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Framingham State UniversityFramingham, Massachusetts

Student Teaching HandbookModern Languages

CONTACT INFORMATIONFramingham State University

Education DepartmentDwight Hall 302100 State Street

Framingham, MA 01701-9101telephone: (508) 626-4569

fax: 508-626-4734

Coordinator of Field Placements:Sandra Shaw, M.Ed. 508 626 [email protected]

Education Department Chair:Kelly Kolodny, [email protected]

Administrative Assistant:Carol Bacon Nichols, [email protected] 508 626 4569

Program Supervisor:

( ) -

@framingham.edu

Last revised: May 6, 2023

mailto:[email protected]




EDUCATION DEPARTMENT MISSION STATEMENT

To train and develop human minds and characters is the most inspiring work in the world.

Ellen Hyde, Class of 1862Principal 1875-1898

Framingham Normal School

The Education Unit at Framingham State University strives to prepare its students for one of the worthiest and noblest of careers, the teaching profession. In order to achieve high standards of excellence members of the Education Unit encourage the development of teachers who are knowledgeable, skillful, caring, inclusive, ethical and professional. The philosophy, goals and purposes of the Education Unit are consonant with professional standards established by the Commonwealth of Massachusetts as requisite for approval of programs to prepare candidates for teacher licensure and for reciprocal licensure through the Interstate Certification Compact. They are designed to meet or align to national standards, including the standards of the National Council for Accreditation of Teacher Education, standards of specialized professional associations, and the Five Core Propositions of the National Board for Professional Teaching Standards.

ACKNOWLEDGEMENTThe Coordinator of Field Placements thanks the members of the FSU

Education Department and FSU community for their assistance in maintaining this Student Teaching Handbook.

Recent Changes: Summer 2013based on DESE PPA and PPA Guidelines Changes

1. In section VI. A. on page 5, added item 10. Candidates must demonstrate that they successfully meet the Professional Standards for Teachers (PSTs) and provide evidence for each standard and indicator.

2. In sections VI. B. and VI. D. on pages 6 and 8, added requirement for supervising practitioners: summative evaluation rating of proficient or higher.

3. In section VI. C. 8. On page 7, added At least one observation must be conducted while the student teacher has full-responsibility of the classroom.

4. Replaced Appendix K with updated PPA, PPA License-Specific Questions, and associated rubrics.

5. Replaced Appendix H Professional Standards for Teachers with Professional Standards for Teachers Evaluation Questions.

6. Replaced Appendix D: Mid-Term Student Teaching Progress Report.

Table of Contents

I. INTRODUCTION...................................................................................................1II. MAINTAINING PROFESSIONAL AND PERSONAL CHARACTERISTICS STANDARD. .1III. LICENSURE REQUIREMENTS.............................................................................1

A. Requirements for Initial Licensure...................................................................................................1B. Evaluation.........................................................................................................................................1C. Application for Initial Licensure......................................................................................................2

IV. TEACHER EDUCATION PROGRAMS....................................................................2V. REQUIREMENTS AND POLICIES...........................................................................2

A. Admission to the Student Teaching Practicum.................................................................................2B. Attendance Policies..........................................................................................................................3C. Student Course Load.........................................................................................................................3D. Course Requirements........................................................................................................................3E. Student Teaching Structure...............................................................................................................4F. Grading System................................................................................................................................4G. Substitute Teaching..........................................................................................................................4H. School Vacations..............................................................................................................................4I. Student Teaching Placements...........................................................................................................4J. Course Vouchers...............................................................................................................................4

VI. ROLES AND RESPONSIBILITIES.........................................................................5A. The Role of the Student Teacher......................................................................................................5B. The Role of the Supervising Practitioner..........................................................................................6C. The Role of the Program Supervisor................................................................................................7D. Role of the Center Coordinator.........................................................................................................8

VII. EVALUATION OF THE STUDENT TEACHING PRACTICUM...................................9A. Conferences......................................................................................................................................9B. Written Reports.................................................................................................................................9

APPENDICESLesson Plan Outline...........................................................................Appendix AAlternative Lesson Plan.....................................................................Appendix BStudent Teacher Observation Form..................................................Appendix CMid-Term Student Teaching Progress Report...................................Appendix DStudent Teaching Practicum Report Evaluation (Program Supervisor) Appendix EStudent Teaching Practicum Report Evaluation (Supervising Practitioner)..........................................................................................................Appendix FStudent Teaching Practicum Observation Report Form....................Appendix GProfessional Standards for Teachers Evaluation Questions..............Appendix HWeekly Attendance Log......................................................................Appendix ISubject Matter Requirements for Teachers........................................Appendix JPreservice Performance Assessment................................................Appendix KTeacher Work Sample.......................................................................Appendix L

I. INTRODUCTIONFramingham State University opened on July 3, 1839, under the leadership of the renowned educator, Horace Mann. As our nation’s first public university to offer teacher preparation, it has proudly maintained this heritage and tradition with the highest personal and professional standards.The Student Teaching Handbook is a resource guide for the use of education students, supervising practitioners, center coordinators, and program supervisors. It should be used in conjunction with the Commonwealth of Massachusetts Department of Elementary and Secondary Education Curriculum Frameworks and the five Professional Standards for Teachers defined by the Regulations for Educator Licensure and Program Approval 603 CMR 7:00 Section 7.08 (Appendix N).

II. MAINTAINING PROFESSIONAL AND PERSONAL CHARACTERISTICS STANDARD

Teaching involves extensive interaction with children and/or adolescents. Framingham State University and the faculty and staff associated with teacher education are obligated to insure that those who complete a teacher education program possess both the academic knowledge and the personal attributes appropriate for teaching. Therefore, all students will be evaluated on both academic and personal attributes deemed necessary for working with children and/or adolescents. Students whose suitability for teaching is in question by FSU faculty and staff or by field personnel will be evaluated by the Framingham State University Education Department Professional Standards Committee. If warranted, continuation in education studies may be blocked.

III.LICENSURE REQUIREMENTSA. Requirements for Initial Licensure

1. A bachelor’s degree with a liberal arts and sciences or interdisciplinary major2. Completion of course work or other experiences which address the subject

matter knowledge requirements for each of the areas in which the University provides preparation (Appendix E)

3. Passing scores on the Massachusetts Tests for Educator Licensure: MTEL 01 Communication and Literacy Skills Test subject matter knowledge test(s) for the license sought MTEL 090 Foundations of Reading for elementary and early childhood

teacher licenses4. Completion of a pre-practicum program that includes course work and varied

field experience directly related to the Professional Standards for Teachers which, at a minimum, approximate a university minor.

5. Successful completion of a supervised practicum of 300 or more hours in the field and at the grade level for the teaching license that is sought. The early childhood educator license requires a minimum of 100 hours of the practicum at kindergarten level, and a minimum of 200 hours of the practicum at the first or second grade level. At least one of these segments should be in a setting that includes children with disabilities.

B. EvaluationThe evaluation of the practicum experience is conducted by a program supervisor and a supervising practitioner based on the five Professional Standards for Teachers. In those rare instances in which there is disagreement between the two evaluators, a

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mediator is asked to participate. The achievement level required is that of a beginning teacher.

