final evaluation for each teacher candidate in each student teaching experience. These will be completed via an online evaluation site hosted at NAU-COE. The university supervisor and cooperating teacher will have a unique login and password.

Field Experience InformationDistrict: School: Subject: Grade Level:--Select One--Pre-KK-12K-87-12Evaluation Information

Date:Evaluation Point:MidtermFinalStudent Teacher Information

Last Name:First Name:NAU ID#:

Supervisor Information

Last Name:

SPA 595 - of 45

First Name:NAU ID#:Evaluation Scale: N - Not Applicable/Not Observed 1 - Not meeting expectations 2 - Meeting expectations 3 - Exceeding expectationsSubsection: Designing and Planning Instruction

Item

Criterion Standard(s) Evaluation (N,1,2,3)

1 Focuses instruction on applicable academic standards [ACTFL 4b] [int 7]

2 Includes learning experiences that are developmentally appropriate for learners

[ACTFL 4b] [int 7]

3 Includes learning experiences that are appropriate for curriculum goals [ACTFL 4b] [int 7]

4 Addresses prior knowledge of individual and group performance [ACTFL 4b] [int 7]

5 Define & prioritize short and long term curriculum goals [ACTFL 4b] [int 7]

6 Includes learning experiences that are based upon principles of effective instruction

[ACTFL 4b] [int 7]

7 Accesses resources and services to foster student learning [ACTFL 3a] [int 1]

8 Incorporates appropriate assessment of student progress [ACTFL 5a ] [int 6]

9 Addresses any physical, mental, social, cultural, and community differences among learners

[ACTFL 3b ] [int 2]

10 Includes learning experiences that address a variety of cognitive levels [ACTFL 3b ] [int 2]

11 Includes appropriate use of a variety of methods, materials, and resources [ACTFL 3b ] [int 7]

12 Aligns curriculum with the student assessments [ACTFL 4b ] [int 7]

13 Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning

[ACTFL 5b ] [int 7]

SPA 595 - of 45

14 Includes learning experiences that accurately represent content [ACTFL 2a, 2c ] [int 5]

Subsection: Creates & Maintains a Positive Learning Environment

Item


15 Establishes and maintains standards of mutual respect [ACTFL 3A ] [int 3]

16 Displays effective classroom management [ACTFL 3A ] [int 3]

17 Applies to daily practice the ethics of the profession [ACTFL 3A ] [int 9]

18 Respects the individual differences among learners [ACTFL 3A ] [int 2]

19 Facilitates people working productively and cooperatively with each other [ACTFL 3A ] [int 3]

20 Provides a motivating learning environment [ACTFL 3A ] [int 3]

21 Promotes appropriate classroom participation [ACTFL 3A ] [int 3]

22 Organizes materials, equipment, and other resources appropriately [ACTFL 3A ] [int 3]

23 Listens thoughtfully and responsively [ACTFL 3A ] [int 3]

24 Encourages the student to demonstrate self-discipline and responsibility to self and others

[ACTFL 3A ] [int 3]

Subsection: Implements & Manages Instruction

Item


25 Appropriately implements a teacher-designed lesson plan [ACTFL 3A ] [int 8]

26 Maximizes the amount of class time students are engaged in learning [ACTFL 3A ] [int 8]

27 Uses strategies that are appropriate to students' developmental levels [ACTFL 3A ] [int 2]

28 Incorporates strategies which address the diverse needs of learners, and [ACTFL 3A ] [int SPA 595 - of 45

demonstrates multicultural sensitivity 2] 29 Communicates to students specific standards and high expectations for

learning[ACTFL 3A ] [int 8]

30 Models the skills, concepts, attributes, or thinking processes to be learned [ACTFL 3A ] [int 8]

31 Demonstrates effective written and oral communication [ACTFL 3A ] [int 8]

32 Encourages critical thinking [ACTFL 3A ] [int 8]

33 Connects lesson content to real life situations when appropriate [ACTFL 3A ] [int 5]

34 Uses technology and a variety of instructional resources appropriately [ACTFL 3A ] [int 3]

35 Uses a variety of effective teaching strategies to engage students actively in learning

[ACTFL 3A ] [int 8]

36 Links learning with students' prior knowledge, experiences, and backgrounds [ACTFL 3A ] [int 8]

37 Provides opportunities for students to use and practice what is learned [ACTFL 3A ] [int 8]

38 Adjusts instruction based on feedback from students [ACTFL 5c ] [int 6]

Subsection: Assesses Learning & Communicates Results

Item


39 Promotes student self-assessment [ACTFL 3a ] [int 6]

40 Uses a variety of appropriate formal and informal assessments aligned with instruction

[ACTFL 5a ] [int 6]

