Clinical Practice Evaluation 4 Formative Feedback

#4-MVargasClinical Practice Evaluation 4 FEEDBACKblank-3.edited.pdf

Download PDF • 497KB

Professional Disposition of Learners

GCU Faculty Supervisor Cassandra Goodwyn

Mentor: Cassie Shelburne

Professional Disposition of Learners

High Expectation

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. These expectations should be communicated in positive ways.

Evidence:

Mrs. Vargas conducted her clinical placement in an elementary school in the United States's southeast region. The teacher candidate taught in a second-grade class. The teacher candidate worked towards an endorsement in elementary education; however, it should be noted the class was diverse. Mrs. Vargas began each lesson by stating the lesson objectives. The candidate was observed to teach lessons in all core subjects. Mrs. Vargas provided the observer with a lesson plan for each observation. The plans included specific details needed to teach the lesson objectives and specific instructions used to meet the diverse needs of the children.

The candidate incorporated various modalities of learning when teaching her lessons. These included visual, auditory, reading/writing, and kinesthetic. Mrs. Vargas incorporated images to assist in communicating lesson concepts in the form of pictures, short videos, and illustrations or drawings. Auditory was used in the form of listening and asking questions. Mrs. Vargas led the students through gallery walks, identifying the main idea and making predictions through reading/writing activities using KWL charts, and she provided examples and models. The teacher candidate used tangible materials and props to illustrate ideas and concepts in measurement and incorporated movement in her lessons.

The teacher candidate designed interactive lessons to meet the diverse needs of the children, providing differentiated instruction when needed. When planning lessons, Mrs. Vargas incorporated resources and materials relevant to the children's world.

The mentor teacher stated that Ms. Vargas has worked in different roles in the school for several years. She is currently under contract and serves as a second-grade teacher. The candidate consistently plans with the second-grade teaching team and will work with the school's math and reading resource teachers. She uses her native Spanish speaking and writing skills to strengthen parent-school relationships and to support ELL students in their English language acquisition skills. Ms. Vargas uses the technology the school district offers to plan and deliver her lessons. The candidate regularly communicates with her parents and keeps them abreast of their child’s educational progress.

Respect for the Diversity of Others

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of the community. They should develop and maintain educational communities marked by respect for others. They should interact with their students, fellow educators, administrators, parents, and other community members courteously and establish relationships characterized by respect and rapport.

Evidence:

Mrs. Vargas’s communications were appropriate, and she maintained a professional demeanor throughout her observations. The teacher candidate used a moderate tone of voice. She called each student by name. Mrs. Vargas used a variety of instructional methods to teach the children. These included visual, auditory, verbal, and physical. She used a wide range of activities and materials to teach the lesson. The lesson plan contained all the necessary components needed to teach the lesson. The plan included information for children with differentiated and ESL needs. Mrs. Vargas’ lesson plans and observed lessons included an anticipatory set, direct instruction, guided practice, and independent practice.

Fairness

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas, including assessment.

Evidence:

Ms. Vargas maintained a learning environment that was conducive to instruction. The teacher candidate appropriately modeled active listening skills and was nondiscriminatory when addressing students. Ms. Vargas was observed to use several strategies to gain and maintain the children’s attention and alertness. She incorporated games into her lesson. The candidate appropriately redirected students when needed and called on students an equal number of times.

The mentor teacher noted that Mrs. Vargas follows the procedures, policies, and laws regarding professional teaching practice, and the teacher candidate follows all school and district regulations.

Professional Conduct

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.

Evidence:

Ms. Vargas’ communications with the observer remained very professional. The teacher candidate maintained a positive and calm demeanor throughout each observation. The mentor teacher noted that the candidate provides professional education services in a nondiscriminatory manner. The mentor indicated that Ms. Vargas has been in various roles in the school for several years. The candidate maximizes every opportunity to learn from her colleagues and will fully participate in professional development sessions offered by the school district. The cooperating teacher noted that Ms. Vargas would follow through on the given tasks. The candidate communicates appropriately with all school staff and interacts with resource professionals ethically.

Reflection

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should be thoughtful about their professional practice, critically examine it, and seek continual improvement.

Evidence:

Ms. Vargas was able to identify the glow and growth from each observation. The mentor teacher noted that the candidate analyzes the strengths and identifies growth areas for her students in the classroom. The teacher candidate thoroughly planned her lessons with the second-grade teaching team and frequently asked the mentor teacher questions. The mentor stated that Ms. Vargas maximizes every opportunity to learn from her colleagues in the building and other teachers on the team.