C. Application for Initial LicensureTo apply for licensure, the applicant must complete an application obtained online from the Massachusetts Department of Elementary and Secondary Education (www.doe.mass.edu) and forward all required information and fees to:

Commonwealth of Massachusetts Department of Elementary and Secondary EducationOffice of Educator Licensure350 Main StreetMalden, MA 02148

Reciprocity in licensure is practiced between Massachusetts and a number of other states. Contact the Department of Elementary and Secondary Education for details.

IV. TEACHER EDUCATION PROGRAMSFramingham State University offers programs of licensure in the following areas:

Early Childhood (PreK-2) English 5-8 and 8-12Elementary (1-6) History 5-8 and 8-12Biology 5-8 and 8-12 Math 5-8 and 8-12Chemistry 8-12 Modern Language Spanish and French 5-12Earth Science 5-8 Visual Arts PreK-8 and 5-12

The professional education program at Framingham State University consists of a planned series of developmental experiences. The amount of participation and responsibility increases as the student progresses through the program. Field Study experiences are designed to provide a transition from theoretical knowledge to professional application, culminating in a student teaching practicum assignment.The early childhood and elementary practicum experiences include a supervised experience at a school site for five days a week for an entire semester. Two-hour seminars are held every other week so as to enable students to refine instructional techniques, solve problems, and reflect on their practice.The secondary practicum includes a supervised experience at a middle or high school. There is an intensive seminar prior to and at the end of the practicum experience. The student teacher participates in the complete school site program every day between these seminars.

V. REQUIREMENTS AND POLICIESA. Admission to the Student Teaching Practicum

Teaching involves extensive interaction with children and/or adolescents. Framingham State University teacher education faculty members are obligated to insure that those who complete a teacher education program possess both the academic knowledge and the personal attributes appropriate for teaching. Therefore, all students will be evaluated on both academic and personal attributes deemed necessary for working with children and/or adolescents. Students whose suitability for teaching is in question will be evaluated by the Framingham State University Education Department Professional Standards Committee, and if warranted, may be dismissed from a teacher preparation program.

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http://www.doe.mass.edu/

The Coordinator of Field Placements chairs the Professional Standards Committee of the Education Department at Framingham State University. The committee is composed of the Education Department Chair as well as representatives from the Education Department, subject departments for areas of licensure, and local public schools. Its purpose is to insure that all teacher education students meet and fulfill the academic competencies and personal characteristics appropriate to the requirements of teaching.The requirements of academic competence and skill for entering student teaching are:

1. All students must have reached and maintained a qualifying Grade Point Average (GPA) for all courses taken at FSU as well as a qualifying Education Grade Average (EGPA) for all education courses including PSYC 200 or PBTL 992. For students who matriculated prior to May 2011, the qualifying GPA is 2.70. Effective fall 2011, the qualifying GPA is 2.80 for all new students.

2. Every student teacher must have achieved a passing score on the subject matter section(s) of the Massachusetts Test for Educator Licensure (MTEL) appropriate to the teaching license that is sought. For elementary and early childhood students a passing score on the Foundations of Reading test is also required.

B. Attendance PoliciesStudent teachers are required to be in attendance every day that their assigned school is in session or the teachers are required to be in attendance during the semester. They are expected to observe the same hours as regular faculty and participate as fully as possible in the role of a teacher in the school community. In this respect they should attend professional development and faculty meetings, when appropriate, participate in parent-teacher conferences, IEP meetings with permission; and assist with school-wide supervisory duties.

Student teachers are expected to arrive early for each school day and class session. They are not to be absent or tardy without good cause such as personal illness or other extraordinary circumstances. Every absence and tardiness should be reported to the program supervisor and supervising practitioner or other person designated by the school as early as possible. Absences in excess of three days must be made up at the discretion of the program supervisor.

C. Student Course LoadUniversity policy does not allow students to enroll in any other courses during the Student Teaching Practicum, which is considered a full-time responsibility. Courses taken in violation of this stipulation will not be credited by the University. Students also are encouraged to avoid or minimize employment outside of teaching during the school week.

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D. Course RequirementsThe FSU program supervisor creates a syllabus for the student teaching experience that requires students to:

maintain time logs maintain a reflection journal maintain a notebook of evidence meet with the supervising practitioner regularly to discuss completed and

upcoming lessons develop specific lesson plan outlines attend regularly scheduled group seminars create a professional portfolio based on the Commonwealth of Massachusetts

Professional Standards for Teachers.In addition, early childhood and elementary student teachers will:

develop and teach two interdisciplinary units, or Teacher Work Samples, the first during Practicum A and the second during Practicum B.

maintain full responsibility for the classroom for three consecutive takeover days during Practicum A, five consecutive takeover days for Practicum B, and two other days mutually agreed upon by the student teacher, supervising practitioner and the program supervisor.

Secondary/Subject Area student teachers will gradually assume responsibility for three-four classes. They will also develop and teach a Teacher Work Sample.

E. Student Teaching StructureStudent teaching requires the commitment of a full day, every day of the semester. Early Childhood students fulfill a six-week assignment at the kindergarten level followed by ten weeks at the first or second grade level. Please note that student teachers may not be employed by the hosting school for any duties performed during the school day.

F. Grading SystemThe final grade for Student Teaching Practicum A or Practicum I is either “Satisfactory” or “Unsatisfactory.” A letter grade is given to Student Teaching Practicum B or Practicum II. Although the program supervisor is legally responsible for the assignment of grades, he/she consults with the supervising practitioner concerning a student’s progress throughout the practicum experience.

G. Substitute TeachingA student teacher may not substitute for a teacher during the period of student teaching. If a regular teacher is absent, the school must provide a substitute teacher.

H. School VacationsStudents follow the calendars and schedules of the school districts in which they are student teaching. Because most school districts have two full weeks of vacation during the spring semester, student teachers participate in their assignments during the University spring break. Campus housing is not available at this time; students must make their own accommodations for the week. Student Teaching Practicum assignments extend through the University examination period.

I. Student Teaching PlacementsStudent teaching placements are made with several considerations in mind. To ensure that candidates have a variety of experiences and a range of grade levels, every attempt is made to place students in districts with diverse populations. At the early childhood and elementary levels, students are typically clustered to facilitate

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supervision and promote sharing. Schools which regularly support the University’s field study and student teacher programs are most frequently selected for placements at all levels. Student preferences are considered, but are not guaranteed.

J. Course VouchersCourse vouchers are issued to supervising practitioners at the end of the student teaching practicum in recognition of service performed. Each voucher entitles the supervising practitioner to one tuition-free course at Framingham State University, and is valid for one year after issuance. The recipient may choose to transfer the voucher to another teacher at the same school.

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VI. ROLES AND RESPONSIBILITIESA. The Role of the Student Teacher

Readiness for student teaching is important to a successful experience. The following guidelines are suggested to assist the student teacher in developing effective professional relationships with the key people with whom he/she will be working during this important period.

1. Upon notification of assignment, each student teacher will complete a CORI form at the hosting school or district office and schedule an appointment to meet the supervising practitioner, and, if possible, the school principal, department head, and/or center coordinator. Some schools require an interview prior to the student teaching experience.