41 Maintains records of student work and performance and uses them to guide instructional decisions

[ACTFL 5a ] [int 6]

42 Maintains privacy of student records and performance [ACTFL 5a ] [int 6]

43 Offers students and parents appropriate feedback on progress toward learning expectations

[ACTFL 5c ] [int 6]

Subsection: Professional Conduct

SPA 595 - of 45

Item


44 Collaborates with colleagues to achieve teaching goals [ACTFL 6B ] [int 10]

45 Shows enthusiasm and a positive attitude [ACTFL 6B ] [int 9]

46 Prepared to meet responsibilities of the day well before school day starts [ACTFL 6B ] [int 9]

47 Accepts constructive criticism in a professional manner and makes adjustments

[ACTFL 6B ] [int 9]

48 Uses student names (asks when doesn't know) [ACTFL 6B ] [int 9]

49 Establishes positive rapport with students [ACTFL 6B ] [int 9]

50 Responds appropriately to student needs [ACTFL 6B ] [int 9]

51 Fulfills requirements of attendance and punctuality [ACTFL 6B ] [int 9]

52 Open to new ideas [ACTFL 6B ] [int 9]

53 Demonstrates caring and empathic disposition [ACTFL 6B ] [int 9]

54 Demonstrates initiative [ACTFL 6B ] [int 9]

55 Maintains an appropriate appearance [ACTFL 6B ] [int 9]

56 Addresses teachers, administrators, and university supervisor with respect [ACTFL 6B ] [int 10]

57 Demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial goals

[ACTFL 6B ] [int 9]

58 Demonstrates use of voice projection and inflection [ACTFL 6B ] [int 9]

59 Addresses students with respect [ACTFL 6B ] [int 9]

60 Has high student expectations for learning and behavior [ACTFL 6B ] [int 9]

61 Displays confidence [ACTFL 6B ] [int 9]

62 Demonstrates ethical behavior and reasoning [ACTFL 6B ] [int SPA 595 - of 45

9]

Comments:

SPA 595 - of 45

Rubric: Student Teaching (midterm and final) Evaluation - ACTFL Specific Criteria

Field Experience InformationDistrict: School: Subject: Grade Level:Evaluation InformationDate: Evaluation Point: Midterm or FinalStudent Teacher InformationLast Name: First Name: NAU ID#Supervisor InformationLast Name: First Name: NAU ID#

Evaluation Scale: N - Not applicable/Not observed. 1 – Not meeting expectations 2 – Meeting expectations 3 – Exceeding expectations

Item

Ability Standard(s) Score

1 Integrates foreign language standards into planning, instruction, and assessment.

[ACTFL 4a, 4b, 5a ] [InTASC 6, 7]

N - 1 - 2 - 32 Creates a classroom environment that supports language learning

and acquisition. [ACTFL 3a ] [InTASC 1] N - 1 - 2 - 3

3 Demonstrates a satisfactory level of proficiency in the target language.

[ACTFL 1a ] [InTASC 4 ] N - 1 - 2 - 34 Provides maximum opportunities for students to communicate

meaningfully in the target language. [ACTFL 3a ] [InTASC 5 ] N - 1 - 2 - 3

5 Engages students in negotiating meaning with the teacher and with one another.

[ACTFL 3a ] [InTASC 5 ] N - 1 - 2 - 36 Introduces and practices vocabulary in context. [ACTFL 3a ] [InTASC 5 ] N - 1 - 2 - 37 Teaches grammar as the vehicle for using the target language to

communicate in real-world contexts. [ACTFL 3a ] [InTASC 5 ] N - 1 - 2 - 3

8 Provides opportunities for students to practice oral interpersonal communication in pairs and in small groups.

[ACTFL 3a ] [InTASC 3 ] N - 1 - 2 - 39 Provides opportunities for students to interpret authentic oral and

printed texts. [ACTFL 3a ] [InTASC 5 ] N - 1 - 2 - 3

10 Engages students in written interpersonal and presentational communication.

[ACTFL 3a ] [InTASC 5 ] N - 1 - 2 - 311 Integrates culture into instruction by engaging students in [ACTFL 2a ] [InTASC 5 ] N - 1 - 2 - 3

SPA 595 - of 45

exploring the relationships between and among cultural products, practices, and perspectives.

12 Assesses students' progress through contextualized assessment practices.

[ACTFL 5a ] [InTASC 6 ] N - 1 - 2 - 313 Makes connections between other school subjects and foreign

language instruction. [ACTFL 2c ] [InTASC 5 ] N - 1 - 2 - 3

14 Provides opportunities for students to interact with target-language communities through a variety of means such as technology and authentic materials.