Curiosity

Teacher candidates should promote and support curiosity and encourage active inquiry.

Evidence:

The teacher candidate uses good questioning strategies. Ms. Vargas’ questioning strategies prompt different types of thinking based on the questions she poses. The teacher candidate was observed to use question stems of what, why, and how. She also asked comparison questions. Ms. Vargas was observed to provide relevant scenarios related to the children’s daily lives when discussing lesson concepts.

Honesty

Teacher candidates should model integrity by their words and actions.

Evidence:

Ms. Vargas communicated and modeled concepts of fairness throughout her lesson. The mentor teacher said the teacher candidate demonstrates fairness through her words and actions. The teacher candidate has been forthcoming and straightforward when communicating various aspects of her clinical practice experience.

Compassion

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support.

Evidence:

Ms. Vargas demonstrated professional friendliness throughout the lesson. She used an appropriate tone of voice when delivering the lesson. The teacher candidate appropriately redirected her students’ attention when needed. Ms. Vargas facilitated a lesson that enabled her students to synthesize curriculum objectives for enduring understandings. The mentor also noted that Mr. Vargas provides social-emotional support to all students.

Advocacy

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting.

Evidence:

Ms. Vargas communicated and modeled expectations at the onset of the lesson and throughout the class. During the observation, she reassured students by modeling active listening and providing redirection and praise. Ms. Vargas planned varied activities to meet the various learning styles of her students. The mentor teacher reported that the candidate is in tune with the needs of the children. She voluntarily uses her Spanish speaking and writing skills to bridge and assist with school-home communications for students and parents.

Decication

Teacher candidates should be committed to the profession of teaching and learning.

Evidence:

Ms. Vargas regularly demonstrates her commitment to the teaching profession. She clearly understands her responsibilities and duties in teaching. The teacher candidate shows a clear concept of blending developmentally appropriate practices with state curriculum objectives. The teacher candidate knows the various technology platforms for delivering lessons and communicating with parents. The mentor teacher noted that Ms. Vargas uses assessment data to enhance, reteach, or reinforce lessons.

Interstate Teacher Assessment and Support Consortium (InTASC) Standards

Standard 1: Student Development

1.1 Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and enables each student to advance and accelerate his or her learning.

1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and development.

Evidence:

Comments: Mrs. Vargas taught a science lesson to her second-grade class. The students were to investigate and understand that plants and animals undergo orderly changes as they grow and develop. The lesson focused on the life cycle of a butterfly. A lesson plan accompanied the observation link and included all the necessary components needed to teach the lesson.

The candidate began the class by discussing the lesson objective. Then, she passed out a piece of white paper and told the children to use their background knowledge and draw what they knew about the life cycle of a butterfly. Mrs. Vargas reassured the students that there were no right or wrong answers. She monitored the children as they worked and addressed one student in Spanish. When the students were finished, the candidate told them they would participate in a gallery walk. She explained a gallery walk, provided the directions, and then led the children on the walk. Afterward, Mrs. Vargas told the children to use their elbow partner and discuss what they had seen. She asked them to talk about stages they may have left out. Later, she asked the children to read the learning target.

Next, Mrs. Vargas used the whiteboard to show the life cycle of a butterfly. She led a brief discussion for each stage and asked them to include that stage if they did not have it in their picture. The candidate created a model of the life cycle stages of a butterfly by adding photos on the chart paper as she discussed each stage. Later, Mrs. Vargas showed a short clip of a butterfly, and when the clip ended, the candidate stressed the four stages they saw in the life cycle of a butterfly.

Later, Mrs. Vargas closed the lesson by distributing an exit ticket. The students used their notes to number the life cycle of a butterfly. Mrs. Vargas used the document camera and displayed the exit ticket as she provided the students with directions. The candidate walked around the room, monitoring the students as they completed their exit tickets.

The mentor teacher stated that Ms. Vargas has worked in different roles in the school for several years. She is currently under a teacher’s contract and serves as a second-grade teacher. The candidate consistently plans with the second-grade teaching team and will work with the school's math and reading resource teachers. She uses her native Spanish speaking and writing skills to strengthen parent-school relationships and to support ELL students in their English language acquisition skills. Ms. Vargas uses the technology the school district offers to plan and deliver her lessons. The candidate regularly communicates with her parents and keeps them abreast of their child’s educational progress. The mentor noted that Mrs. Vargas participated in a school district-sponsored communication/collaboration professional development session. The candidate presented using the jigsaw puzzle method as a teaching strategy.