2. Student teachers should determine what is expected by the supervising practitioner as well as the planning and preparation which can be accomplished prior to the experience. They should take the initiative to establish a professional atmosphere of mutual respect.

3. Student teaching must assume priority over all other activities. It is a full-time job, calling for all the time, energy, and ability the student teacher can devote to it. No other courses may be taken during this semester. See also Section IV. C.

4. Student teachers are expected to write and teach unit(s) of study. These should be prepared according to the Framingham State University format and approved by the program supervisor. See Appendix D Teacher Work Sample. See also Section V.D.

5. Early childhood and elementary student teachers will maintain full responsibility for the classroom for three consecutive takeover days during Practicum A, five consecutive takeover days for Practicum B, and two other days mutually agreed upon by the student teacher, supervising practitioner and the program supervisor.. Secondary student teachers will gradually assume responsibility for three-four classes. See also Section V.D.

6. Lesson plans must be written for lessons taught. They should be coordinated with established goals of the school, the Massachusetts Curriculum Frameworks, and the five Professional Standards for Teachers. See Appendices A and B.

7. Student teachers are reminded that the constructive guidance from their program supervisor and supervising practitioner is necessary for professional growth. They are expected to heed all recommendations.

8. Plans for lessons to be taught and tests to be administered by the student teacher must be submitted to the supervising practitioner at least two days in advance in order to provide sufficient time for recommendations and corrections (see Appendices A and B).

9. Weekly schedules and reports should be submitted to the program supervisor via e-mail. Reports should:

show the highlights of the week show time was used include comments that describe reactions to the events in the

classroom and related activities. provide the program supervisor with plans, textbooks, or other

material being used. This should be done before the class begins.

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Schedule time after the lesson for a conference with the supervisor to discuss your instruction.

10.Student teachers must demonstrate that they successfully meet the Professional Standards for Teachers (PSTs) and provide evidence for each standard and indicator.

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B. The Role of the Supervising PractitionerTalented and caring supervising practitioners, with at least three years of experience under the Initial or Professional license and a summative evaluation rating of proficient or higher, are essential to the student teaching program. They determine the quality, variety, and scope of instructional experiences afforded to the student teacher while demonstrating effective teaching and learning strategies. The FSU staff is grateful for the generous assistance and service to the profession made by supervising practitioners.The supervising practitioner can assist the student teacher in the following ways:

1. Meet with the student teacher prior to the start of student teaching to share expectations Meet with the student teacher prior to the start of student teaching to share expectations and develop a cooperative working relationship.

2. Meet with the program supervisor at the beginning of the student teaching practicum to determine a conference schedule and identify a mediator.

3. Provide the student with an orientation to the class and school environment.4. Develop a plan of involvement in the teaching experience with the student

teacher and the program supervisor. 5. Early childhood and elementary student teachers assume the role of the teacher

for at least one-hundred-fifty (150) hours, including full responsibility for the classroom for three consecutive takeover days during Practicum A, five consecutive takeover days for Practicum B, and two other days mutually agreed upon by the student teacher, supervising practitioner and the program supervisor.

6. Secondary/subject student teachers will gradually assume responsibility for three to four classes, up to 80% of a full teaching load, and at least one-hundred-fifty (150) hours. Secondary/subject student teachers often work with two teachers, although only one is designated as the supervising practitioner of record. Secondary/subject student teachers are generally asked to prepare two subjects/courses at a given time.

7. Carefully analyze and initial all lesson plans and tests which are submitted by the student at least two days before the lesson is to be taught in order to provide ample time for suggestions and/or corrections (see Appendices A and B). Guide the student to demonstrate in their planning connections to the Massachusetts Curriculum Frameworks and the five Professional Standards for Teachers. If a student teacher does not submit appropriate plans in a timely manner, the supervising practitioner may refuse permission to teach the lesson.

8. Establish a regular conference time with the student teacher for discussion and evaluation of progress. This conference should assist the student in discovering needs, strengths, weaknesses, and growth relative to his/her teaching.

9. Collaborate with the program supervisor in the continuing evaluation of the student teacher under the criteria established by the five Professional Standards for Teachers (see Appendix E: Mid-Term Progress Report). The supervising practitioner also writes a summative evaluation for the student teacher’s record at the conclusion of the Student Teaching Practicum (see Appendix H). Early Childhood student teachers have two evaluations, one from the Kindergarten teacher for Practicum A, and the other from the first or second grade teacher from Practicum B.

10.Participate in the three-way conferences and evaluation process required under the licensure regulations for the Student Teaching Practicum.

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C. The Role of the Program SupervisorProgram supervisors work with center coordinators and supervising practitioners in assisting students to develop into successful beginning teachers. As representatives of Framingham State University, supervisors have the responsibility for communicating and implementing the principles and practices of our teacher education program in the following ways:

1. Collaborating with the center coordinator and the supervising practitioners in continually improving the quality of all professional experiences.

2. Interpreting the teacher education program of Framingham State University and serving as a liaison between the University and the public school district.

3. Planning cooperatively with student teachers for ongoing collaboration and communication. Students should clearly understand the number, approximate duration, and spacing of supervisory visits. A visitation schedule should be arranged at the start of the semester.

4. Making a minimum of eight contacts with each student teacher during the semester. In addition to the regularly scheduled visits, the program supervisor will arrange additional visits upon the request of the supervising practitioner and/or the student teacher and will be available for conferences. Within these contacts, the program supervisor participates in the three-way conferences required under the licensure regulations. The program supervisor will strive to complete the final conference during the week prior to the last week of student teaching.

5. Meeting with the supervising practitioner and agreeing on a mediator who is chosen according to the regulations of the Massachusetts Department of Elementary and Secondary Education governing the licensure of educational personnel.

6. Assisting supervising practitioners in the development of techniques of supervision and the resolution of problems that are encountered.

7. Reviewing the student teacher’s lesson plans in conjunction with established instructional objectives and the Massachusetts Curriculum Frameworks.

8. Formally observing a minimum of four lessons taught by the student teacher, holding a conference with the student teacher, and responding with a written evaluation. At least one observation must be conducted while the student teacher has full-responsibility of the classroom.

9. Sharing analyses of performance with the student teacher, supervising practitioner

10.Working with the supervising practitioner and the student teacher in the continuous evaluation of the personal and professional development of the student. The program supervisor and the supervising practitioner evaluate the student teacher using criteria established by the five Professional Standards for Teachers. At the conclusion of Student Teaching Practicum B (Practicum A and B for Early Childhood) they write summative evaluations. If the program supervisor and supervising practitioner(s) disagree on their evaluations of the student teacher, the mediator will resolve differences.

11.Insuring that final written evaluations and other reports pertinent to licensure are filled out completely and filed on time in the Framingham State University Education Department office in Dwight Hall 302.

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12.Maintaining close contact with the Coordinator of Field Placements and Education Department Chair who oversee all professional experiences.

