Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content. Reflective Analysis: How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content? Artifact Possibilities: Lesson Plans: REQUIRED: Three lesson plans or your unit plan. Other artifacts you may include: Pre-Assessment Activities Student Inventories Student Interviews
Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis: How did you utilize a variety of strategies to differentiate instruction and assessment? REQUIRED: Choose at least three of the following artifacts to present. INCLUDE: How did you decide which strategies to use and how did you provide for inclusion students? Artifact Possibilities: Performance-Based Tasks Rubrics Activities that integrate technology Webquests Videos and Photographs Room Diagram Links to websites utilized Student work Classroom Management System Various Assessment Activities
Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction. Reflective Analysis: How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction? REQUIRED: Choose at least two of the following artifacts to present. INCLUDE: An example of one lesson, reflection, and use of assessment results to adjust instruction (You may not have had the opportunity to implement, but tell what you would have done.) Artifact Possibilities: Completed Assessment Tools (Anecdotal Records, Rubrics, Checklists, Observation Reports, Analyses of Student Learning, etc.) Impact on Student Learning Reflections, evidence of use of assessment results, adjusted lesson plan.
Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning. Reflective Analysis: How did you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? REQUIRED: Your teaching philosophy at the conclusion of candidate teaching as contrasted with an earlier philosophy. INCLUDE: How did your teaching philosophy change during candidate teaching. Artifact Possibilities: (PROVIDE DOCUMENTATION, IF APPROPRIATE) Evaluations from College Supervisors, Collaborating Teachers Communication and Letters to and from Parents Lists of school meetings attended (PTA, SST, Parent Conferences, etc.) List of Professional Development Activities (In-services, Conferences...Provide Documentation) Professional Organization Memberships Teaching Philosophy Self-Assessments You may choose to describe an ethical dilemma you encountered in Candidate Teaching and the decision-making process that you or another went through in order to resolve this dilemma? You may also choose to describe how your participation in meetings, in-services, and professional development activities that affected your teaching philosophy?
What are your future challenges as a teacher? How do you think that being a teacher will be different from being a candidate teacher? What advice would you give to future candidate teachers? What is your plan to continue to develop as a professional?