[ACTFL 3a ] [InTASC 3 ] N - 1 - 2 - 3

SPA 595 - of 45

Rubric: Student Teaching Candidate Work Sample Rubric

Item

Criterion Standard(s)

Unacceptable Target Excels

1 Assess Prior Knowledge: The Student Teacher uses information about the learning-teaching context and student individual differences to set learning objectives, plan instruction and assessment.

[ACTFL 3b] [InTASC 2]

The Student Teacher demonstrates limited or incomplete evidence of understanding of information for students’ skills and prior knowledge.

The Student Teacher clearly identifies how they attained information for students’ skills and prior knowledge. The Student Teacher articulates information for the community, school, and classroom factors along with the characteristics of the students to inform learning objectives, plan instruction and create assessment tools.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding of information for students’ skills and prior knowledge making connections beyond the classroom.

2 Plans Instruction: The Student Teacher sets significant, challenging, varied, and appropriate learning goals.


The Student Teacher demonstrates limited or incomplete evidence of understanding of assessment information creating little to no alignment of goals or standards.

The Student Teacher uses the pre assessment information to establish clearly stated goals. The Student Teacher has appropriately aligned the goals with the state standards and student learning needs.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding of assessment information with articulately aligned goals and standards.

3 Designing Instruction/Teaching: The Student Teacher designs instruction for specific learning objectives, student characteristics and needs, and learning context.

[ACTFL 5b] [InTASC 7]

The Student Teacher demonstrates limited or incomplete evidence of understanding alignment of instruction with learning goals/objectives with the standards, methods, activities and technology.

The Student Teacher uses the pre assessment information to design appropriate instruction that is organized, contextually and logically. The Student Teacher articulates the alignment of the learning goals/objectives with the standards, methods, activities and technology.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding of alignment of instruction with learning goals/objectives with the standards, methods, activities and technology.

SPA 595 - of 45

4 Instructional Decisions: The Student Teacher uses ongoing analysis of student learning to make instructional decisions.


The Student Teacher demonstrates limited or incomplete evidence of understanding instructional decisions with little or no informal assessments. The Student Teacher uses unclear/inappropriate pedagogical strategies.

The Student Teacher articulates his/her instructional decisions based on informal assessments. The Student Teacher identifies the pedagogical strategies used to meet individual student needs that are aligned with the goals/objectives. The rationale for modifications is clear, meaningful and justified.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding instructional decisions and informal assessments. The Student Teacher reflects high level learning/thinking through pedagogical strategies used to meet individual students’ needs.

5 Assessment (Plan and Collection of Data): The Student Teacher uses multiple assessment modes and approaches aligned with learning goals/objectives to assess student learning before, during and after instruction.


The Student Teacher demonstrates limited or incomplete evidence of understanding alignment and meeting individual students’ needs.

The Student Teacher articulates a variety of assessment strategies and adaptations that he/she used throughout. The Student Teacher clearly identifies how he/she maintained alignment of goals/objectives targeting a variety of levels of learning. The Student Teacher justifies the instructions and procedures used to meet individual student needs.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding alignment and meeting individual students’ needs. The Student Teacher is highly accurate and perceptive of instructional needs for all students clearly aligning all goals/objectives.

6 Analyzes: The Student Teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

[ACTFL 5c] [InTASC 6]

The Student Teacher demonstrates limited or incomplete evidence of understanding assessment data.

The Student Teacher articulates the results of the assessment data that clearly identifies student learning at all levels. The information provided directly links to the subgroups within the class, which evidences

The Student Teacher presents highly accurate and perceptive evidence of understanding assessment data through articulated future plans for all subgroups.

SPA 595 - of 45

the attainment of the aligned goals/objectives. The results are meaningful providing a conclusion for the impact on student progress and achievement.

7 Reflection: The Student Teacher reflects on his or her instruction and student learning to improve teaching practice.

[ACTFL 5a, 5c] [InTASC 6]

The Student Teacher demonstrates limited or incomplete evidence of understanding reflections and provides inappropriate implications for future teaching.

The Student Teacher’s provides a reflection that clearly identifies effective instructional techniques recognizing implications for future teaching and professional development. The Student Teacher articulates the results of the assessments posing reasons and implications for future teaching and professional development.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding reflections and provides specific implications with resolutions for each result of assessment. No general statements concluded.

8 Mechanics: [] The Student Teacher demonstrates limited or incomplete evidence of understanding of Standard English grammar and composition.

The Student Teacher creates a unit of instruction analysis that is professional in appearance and adheres to all conventions of Standard English grammar and composition, and is devoid of grammar, spelling and typographical errors.

The Student Teacher demonstrates highly accurate and perceptive evidence of understanding of Standard English grammar and composition providing a publishable narrative.

SPA 595 - of 45

student teaching syllabus and evaluation form (for …€¦ · web viewstudent teaching syllabus...

Documents