D. Role of the Center CoordinatorThe center coordinator plays a critical role in helping to create a center which is conducive to the development of the student teachers. The center coordinator could be the school principal, department head, or designee who fulfills the following responsibilities:

1. Selecting supervising practitioners who: must hold the Initial or Professional license in the area as well as at the

level the student teacher is seeking and must have a minimum of three years' teaching experience under that license as well as a summative evaluation rating of proficient or higher.

are experienced and flexible teachers are willing to nurture students and student teachers with different

abilities and needs demonstrate sound teaching practices give evidence of originality and creativity are willing to work as a team are willing to share the classroom with the student teacher are willing to allow student teacher to implement pedagogy studied

and practiced at FSU. are open to allowing the students to utilize a variety of teaching

strategies including direct, problem-based, and inquiry-based instruction as well as hands-on, cooperative learning, and collaborative activities.

will guide the student teacher in implementing the Massachusetts Curriculum Frameworks

2. Working with University and school faculty to develop experiences for student teachers which will foster optimum growth toward acceptance of full responsibilities as teachers.

3. Assisting in developing experiences for student teachers which will enhance their ability to perform satisfactorily in light of the five Professional Standards for Teachers.

4. Serving as a continuing resource to both student teachers and supervising practitioners.

5. Establishing a climate of support for student teachers by discussing and introducing the student teacher to:

the philosophy of the school school policies, guidelines, and regulations

6. Introducing student teachers to members of the school faculty and staff.7. Including student teachers, when appropriate, in PTO meetings, professional

development workshops, teacher-parent conferences, team meetings, assembly programs, and other school events.

8. Meeting with student teachers in order to further their instruction, keep them informed of their progress, and otherwise assist their development.

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VII. EVALUATION OF THE STUDENT TEACHING PRACTICUMA. Conferences

1. Daily conferences between the student and supervising practitioner should be held to evaluate the day’s work and to confirm the plans for the next day.

2. A conference should be held once a week to plan for the following week. Long-term planning is essential.

3. In addition to Three-Way Conferences required for licensure (see Appendix F: Preservice Performance Assessment for Practicum or Practicum Equivalent), frequent conferences of the supervising practitioner, student teacher and program supervisor should be held to evaluate the student’s teaching. These conferences should provide the opportunity for advising the student about the extent to which he/she must follow the methods of the supervising practitioner as well as when and to what extent he/she may develop his/her own teaching style.

B. Written Reports1. On each supervisory visit the program supervisor will give the student teacher a

written progress report on a form provided by Framingham State University. It is advisable to discuss this evaluation at that time.

2. Mid-Term Reports for Student Teaching Practicum A will be prepared by the supervising practitioner and the program supervisor at the conclusion of Student Teaching Practicum A (see Appendix E).

3. A student teaching evaluation narrative will be prepared by both the program supervisor and the supervising practitioner and reviewed with the student teacher at the conclusion of Practicum B (Practicum A and B for Early Childhood) (see Appendix G-H). The program supervisor may require the student teacher to complete a self-evaluation narrative at the end of Practicum A. Completed evaluations will be forwarded to the Education Department at Framingham State University where they will become part of each student’s file.

4. In addition, at the conclusion of the practicum, the program supervisor and supervising practitioner will jointly evaluate the performance of the student teacher using the criteria of the five Professional Standards for Teachers (Appendix J). The general content of the Preservice Performance Assessment for Practicum or Practicum Equivalent is mandated by the Massachusetts Department of Elementary and Secondary Education (Appendices F-H). The Preservice Performance Assessment for Practicum or Practicum Equivalent includes a report that should be signed and dated by the program supervisor and supervising practitioner and discussed with the student teacher, at a minimum of three meetings. This document also becomes part of the student’s file in the Education Department office at the University.

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APPENDIX AEarly Childhood and Elementary Lesson Plan

Name: Subject/Grade: Date:Content/Skills Connection: ______ English Language Arts _____Math ____Science _____Social Studies ______ Arts ______ Phys. Ed/Health ______Social/Emotional LearningMA Curriculum Framework Standard(s):MA Professional Standards for Teaching: _____ A _____ B _____ C _____ D _____ EStudent Grouping: _____ Whole group _____ Small group ______ Partner ______ IndividualMaterials:Accommodations/Sheltered English Adjustments:Goal:

Objectives and AssessmentsObjective 1:Assessment 1:

Objective 2:Assessment 2:

ProceduresAnticipatory Set:

Lesson Progression (step by step progression):

Closure:

Extensions/Practice:

Resources used in planning:

Reflection:

APPENDIX BEarly Childhood and Elementary Lesson Plan (Without Table)

Name: Subject/Grade: Date:

Content Skills Connections: ______ English Language Arts ____Math ____Science _____Social Studies ______ Arts ______ Phys. Ed./Health ______Social/Emotional Learning

MA Curriculum Framework Standard(s):

MA Professional Standards for Teaching: _____ A _____ B _____ C _____ D _____ E

Student Grouping: _____ Whole group _____ Small group ______ Partner ______ Individual

Materials:

Accommodations/Sheltered English Adjustments

Enduring Understanding/Goal

Objectives and AssessmentsObjective 1: Assessment 1:

Objective 2:Assessment 2:

ProceduresAnticipatory Set:Lesson Progression:Closure:

Extension/Practice

Resources Used In Planning

Reflection

APPENDIX CStudent Teacher Observation Form

To be completed by the Supervising Practitioner (optional)

Supervising Practitioner: Student Teacher:

Lesson: Date:

Please attach the lesson plan to this form.

Supervising Practitioner:

Student Teacher:

MID-TERM STUDENT TEACHING PROGRESS REPORTFramingham State University APPENDIX D

Program and Level: ECC ELC Secondary / Subject: Name of Student Teacher Date

Grade and/or Subject School Town

Supervising Practitioner College Supervisor

The Mid-Term Student Teaching Progress Report is based on the five Professional Standards for Teachers outlined in the Commonwealth of Massachusetts Department of Education Regulations for Educator Licensure and Program Approval 603 CMR 7:00 Section 7.08. It should be completed by the supervising practitioner and college supervisor and then serve as a focus for the mid-term conference among the practitioner, supervisor and student. Directions: Please review and comment on each standard.Standard A: Plans Curriculum and Instruction:

1. draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.

2. draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and designs lessons that strengthen student reading and writing skills.

5. plans lessons with clear objectives and relevant measurable outcomes.6. draws on resources from colleagues, families, and the community to enhance learning.7. incorporates appropriate technology and media in lesson planning.8. uses information in Individual Educational Programs (IEPs) to plan strategies for integrating

students with disabilities into general education classrooms.9. uses instructional planning, materials, and student engagement approaches that support

students of diverse cultural and linguistic backgrounds, strengths, and challenges.

Making Adequate Progress to Meet the Standard Not Making Adequate Progress Strengths and Commendations:

The following are areas of concern within this standard:1.

2.

3.

To address these concerns, you must: (identify short-term goals including supportive evidence and timeline)

4.


5.

6.


