Examples+of+Evidence+Template

** EDU 501 Seminar for the Reflective Teacher ** **__ Examples of Evidence __** || Component 1a: Demonstrating Knowledge of Content and Pedagogy || || ** EVIDENCE: ** ||  || ||   || **Component1b: Demonstrating Knowledge of Students** || learning process ** || Teacher’s knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students ||  || ||  || Component 1c: Setting Instructional Outcomes  || and alignment ** || Most outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning. ||  || || All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment. ||  || || Outcomes reflect several ­different types of learning and opportunities for coordination. ||  || || Most of the outcomes are suitable for all students in the class and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated. ||  || Component 1d: Demonstrating Knowledge of Resources  || || Teacher displays awareness of resources available for classroom use through the school or district and some familiarity with resources external to the school and on the Internet. ||  || || Teacher displays awareness of resources to enhance content and pedagogical knowledge available through the school or district and some familiarity with resources external to the school and on the Internet. ||  || || Teacher displays awareness of resources for students available through the school or district and some familiarity with resources external to the school and on the Internet. ||  || Component 1e: Designing Coherent Instruction || || All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students. ||  || || All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. ||  || || Instructional groups are varied as appropriate to the students and the different instructional outcomes. ||  || structure ** || The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations. ||  || Component 1f: Designing Student Assessments || || All the instructional outcomes are assessed through the approach to assessment; assessment methodologies may have been adapted for groups of students. ||  || || Assessment criteria and standards are clear. ||  || || Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used. ||  || || Teacher plans to use assessment results to plan for future instruction for groups of ­students. ||  ||
 * Domain 1: Planning and Preparation
 * **ELEMENTS** || ** Proficient **
 * Artefacts or observation ** ||
 * **Knowledge of content and the structure of the discipline** || Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.
 * **Knowledge of prerequisite relationships** || Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.
 * **Knowledge of content-related pedagogy** || Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. ||  ||
 * Domain 1:   Planning and Preparation
 * ** Knowledge of child and adolescent development ** || Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. ||  ||
 * ** Knowledge of the
 * ** Knowledge of students’ skills, knowledge, and language proficiency ** || Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of ­students. ||  ||
 * ** Knowledge of students’ interests and cultural heritage ** || Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students. ||  ||
 * ** Knowledge of students’ special needs ** || Teacher is aware of students’ special learning and medical needs.
 * Domain 1:   Planning and Preparation
 * ** Value, sequence,
 * ** Clarity **
 * ** Balance **
 * ** Suitability for diverse learners **
 * Domain 1:   Planning and Preparation
 * ** Resources for classroom use **
 * ** Resources to extend content knowledge and pedagogy **
 * ** Resources for students **
 * Domain 1: Planning and Preparation
 * ** Learning activities **
 * ** Instructional materials and resources **
 * ** Instructional groups **
 * ** Lesson and unit
 * Domain 1:   Planning and Preparation
 * ** Congruence with instructional outcomes **
 * ** Criteria and standards **
 * ** Design of formative assessments **
 * ** Use for planning **

Component 2a: Creating an Environment of Respect and Rapport || || **Evidence:** || Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher. ||  ||  Component 2b: Establishing a Culture for Learning   || its value. ||  || || Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students. ||  || || Students accept the teacher’s insistence on work of high quality and demonstrate pride in that work. ||  ||
 * Domain 2:  The classroom environment
 * **ELEMENTS** || ** Proficient **
 * Artefacts or observation** ||
 * ** Teacher interaction with students **
 * ** Student interactions with other students ** || Student interactions are generally polite and respectful. ||  ||
 * Domain 2:  The classroom environment
 * ** Importance of the content ** || Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to
 * ** Expectations for learning and achievement **
 * ** Student pride in work **