Standard 2: Learning Differences

2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways.

2.2 Teacher candidates incorporate language development tools into planning and instruction, including strategies for making content accessible to English language students and for evaluating and supporting their development of English proficiency.

2.3 Teacher candidates access resources, support, specialized assistance, and services to meet particular learning differences or needs.

Evidence:

The lesson addressed various learning modalities, including verbal, auditory, and kinesthetic. Mrs. Vargas required the students to take a gallery walk, use their background knowledge about the life cycle of a butterfly, and use their notes to complete an exit ticket. She also provided many opportunities for them to use the content vocabulary words, which supports the development of English proficiency.

Standard 3: Learning Environments

3.1 Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention.

3.2 Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives students bring to the learning environment.

Evidence:

Mrs. Vargas’s communications were appropriate, and she maintained a professional demeanor throughout the observation. The teacher candidate used a moderate tone of voice. The teacher candidate was observed to praise the students often, saying good job and very good. The teacher candidate’s classroom was colorful. Mrs. Vargas used student work and academic posters to cover the classroom walls. The candidate hung student-made projects from the ceiling. Mrs. Vargas appropriately redirected students when warranted and demonstrated respect and responsiveness to the varied cultural backgrounds of the children.

Standard 4: Content Knowledge

4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections to students’ experiences.

4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.

4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area.

Evidence:

The lesson/unit plan contained the learning objectives, vocabulary words, materials used to teach the lesson, worksheets, questions, procedures for activities, procedures for students with disabilities, ELL, early finishers, and homework assignments. The lesson also incorporated a pre-assessment, and the assignment detailed assessment outcomes. Mrs. Vargas taught academic vocabulary and provided many opportunities for the children to use the vocabulary words. The candidate reinforced her directions to an ELL by speaking Spanish. This assisted in reinforcing the concept of metamorphosis to the student.

Standard 5: Application of Content

5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

5.2 Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.

Evidence:

Mrs. Vargas asked questions throughout the lesson. She could relate concepts of animals having a life cycle to the children's real world. This assisted the children in understanding the relevance of what they were learning to their environment. The candidate related the concept of the life cycle of plants and animals to that of humans. Mrs. Vargas engaged the students in using their background knowledge to illustrate the life cycle of a butterfly. Towards the end of the lesson, she allowed the children to use their notes to complete their life cycle drawings.

Standard 6: Assessment

6.1 Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can distort assessment results.

6.2 Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s progress and to guide planning.

6.3 Teacher candidates prepare all students for the demands of assessment formats and make appropriate modifications in assessments or testing conditions, especially for students with disabilities and language learning needs.

Evidence:

The mentor noted Ms. Vargas continues to use summative and formative assessment results when she designs her lessons. The candidate can identify the glows and growth from her lessons and self-correct to obtain a more significant percentage of student results. The mentor teacher pointed out that the candidate analyzes the strengths and identifies growth areas for the students in the classroom. The teacher candidate thoroughly plans her lessons with the second-grade teaching team and frequently asks the mentor teacher questions. The mentor stated that Ms. Vargas continues to maximize every opportunity to learn from her colleagues in the building and other teachers on the team.

Standard 7: Planning for Instruction

7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of students.

7.2 Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to demonstrate knowledge and skill.

7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest.

Evidence:

The mentor teacher noted that the candidate's lessons are always completed promptly. Mrs. Vargas chose appropriate strategies, resources, and materials to assist the children in successfully meeting their learning goals. The teacher candidate designed her lesson/unit based on assessment results. The activities were appropriately sequenced, and her activities provided scaffolding.

Standard 8: Instructional Strategies

8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, purpose of instruction, and student needs.

8.2 Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.

8.3 Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).

Evidence:

Mrs. Vargas stated the learning objective at the beginning of the lesson and provided instructions and expectations for each activity during the class. The teacher candidate facilitated and guided the children through each lesson activity. Mrs. Vargas intermittently asked questions about the life cycle of a butterfly. Mrs. Vargas’ lesson presentation was clear and concise. She monitored the children as they used their background knowledge to draw what they knew about the life cycle and made herself accessible by walking around the room when they engaged in discussions with their elbow partners and when they participated in the gallery walk. Mrs. Vargas brought closure to the lesson by asking them to use their notes and refer to the model she made of the life cycle. Mrs. Vargas allocated and used an appropriate amount of time for each segment of the lesson.