Standard B: Delivers Effective Instruction: 1. Communicates high standards and expectations when beginning the lesson:

a. Makes learning objectives clear to students.b. Communicates clearly in writing, speaking, and through the use of appropriately

designed visual and contextual aids.c. Uses engaging ways to begin a new unit of study or lesson.d. Builds on students’ prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson:a. Uses a balanced approach to teaching skills and concepts of elementary reading and

writing.b. Employs a variety of content-based and content-oriented teaching techniques, from

more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

c. Demonstrates an adequate knowledge of and approach to the academic content of lessons.

d. Employs a variety of reading and writing strategies for addressing learning objectives.e. Uses questioning to stimulate thinking and encourages all students to respond.f. Uses instructional technology appropriately.g. Uses effective strategies and techniques for making content accessible for English

language learners.h. Demonstrates knowledge of the difference between social and academic language and

the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and completing the lesson:a. Assigns homework or practice that furthers student learning and checks it.b. Provides regular and frequent feedback to students on their progress.c. Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning:a. Accurately measures student achievement of, and progress toward, the learning

objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

Making Adequate Progress to Meet the Standard Not Making Adequate Progress Strengths and Commendations:

The following are areas of concern within this standard:1.

2.

3.



4.

5.

6.


Standard C: Manages Classroom Climate and Operation: The effective initial teacher1. Creates and maintains a safe and collaborative learning environment that values diversity and

motivates students to meet high standards of conduct, effort and performance.

2. Creates a physical environment appropriate to a range of learning activities.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

4. Manages classroom routines and procedures without loss of significant instructional time.

Making Adequate Progress to Meet the Standard Not Making Adequate Progress

Strengths and Commendations:

The following are areas of concern within this standard:

1.

2.

3.


4.

5.

6.


Standard D: Promotes Equity: The effective initial teacher:1. Encourages all students to believe that effort is a key to achievement.2. Works to promote achievement by all students without exception.3. Assesses the significance of student differences in home experiences, background

knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions, and to see themselves as members of a local, state, national and international civic community.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.




1.

2.

3.


4.

5.

6.


Standard E: Meets Professional Responsibilities: The effective initial teacher1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.




1.

2.

3.


4.

5.

6.

College Supervisor’s signature Date


Supervising Practitioner’s signature Date

Student’s signature Date

APPENDIX EFRAMINGHAM STATE UNIVERSITYFRAMINGHAM, MASSACHUSETTS

Student Teaching Practicum Report Evaluation (Program Supervisor)

STUDENT

SCHOOL LOCATION

GRADE(S) TAUGHT Semester/Year

Please type. This statement will be placed in the student’s professional experience file.

PROGRAM SUPERVISOR DATE

APPENDIX FFRAMINGHAM STATE UNIVERSITYFRAMINGHAM, MASSACHUSETTS

Student Teaching Practicum Report Evaluation (Supervising Practitioner)

STUDENT

SCHOOL LOCATION

GRADE(S) TAUGHT Semester/Year

Please type. This statement will be placed in the student’s professional experience file.

SUPERVISING PRACTITIONER

DATE

APPENDIX G

Student Teaching Practicum Observation Report

FRAMINGHAM STATE UNIVERSITY

Student

Date

School

Town

Grade/Subject

Coordinator/Supervisor

Visit No.

APPENDIX H

603 CMR 7.08(1) Professional Standards for Teachers(1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These Standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for Initial License:

(a) In the practicum or practicum equivalent phase of preparation for the Initial License; or

(b) As part of the Performance Assessment Program.The Department will issue guidelines for each type of performance assessment to reflect differences in growth in professional knowledge and skills.

The Professional Standards for Teachers (PST) Evaluation QuestionsEvaluation questions for the Professional Standards for Teachers are designed to support the professional judgment of the supervising practitioner and program supervisor. The following evaluation questions must be used with the Pre-service Performance Assessment Form by the program supervisor and supervising practitioner. Supervisors may elect to include additional evaluation questions where appropriate.Standard A: Plans Curriculum and Instruction

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.Evaluation Questions: Does documentation show evidence of activities planned as lessons in sequential units of

study? (For example, is the structure of each lesson and unit clear? Is there a focus and logic to each lesson, and are the connections within the lessons and the transitions between lessons appropriate?)

Are specific standards in the curriculum framework noted with page number and date of publication?

Is there an explanation of why these content standards and units of study are being taught?

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.Evaluation Questions: Does documentation note what assessments have been used and how their results

guided planning? Does the planned pedagogy include a rationale grounded in research and common

sense? Does the candidate choose teaching strategies that are appropriate for the content,

grade level, and range of students being taught? Are the learning activities described and do they provide suitable challenges for

academically advanced as well as for those whose work is below grade level? Is there an explanation of how knowledge of human development and learning guided

planning?

APPENDIX H

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.Evaluation Questions: Does documentation describe the reading and other resources being planned and

explain which will suitably challenge students at each level: below grade level, learning disabled, English language learners, at grade level, and academically advanced?

Is there an explanation of the different writing activities selected for these different groups of students?

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities. Evaluation Questions: Does documentation list skills, concepts, and vocabulary needed for the topic being

studied and for the different groups of students in the class?

5. Plans lessons with clear objectives and relevant measurable outcomes.Evaluation Questions: Does documentation show the objectives for each planned lesson? Does it describe the measurable outcomes expected? Is there an explanation of how the expected outcomes will be measured? Do the homework, learning activities, and assessments reflect the objectives described? Are there suitable objectives for students who are academically advanced as well as for

those whose work is at or below grade level?

6. Draws on resources from colleagues, families, and the community to enhance learning.Evaluation Question: Are resources identified that may be provided by colleagues, student families, or the

community? Does the candidate explain how the resources are going to be used and why?

7. Incorporates appropriate technology and media in lesson planning.Evaluation Questions: Are the technology or media identified that will be used during the unit of study? How and why are technology and media used to achieve the objectives of the lesson?

Are these uses appropriate for the discipline at the intended grade level?

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.Evaluation Questions: What information in the IEPs has been used to plan units of study? What strategies or materials are to be used to promote the learning of students with

disabilities and why they are expected to be effective for these students in this discipline?

APPENDIX H

9. Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. Evaluation Questions: Does the candidate employ WIDA ELD standards instructional tools and other relevant

data about English language proficiency (for example, ACCESS scores) when planning lessons to help ELLs at different proficiency levels meet the MA standards and develop academic language for all disciplines?

Does the lesson plan have language objectives that consider all levels of language proficiency?

Does the candidate employ appropriate support, materials and strategies to make standards accessible and promote language learning?

Do lesson and unit activities, assignments, and assessments align with identified language and content objectives – where applicable?

Standard B: Delivers Effective Instruction1. Communicates high standards and expectations when beginning the lesson:

a. Makes learning objectives clear to the student.Evaluation Questions: How are learning objectives communicated to the student? Are the transitions from the beginning of the lesson to the body of the lesson smooth,

and clear?b. Communicates clearly in writing, speaking, and through the use of appropriately

designed visual and contextual aids. Evaluation Questions: Does the candidate communicate clearly in writing and speaking? Does the candidate utilize visual and contextual aids to make instruction

comprehensible to ELLs at different proficiency levels? Does the candidate modulate his or her use of language to make instruction

comprehensible, but also promote language development of students at different proficiency levels?

c. Uses engaging ways to begin a new unit of study or lesson.Evaluation Questions: What types of opening activities are used and what are the purposes (i.e., to

stimulate prior knowledge, to frame the lesson, or to motivate students)?d. Builds on students’ prior knowledge and experience.

Evaluation Questions: Does the candidate build on students’ prior knowledge and experience?

