Claim 1: Students are intellectually rooted in the Liberal Arts and Sciences and the foundations of education Examples of Evidence - Student has successfully passed the LAST. - Student has fulfilled concentration of 30 credit hours in the liberal arts and sciences. - Student demonstrates ability to link concepts and vocabulary in the philosophical, historical, sociological, psychological and/or linguistic foundations of education to issues of teaching and learning. (TAL 812 or 811 Child study, papers in the Literacy class, TAL 822 assessment, plan based in linguistic theory [Dr. Baines class]) - Student shows evidence of knowledge of liberal arts and sciences in lesson and course planning. (TAL 856: unit outline of an English unit; TAL 879: 10 lesson plan in subject area) Claim 3: Students use knowledge of strengths of urban families, schools, classrooms, and communities to create appropriate learning environments and to teach in urban settings.
Claim 2: Students use knowledge of self, theory, practice, and/or child development within sociocultural/linguistic contexts to create appropriate learning environments and to teach in urban settings. Examples of Evidence - Student designs lessons and/or units that demonstrate knowledge about children's development. (TAL 850: curriculum using a community resource) - Student creates classrooms that demonstrate an understanding of each student’s strengths (TAL 884D: review of practice if addresses differentiation; TAL 880: if paper involved differentaiton). - Student takes into consideration their students’ and their own sociocultural background in creating appropriate urban learning environments. - Student uses knowledge of inclusive teaching practices that are responsive to students’ cultural, linguistic, ability, and family differences.
Claim 3: Students use knowledge of strengths of urban families, schools, classrooms, and communities to create appropriate learning environments and to teach in urban settings. Examples of Evidence - Student demonstrates understanding of learners’ social, linguistic, cultural, and family backgrounds. (TAL 830: Background and context in Descriptive Review) - Student uses culturally and linguistically appropriate materials in designing instruction and creating the classroom environment. (asst of your vision a class that you would like to create) - Student elicits learners' cultural and linguistic background experiences to develop lessons. (TAL 854: final to create ideal environment) - Student uses community and/or family resources in teaching. (Paper in TAL 885D about how to make families partners) - Student can identify and analyze her/his assumptions about urban families, schools, classrooms, and communities. (TAL 879: paper about summer placement )
Claim 4: Students demonstrate ability to construct relevant and meaningful curriculum using varied resources and based on New York State Standards. Examples of Evidence - Student designs curriculum that reflects NYS standards. - Student designs curriculum that is substantive and appropriately challenging. - Student designs curriculum using varied resources (e.g., textual, media, human & community) to engage learners. - Student designs curriculum that engages learners in higher- level thinking. Claim 5: Students demonstrate the ability to teach the knowledge-base relevant to their teaching discipline as described in the New York State Standards.
Examples of Evidence - Student teaches content that reflects New York State Standards. (Observation notes) - Student teaches subject matter that is clear, substantive, and appropriately challenging. - Student engages students in learning activities using methods appropriate to their discipline. - Student uses informal and formal assessments to inform their teaching. (Student work)
Claim 6: Students use multiple literacies to construct new knowledge. Examples of Evidence - Student evidences an ability to identify and question her/his assumptions about language variation. - Student uses and understands different registers of language, including academic discourse. - Student accesses resources electronically and evaluates them. - Student uses discourse appropriate to the disciplines that s/he teaches. - Student demonstrates that s/he can represent knowledge or concepts through multiple means, for example, visually, orally, and electronically.
Claim 7: Students integrate and use knowledge of self, family, school, community, and professional resources and literature to construct knowledge. Examples of Evidence - Student uses autobiographical writing to construct knowledge. - Student uses interview and/or survey data to construct knowledge. - Student analyzes and uses data from web-based resources to construct knowledge. - Student analyzes and reflects on professional literature from journals, books or other media to construct knowledge. - Student knows how to gather and use information relevant to teaching from community sources, parents, and/or school resources.