Standard 9: Professional Learning and Ethical Practice

9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving.

Evidence:

Ms. Vargas’ communications with the observer remain professional. The teacher candidate continued to maintain a positive and calm demeanor throughout the observation. The mentor teacher noted that the candidate provides professional education services in a nondiscriminatory manner. The mentor indicated that Ms. Vargas has been in various roles in the school for several years. The candidate continues to maximize every opportunity to learn from her colleagues and will fully participate in professional development sessions offered by the school district. The cooperating teacher noted that Ms. Vargas would follow through on the given tasks. The candidate communicates appropriately with all school staff and interacts with resource professionals ethically. The mentor reported that Mrs. Vargas participated in a school district-sponsored communication/collaboration professional development session. The candidate presented using the jigsaw puzzle method as a teaching strategy. The candidate also had her students participate in a poster exhibition project. An education visitor to the building commented on the work presented by Mrs. Vargas' class and noted the teacher, Mrs. Vargas, went above and beyond with the details of the project. The mentor teacher also stated that Mrs. Vargas was featured in an intersession cooking class on the school district's Instagram page. She was teaching students using hands-on techniques and items.

In mid-March, Mrs. Vargas presented to the state superintendent. The candidate presented an exhibition wall silhouette she created on African American musicians. One of her students also addressed what she had learned from the project.

Standard 10: Leadership and Collaboration

10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that engage students, families, and colleagues.

10.2 Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change.

Evidence:

The mentor reported that Mrs. Vargas participates in school events and spirit days. The candidate uses a variety of communication strategies to support the classroom and school as a learning community. The teacher candidate continues to use the technology equipment and programs the school and district provide.

Grand Canyon University: Impact on Student Learning

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments.

Evidence:

Mrs. Vargas provided sufficient evidence and has consistently demonstrated that she understands the importance of incorporating formative and summative assessment data in instruction. The mentor teacher noted that the candidate is proficient and uses multiple data sets to inform instructional decisions and formulate her lessons.

Elementary Placements: Association for Childhood Education International (ACEI) Standards

ACEI Standard 1: Development, Learning, and Motivation

Candidates know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students' development, knowledge acquisition, and motivation.

Comments:

When planning lessons, Mrs. Vargas demonstrated the ability to accommodate and integrate her second-grade students' physical, social, emotional, cognitive, and linguistic developmental characteristics. She used her child development knowledge and the curriculum to plan challenging but achievable lessons.

ACEI Standard 2.1: Reading, Writing, and Oral Language

Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

Comments:

Mrs. Vargas demonstrated an understanding of the fundamentals of the English Language Arts curriculum. The teacher candidate modeled and effectively used various forms of English, including syntax, lexicon, literature, and oral and written composing processes. Mrs. Vargas demonstrated an understanding of how second-grade children effectively continue to enhance their reading, writing, speaking, and listening skills. The teacher candidate used multiple instructional strategies and technologies and incorporated various activities when instructing her children using the language arts curriculum. Additionally, Mrs. Vargas used the results of classroom formative and other assessments to plan for and make daily instructional decisions.

ACEI Standard 2.2: Science

Candidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

Comments:

Mrs. Vargas developed an understanding of the science curriculum for the elementary grades. The teacher candidate was observed to be familiar with the science disciplines of (1) systems, order, and organization; (2) evidence, models, and explanation; (3) change and constancy; (4) evidence, models, and explanation; and (5) form and function. Mrs. Vargas asked questions that prompted her students to think critically and logically about the life cycle of a butterfly. The teacher candidate used informal assessment data through diverse data-collection methods to inform student progress.

ACEI Standard 2.3: Mathematics

Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so, they consistently engage problem solving, reasoning and proof, communication, connections and representation.

Comments:

Mrs. Vargas was observed to teach her students to use their logical reasoning skills when teaching mathematics. The teacher candidate correctly used mathematical language and taught her students to use the content vocabulary. When preparing a lesson on identifying patterns, Mrs. Vargas knew what mathematical preconceptions, misconceptions, and errors to look for with her students. She assisted her students with identifying error patterns and helped them understand how to take and use measurements in the real world.