2. Communicates high standards and expectations when carrying out the lesson:a. Uses a balanced approach to teaching skills and concepts of elementary reading and

writing. Evaluation Questions: Are phonemic awareness, phonics, and vocabulary skills taught and practiced

separately as well as together with comprehension skills? Are materials provided for practice?

APPENDIX H

Are decodable texts used for practicing phonics lessons? Are reading materials suitably challenging for students with different learning paces? Are provisions made to develop automaticity and fluency?

b. Employs a variety of content-based and content-oriented teaching techniques, from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).Evaluation Questions: Does candidate indicate two or more teaching techniques that address the range of

student skills? Are the teaching techniques appropriate for the objectives of the lesson and for the

different groups of students?c. Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evaluation Questions: See license-specific evaluation questions.

d. Employs a variety of reading and writing strategies for addressing the learning objectives.Evaluation Questions: Are reading and writing activities included in the body of the lesson and /or in the

homework? Are students asked to describe, explain and justify their ideas?

e. Uses questioning to stimulate thinking and encourages all students to respond.Evaluation Questions: Does the candidate use probing questions to help students understand concepts? Does the candidate address questions to all students to encourage participation?

f. Uses instructional technology appropriately.Evaluation Questions: Is the candidate knowledgeable in the use of technology? Is there a smooth transition to and from technology use? Do all students have access to the technology and are they given sufficient

instruction in its use? Is technology used as a tool to develop and reinforce knowledge and skills?

g. Uses effective strategies and techniques for making content accessible for English language learners. Evaluation Questions: Does the candidate use proven research-based strategies and techniques to adapt or

modify grade level content material in ways that make it more comprehensible for students at different proficiency levels while maintaining appropriate rigor?

Does the candidate emphasize academic and content related language and give students frequent opportunities to English in relevant academic contexts?

Does the candidate’s speech model proper English usage when working with English language learners despite modifications to make instruction more comprehensible?

h. Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating, and delivering effective

APPENDIX H

instruction for English language learners at various levels of English language proficiency and literacy. Evaluation Questions: Does the candidate provide explicit instruction in both social and academic language,

along with opportunities to practice both types of language and receive feedback on improvement?

Does the candidate choose and implement assessments appropriate for students’ proficiency level?

Does the candidate design appropriate tasks, supports and scaffolding in response to the needs and proficiency levels of ELL students?

3. Communicates high standards and expectations when extending and completing the lesson:a. Assigns homework or practice that furthers student learning and checks it.

Evaluation Questions: Does the candidate provide evidence of differential homework assignments or

practice that further the learning of students who are academically advanced as well as students whose work is at or below grade level?

Are several examples of assignments included and a rationale provided for them? Are classroom sets of examples of student homework provided? How is student homework evaluated?

b. Provides regular and frequent feedback to students on their progress.Evaluation Questions: Does the candidate aptly summarize what students have been expected to learn at

the end of the lesson (or ask students to do so)?c. Provides many and varied opportunities for students to achieve competence.

Evaluation Questions: Does the candidate guide students to an adequate or useful conclusion to the lesson? Does the candidate provide examples of how student work is evaluated and how that

evaluation is communicated to students?

4. Communicates high standards and expectations when evaluating student learning.a. Accurately measures student achievement of, and progress toward, the learning

objectives with a variety of formal and informal assessments, and uses results to plan further instruction.Evaluation Questions: Has the candidate provided examples of tests written by her/him? Are formal tests provided by the district identified? Are examples of student response papers for teacher tests provided? Have alternate forms of assessment (portfolios, projects, etc.) been used and copies

provided?b. Translates evaluations of student work into records that accurately convey the level of

achievement students for parents or guardians, and school personnel.Evaluation Questions: Are report cards or grades given for student learning provided?

APPENDIX H

Standard C: Manages Classroom Climate and Operation 1. Creates and maintains a safe and collaborative learning environment that values diversity

and motivates students to meet high standards of conduct, effort and performance.Evaluation Questions: Does the candidate use strategies to create environments that reduce the environmental

“affective filter?” Does the candidate have appropriate linguistic expectations for students based on their

English language proficiency level, as evidenced by lesson planning and delivery? Does the candidate utilize flexible grouping strategies (homogeneous, heterogeneous

groups, etc.) to promote a classroom culture of inclusion? Does the candidate demonstrate the ability to recognize when classroom management

issues stem from cultural issues and address them appropriately?

2. Creates a physical environment appropriate to range of learning activities.Evaluation Questions: Has the candidate created a physical environment appropriate to the range of learning

activities? How has candidate created an environment that is conducive to learning? (For example,

does the candidate establish a positive atmosphere where students are encouraged to participate?

Does the candidate have good rapport with the students? Is the candidate patient with students?)

3. Maintains appropriate standards of behavior, mutual respect, and safety. Evaluation Questions: Has the candidate maintained appropriate standards of behavior, mutual respect, and

safety? (For example, does the candidate communicate rules and procedures for classroom behavior to the students? Is the candidate alert to student behavior at all times? Does the candidate stop inappropriate behavior promptly and consistently? Does the candidate treat the students with respect and is that respect returned?)

4. Manages classroom routines and procedures without loss of significant instructional time.Evaluation Questions: Does the candidate manage classroom routines and procedures without loss of

significant instructional time? (For example, does the candidate use appropriate time periods for checking homework, for the body of the lesson, etc.? Are the materials needed for activities ready for distribution and is the candidate organized in transitioning between activities?)

Standard D: Promotes Equity1. Encourages all students to believe that effort is a key to achievement.

Evaluation Questions: Does the candidate pay as much attention to students who are academically advanced

as to those whose work is at or below grade level?

2. Works to promote achievement by all students without exception.Evaluation Questions:

APPENDIX H

Does the candidate provide opportunities for students to receive extra help outside of class time?

Does the candidate provide more challenging work on a systematic or accelerated basis for academically advanced students?

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.Evaluation Questions: Does student work reflect adjustments made? For example, what did the candidate do

for students who may require additional foundational knowledge or skills; or for students who have advanced knowledge or skills?

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions and to see themselves as members of a local, state, national, and international civic community.Evaluation Questions: Has the candidate explained what adjustments have been made for these purposes, and

why? Does the candidate address all students as unique individuals and as Americans or

potential Americans? Does the candidate avoid identifying students as “representatives” of particular racial,

ethnic, or gender groups? Does the candidate help students to see themselves and each other as American

citizens? Does candidate give special writing assignments, lessons on national symbols, songs, phrases, and Pledge of Allegiance, or special civics lessons?

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school. Evaluation Questions: Does the candidate serve as a cultural mediator to help bridge cultural differences and

promote student success? Can the candidate demonstrate that he or she has communicated with students’ parents

and families to gather information for lesson planning and assessment? Does the candidate regularly communicate with parents about students’ academic

progress and English language development, as well as strategies for supporting students at home?

Does the candidate design activities and assignments that draw on cultural and linguistic “funds of knowledge” of students’ family and culture?

Does the candidate explicitly make connections between students’ native language and English during instruction, when possible?

Standard E: Meets Professional Responsibilities1. Understands his or her legal and moral responsibilities.

Evaluation Questions: Does the candidate behave in a professional manner (including punctuality,

confidentiality, and carrying out all job-related responsibilities)?