Component 2c: Managing Classroom Procedures || of instructional groups ** || Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the teacher. ||  || of transitions ** || Transitions occur smoothly, with little loss of instructional time. ||  || and ­supplies ** || Routines for handling materials and supplies occur smoothly, with little loss of instructional time. ||  || || Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time. ||  || ||   || Component 2d: Managing Student Behavior || || Standards of conduct are clear to all students. ||  || student behavior ** || Teacher is alert to student behavior at all times. ||  || || Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate. ||  || Component 2e: Organizing Physical Space  || || The classroom is safe, and learning is equally accessible to all students. ||  || furniture and use of physical resources ** || Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities. ||  || || **EVIDENCE:** || Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader learning. ||  || || Teacher’s directions and procedures are clear to students. ||  || || Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience. ||  || ||   || Component 3b: Using Questioning and Discussion Techniques || || Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond. ||  || || Teacher creates a genuine discussion among students, stepping aside when appropriate. ||  || || Teacher successfully engages all students in the discussion. ||  || Component 3c: Engaging Students in Learning || ||  || ||   || ||   || Component 3d: Using Assessment in Instruction || || Students are fully aware of the criteria and performance standards by which their work will be evaluated. ||  || student learning ** || Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit information. ||  || || Teacher’s feedback to students is timely and of consistently high quality. ||  || || Students frequently assess and monitor the quality of their own work against the assessment criteria and performance standards. ||  || Component 3e: Demonstrating Flexibility and Responsiveness  || || Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly. ||  || || Teacher successfully accommodates students’ questions or interests. ||  || || Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies. ||  || Component 4a: Reflecting on Teaching || || Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. ||  || || Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. ||  || Component 4b: Maintaining Accurate Records  || || Teacher’s system for maintaining information on student completion of assignments is fully effective. ||  || in learning || Teacher’s system for maintaining information on student progress in learning is fully effective. ||  || || Teacher’s system for maintaining information on noninstructional activities is fully effective. ||  || Component 4c: Communicating with Families  || || Teacher provides frequent information to families, as appropriate, about the instructional program. ||  || || Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns. ||  || || Teacher’s efforts to engage families in the instructional program are frequent and successful. ||  || Component 4d: Participating in a Professional Community  || || Relationships with colleagues are characterized by mutual support and cooperation. ||  || professional inquiry ** || Teacher actively participates in a culture of professional inquiry. ||  || || Teacher volunteers to participate in school events, making a substantial contribution. ||  || || Teacher volunteers to participate in school and district projects, making a substantial contribution. ||  || Component 4e: Growing and Developing Professionally  || || Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. ||  || from colleagues ** || Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration. ||  || || Teacher participates actively in assisting other educators. ||  || Component 4f: Showing Professionalism || || Teacher is active in serving students. ||  || || Teacher works to ensure that all students receive a fair opportunity to succeed. ||  || || Teacher maintains an open mind and participates in team or departmental decision making. ||  || || Teacher complies fully with school and district regulations. ||  ||
 * Domain 2:   The classroom environment
 * ** Management
 * ** Management
 * ** Management of materials
 * ** Performance of noninstructional duties **
 * ** Supervision of volunteers and paraprofessionals ** || Volunteers and paraprofessionals are productively and independently engaged during the entire class.
 * Domain 2:  The classroom environment
 * ** Expectations **
 * ** Monitoring of
 * ** Response to student misbehavior **
 * Domain 2:  The classroom environment
 * ** Safety and accessibility **
 * ** Arrangement of
 * Domain 3:   Instruction    ||
 * Component 3a: Communicating with Students ||
 * ** ELEMENT ** || ** Proficient **
 * Artefacts or observation** ||
 * ** Expectations for learning **
 * ** Directions and procedures **
 * ** Explanations of content **
 * ** Use of oral and written language ** || Teacher’s spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to the students’ ages and interests.
 * ** Domain 3: Instruction **
 * ** Quality of questions **
 * ** Discussion techniques **
 * ** Student participation **
 * Domain 3: Instruction
 * **Activities and assignments** || Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.
 * **Grouping of students** || Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson.
 * **Instructional materials and resources** || Instructional materials and resources are suitable to the instructional purposes and engage students mentally.
 * **Structure and pacing** || The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate. ||  ||
 * Domain 3: Instruction
 * ** Assessment criteria **
 * ** Monitoring of
 * ** Feedback to students **
 * ** Student self-assessment and monitoring of progress **
 * Domain 3: Instruction
 * ** Lesson adjustment **
 * ** Response to students **
 * ** Persistence **
 * Domain 4:  professional responsibilities
 * Accuracy
 * Use in future teaching
 * Domain 4: Professional Responsibilities
 * Student completion of assignments
 * Student progress
 * Noninstructional records
 * Domain 4: Professional Responsibilities
 * ** Information about the instructional program **
 * ** Information about individual students **
 * ** Engagement of families in the instructional program **
 * Domain 4: Professional Responsibilities
 * ** Relationships with colleagues **
 * ** Involvement in a culture of
 * ** Service to the school **
 * ** Participation in school and district projects **
 * Domain 4: Professional Responsibilities
 * ** Enhancement of content knowledge and pedagogical skill **
 * ** Receptivity to feedback
 * ** Service to the profession **
 * Domain 4: Professional Responsibilities
 * ** I **** ntegrity and ethical conduct ** || Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. ||  ||
 * ** Service to students **
 * ** Advocacy **
 * ** Decision making **
 * ** Compliance with school and district regulations **