ACEI Standard 2.4: Social Studies

Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Comments:

Mrs. Vargas was observed implementing various aspects of the democratic and civic processes when teaching her students. She instructed her students on developing an understanding of the class as a community. Mrs. Vargas encouraged her students to practice good citizenship skills while collaborating, compromising, and participating in various classroom activities. When teaching social studies to her second-grade students, Mrs. Vargas used pictures, images, and a short video to illustrate concepts about George Washington.

ACEI Standard 2.5: The Arts

Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

Comments:

Mrs. Vargas incorporated elements of the arts when teaching the core content. She used visuals in pictures and drawings when teaching content lessons to her students. Mrs. Vargas included using whiteboards to display worksheets and PowerPoint presentations, colorful math visuals, and displays to reinforce her teaching concepts.

ACEI Standard 2.6: Health Education

Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

Comments:

Mrs. Vargas incorporated elements of good health standards within her students' daily routines. The teacher candidate supported her students' understanding of developing and maintaining healthy lifestyles by reviewing and implementing classroom hygiene rules and procedures.

ACEI Standard 2.7: Physical Education

Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for elementary students.

Comments:

Mrs. Vargas incorporated elements of movement and physical activity in her daily routine. The teacher candidate applied appropriate principles and followed guidelines when engaging students in transitions. She followed policies and procedures for orderly transitions in the classroom and the hallway. Mrs. Vargas also provided a social perspective for making transitions in the halls and moving about in the classroom and school.

ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction

Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

Comments:

Mrs. Vargas demonstrated that she is knowledgeable of learning theories. The candidate consistently used the Virginia state curriculum to plan for instruction in the core content areas. The teacher candidate used various print, electronic resources, and brought in tangible items to enhance her lessons. Mrs. Vargas effectively created learning experiences appropriate for the curriculum based on the principles of effective teaching.

ACEI Standard 3.2: Adaptation to Diverse Students

Candidates understand how elementary students differ in their development and approaches to learning and create instructional opportunities that are adapted to diverse students.

Comments:

Mrs. Vargas demonstrated that she could identify differences in learning styles and how students demonstrate learning. The teacher candidate understands that a variety of factors influence student learning. These factors include individual experiences, talents, disabilities, and prior knowledge. Mrs. Vargas's class was diverse, and the candidate planned for and used various strategies to meet the needs of the children.

ACEI Standard 3.3: Development of Critical Thinking and Problem Solving

Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

Comments:

Mrs. Vargas demonstrated an understanding of cognitive processes associated with the learning process. She effectively worked with her cooperating teacher to develop engaging lessons and promote critical thinking.

ACEI Standard 3.4: Active Engagement in Learning

Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments.

Comments:

Mrs. Vargas demonstrated an understanding of the effective principles of classroom management. She used a variety of strategies to promote positive relationships, cooperation, and conflict resolution. The teacher candidate supported a safe classroom environment for learning. Mrs. Vargas used multiple modalities to teach her lessons, including visual, auditory, and tactile. The teacher candidate designed lessons that were student-centered using developmentally appropriate interactive activities.

ACEI Standard 3.5: Communication to Foster Collaboration

Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

Comments:

Mrs. Vargas demonstrated an understanding of language development and the role of language in the classroom. She modeled effective communication strategies to convey ideas and ask questions. The teacher candidate is proficient in her oral and written forms of communication. Mrs. Vargas used various media communication tools, which included audio-visual aids and computer-based technologies, to enhance learning activities.

ACEI Standard 4: Assessment for Instruction

Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Comments:

Mrs. Vargas is proficient in using various assessment tools and strategies and understands the necessity for monitoring learning routines. She informally observed students, graded student work, and incorporated performance tasks to enhance her knowledge of their abilities. The teacher candidate reflected on her practical teaching experiences and student understanding through informal observations. Mrs. Vargas is proficient in analyzing and interpreting multiple and varied formative and summative assessments.

ACEI Standard 5.1: Professional Growth, Reflection And Evaluation

Candidates are aware of and reflect on their practice considering research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community and actively seek out opportunities to grow professionally.

Comments:

Mrs. Vargas demonstrated that she could work independently on various disciplinary and pedagogical problems in the elementary school classroom. The candidate is proficient in her knowledge of the significant research and resources available for continued professional learning. Mrs. Vargas reflected on her performance in planning and delivering instruction. The candidate asked questions, incorporated all suggestions, and continues to strive to become a master educator.