APPENDIX H

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.Evaluation Questions: Is the candidate enthusiastic about his/her academic discipline during interactions with

students?

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. Evaluation Questions: Does the candidate take advantage of professional development opportunities provided

by the school during his/her teaching there?


Evaluation Questions: Does the candidate confer with his/her supervising practitioner and other colleagues

(including other student teachers) about improving his/her practice?

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.Evaluation Questions: Does the candidate participate in conferences with parents (under the guidance of the

supervising practitioner) when appropriate?

6. Reflects critically upon his or her teaching experience identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.Evaluation Questions: Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice?

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.Evaluation Questions: Does the candidate communicate appropriate use of the Internet to students whenever

class activities include Internet use?

APPENDIX I

Weekly Attendance LogName School Grade Level Supervising Practitioner Program Supervisor Week of: Week of:

Observe Assist Full Resp.

Total Observe Assist Full Resp.

Total

Monday MondayTuesday TuesdayWednesday

Wednesday

Thursday ThursdayFriday FridayWeek of: Week of:



Total


Wednesday




Total


Wednesday




Total

Monday MondayTuesday Tuesday

APPENDIX I

Wednesday

Wednesday

Thursday ThursdayFriday Friday

Total for Practicum A: Observe Assist Full Total: Total for Practicum B: Observe Assist Full Total: Total Hours

APPENDIX J

Subject Matter Knowledge Requirements For Teachers“The effective teacher is knowledgeable in the field proposed for licensure.”Subject matter knowledge requirements for each of Framingham State University’s preparation programs are below. Candidates for licensure may use the student teaching practicum to satisfy requirements for only one license level.Biology (Levels: 5-8; 8-12)

(a) Biology of organisms, especially that of humans, including characteristics and classifications of organisms

(b) Cells and cell theory(c) Ecology and evolutionary biology(d) Matter and energy in ecosystems(e) Genetics, including chromosome structure and function and inheritance(f) Molecular biology(g) Related aspects of chemistry, physics, earth science, and mathematics, such as

statistics(h) Engineering and technical applications of biology(i) History and philosophy of science(j) Methods of research in the sciences, including laboratory techniques and the use of

computersChemistry Teacher (Levels: 8-12)

(a) Inorganic chemistry(b) Organic chemistry(c) Analytical chemistry(d) Physical chemistry(e) Biochemistry(f) Related aspects of biology, physics, earth science, and mathematics, such as statistics

and calculus(g) Engineering and technical applications of chemistry(i) History and philosophy of science(j) Methods of research in the sciences, including laboratory techniques and the use of

computersEarly Childhood: Teacher of Students With and Without Disabilities (Levels: PreK-2) (a) The following topics will be addressed on the Foundations of Reading test:

1. Reading theory, research, and practice. a. Knowledge of the significant theories, approaches, practices, and programs for

developing reading skills and reading comprehension. b. Phonemic awareness and phonics: principles, knowledge, and instructional practices. c. Diagnosis and assessment of reading skills using standardized, criterion-referenced,

and informal assessment instruments. 2. Development of a listening, speaking and reading vocabulary. 3. Theories on the relationships between beginning writing and reading. 4. Theories of first and second language acquisition and development.

(b) The following topics will be addressed on a test of other subject matter knowledge: 1. English language arts

a. Children's literature: genres, literary elements, literary techniques, vocabulary demands.

b. Approaches and practices for developing skill in using writing tools. c. Writing process and formal elements of writing.

2. Basic principles and concepts related to PreK-2 grade mathematics in number sense and numeration, patterns and functions, geometry and measurement, and data analysis.

3. Basic principles and concepts of the physical and life sciences appropriate to the PreK-2 grades.

APPENDIX J

4. Basic principles and concepts of history, geography, government, and economics appropriate to the PreK-2 grades.

5. Basic theories of cognitive, social, physical, language, and emotional development in children and adolescents, including learning through play, as they apply to children with and without disabilities.

6. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).

(c) Topics in basic principles and concepts of the arts, health, and physical education appropriate to the PreK-2 grades shall be included in an approved program but will not be addressed on a written test of subject matter knowledge.

Earth Science Teacher (Levels: 5-8)(a) Geology(b) Oceanography(c) Astronomy(d) Environmental biology, physics and chemistry(e) Meteorology(f) Related aspects of chemistry, physics, biology, and mathematics(g) Engineering and technical aspects of earth science(h) History and philosophy of science(i) Methods of research in sciences, including laboratory techniques and the use of

computersElementary (Levels: 1-6) (a) The following topics will be addressed on the Foundations of Reading test:

1. Reading theory, research, and practice. a. Knowledge of the significant theories, practices, and programs for developing

reading skills and reading comprehension. b. Phonemic awareness and phonics: principles, knowledge, and instructional practices. c. Diagnosis and assessment of reading skills using standardized, criterion-referenced,

and informal assessment instruments. 2. Development of a listening, speaking, and reading vocabulary. 3. Theories on the relationships between beginning writing and reading. 4. Theories of first and second language acquisition and development.

(b) The following topics will be addressed on the General Curriculum test: 1. English

a. Children's and young adult literature. b. Adult literature, classical and contemporary works. c. Genres, literary elements, and literary techniques. d. Nature, history, and structure of the English language: lexicon and grammar. e. Approaches and practices for developing skill in using writing tools. f. Writing process and formal elements of writing and composition.

2. Mathematics

APPENDIX J

a. Basic principles and concepts important for teaching elementary school mathematics in the following areas:

i. Number and operations (the foundation of topics in 603 CMR 7.06 (7) (b) 2. a. ii. - iv.).

ii. Functions and algebra. iii. Geometry and measurement. iv. Statistics and probability.

b. Candidates shall demonstrate that they possess both fundamental computation skills and comprehensive, in-depth understanding of K-8 mathematics. They must demonstrate not only that they know how to do elementary mathematics, but that they understand and can explain to students, in multiple ways, why it makes sense.

c. The Commissioner, in consultation with the Chancellor of Higher Education, shall issue guidelines for the scope and depth of knowledge expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b.

3. History and Social Sciencea. Major developments and figures in Massachusetts and U.S. history from colonial

times to the present. b. Major developments and figures in world history, with stress on Western civilization. c. Basic economic principles and concepts. d. Basic geographical principles and concepts. e. U.S. political principles, ideals, founding documents, institutions, and processes,

their history and development. 4. Science and Technology/Engineering.

a. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.

b. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.

c. Principles and procedures of scientific inquiry. d. History of major scientific and technological discoveries or inventions. e. Safety issues related to science investigations.

(c) The following topics shall be included in an approved program but will not be addressed on a written test of subject matter knowledge: 1. Science laboratory work. 2. Child development.

a. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence.

b. Characteristics and instructional implications of moderately and severely disabling conditions.

3. Basic principles and concepts in each of the visual and performing arts (art, music, drama/theater, dance).

4. Basic principles and practices in physical education. 5. Basic principles and practices related to personal and family health.

APPENDIX J

English Teacher (Levels: 5-8; 8-12)(a) Literature

1. American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, drama from the early 20th century to the present

2. World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales

3. Characteristics of the different genres of literature4. Various schools of literary criticism

(b) Language1. History and structure of the English language2. Knowledge of the rules and conventions of standard written and spoken English

(c) Rhetoric and Composition1. Principles of classical rhetoric2. Modern and contemporary theories of rhetoric3. Similarities and differences between oral and written communication

(d) Reading Theory, Research, and Practice at the Middle and High School LevelForeign Languages (5-12)

(b) The topics set forth in 603 CMR 7.06 (11) (a) 1., 6., and 7 and the following topics will be addressed on a subject matter knowledge test for the 5-12 level:1. Knowledge of culturally and historically significant literary and non-literary texts and

authors associated with the country of origin of the target language; literary traditions, periods, and genres

2. Introductory knowledge of the other arts (historical traditions, genres, and major artists) associated with the country of origin of the target language

3. Introductory knowledge of the political, social and intellectual history of the country or culture with which the target language is or was originally associated

4. Introductory knowledge of significant literary and non-literary texts, the arts, and history of at least one other country or people with which the target language may now be associated

History Teacher (Levels: 5-8; 8-12) (b) The following topics will be addressed on a subject matter knowledge test for the 5-8 and

8-12 levels:1. United States History: indigenous people of North America; European settlements and

colonies; the American Revolution; expansion; reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present

2. World History: human beginnings and early civilizations (Africa, Babylonia, Egypt, India, China); roots of Western civilization (Israel, Greece, Rome); English and Western European History; Renaissance and the age of exploration; development of Asia, Africa, and South America; age of revolutionary change in Europe; the world in the era of two World Wars; and the world from 1945 to the present

3. Geographya. Major physical features of the worldb. Key concepts of geography and its effects on various peoples

4. Economicsa. Fundamental economic concepts and economic reasoningb. American economic history

5. Government

APPENDIX J

a. Principles of American government and the Founding Documents of the United States

b. Comparative government6. History and Philosophy of Science7. Methods and Sources for Research in History

Mathematics Teacher (Levels: 5-8, 8-12) (b) The following topics will be addressed on a subject matter knowledge test for the 5-8

level:1. Algebra2. Euclidean geometry3. Trigonometry4. Discrete/finite mathematics5. Introductory calculus through integration6. History of mathematics

(c) The topics set forth in 603 CMR 7.06 (15) (b) and the following topics will be addressed on a subject matter knowledge test for the 8-12 level:1. Abstract algebra2. Number Theory3. Calculus through differential equations4. Probability and statistics5. Non-Euclidean and transformational geometries6. Applied mathematics or mathematics modeling

Visual Art (Levels: PreK-8; 5-12)a. Elements of art and the principles of designb. Methods, materials, and techniques unique to the visual arts in : drawing, painting,

sculpture, printmaking, collage, crafts, photography, film, and electronic technologies.c. Observation, abstractions, invention, and representation in visual artd. Theories of artistic creativity and aesthetics; philosophies of prominent artists and art

educatorse. Art criticism: concepts of style and stylistic changef. Artistic development in children and adolescentsg. Major developments, periods, and artists in Western traditions in art and architectureh. Major developments, periods, and artists in American art and architecture from c. 1650

to presenti. Characteristics of art and architecture in two non-Western artistic traditions stylistically

different from each otherj. Influences of non-Western artistic traditions on Western art; influences of Western art

on non-Western artistic traditions

APPENDIX K

APPENDIX KInstructions for Evaluators of the Massachusetts Preservice Performance Assessment (PPA)

Introduction. This rubric is based on language from the DESE Guidelines for Preservice Performance Assessment (July 2013). All programs will use the same rubric to evaluate candidates on the MA Professional Standards for Teachers, A through E. All programs will also use customized rubrics, aligned to their SPA standards for their discipline, for the License-Specific Questions to evaluate candidate performance for Standard B2 (c). These Instructions cover both the general PPA and the License-Specific Questions, unless otherwise noted.Scoring. Language from the DESE Guidelines for Preservice Performance Assessment (July 2013) forms the basis of the descriptors for the Meets Standard level of each rubric item.

In order to score at the Meets Standard (a score of 2), the candidate must provide evidence that would be acceptable for a beginning teacher who has graduated from Framingham State University. In other words, performance should be at a level that indicates the teacher can fulfill those particular professional responsibilities in his or her teaching field, but with the understanding that performance will become more effective and successful as the teacher gains experience in the classroom and other professional roles. In order to score of this level, the evidence examined should adequately address the preponderance of criteria noted in the Meets Standards column. (Also see comments below on Evidence.) A score of Does Not Meet Standard (a score of 1) indicates that overall evidence does not support that the candidate meets the standard indicator, as that is defined in the Meets Standard column. Any score in this category (at the indicator or standard level) must be thoroughly explained in the comments section at the end of the standard. A score of Exceeds Standard (a score of 3) should only be given if there are multiple (more than one) sources of evidence that document an accomplished level of performance. Performance in this category may be characterized by creativity, resourcefulness, maturity and confidence, and/or talent – as demonstrated by two or more sources of evidence. However, it is not expected that even the most promising of student teachers will score “3” for the majority of indicators or Standards.

Evidence. Guidelines and examples for the types of evidence used to document scoring decisions are provided in the final row of each standard. The rubrics – particularly the language for the Does Not Meet Standard and Exceeds Standard – also provide guidance as to whether an indicator is intended to be evaluated by means of observation and/or inclusion of artifacts provided by the candidate. Each scoring decision should be based on source(s) of evidence (one or more) that cover a preponderance of criteria articulated in the Meets Standard column. (Note: A “source of evidence” may be a component of a larger comprehensive assessment or document such as a unit plan, teacher work sample, reflection notebook, etc.) If a candidate has no evidence to support an indicator at the midterm evaluation (for example, the candidate may be placed in a classroom where there is no access to technology), then arrangements should be made that will allow the candidate to demonstrate competence in the indicator during the remainder of the student teaching semester. If that fails, other options could be agreed upon by the FSU supervisor, the supervising practitioner and the student teacher that will demonstrate mastery of the indicator, (e.g. a written reflection or sample lesson activity provided by the student teacher, on the indicator topic).Overall Rating for the Standard. Evaluators will determine an overall rating (a score of 1-3) for each of the Standards (A-E). These are based on a summative evaluation of the indicators under each Standard. The final PPA should not include any “not observed” indicators under a Standard. Comments. Although evaluators are not required to add any information in this section of the PPA, they may feel free to add notes that will contribute to an understanding of the scores awarded.

APPENDIX KStandard A - Plans Curriculum and Instruction

Indicators Does Not Meet Standard (1)

Meets Standard (2) Exceeds Standard (3)

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.

Evidence does not support that the candidate meets this standard at a minimal level that would be expected of a beginning teacher.

Documentation shows evidence of activities planned as lessons in sequenced units of study. Specific standards in the MA Curriculum Frameworks are noted. An explanation is provided to support why the standards and unit are being taught.

All sources of evidence reviewed support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.


Documentation identifies what assessments are used and how assessment results guided planning. Planned lessons include a rationale grounded in research, and teaching strategies appropriate for the content and grade level. Learning strategies are modified for ability levels. Lessons and activities designed by the candidate can be or are supported by knowledge of human development and learning.


3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.


Texts, other media resources, and writing activities are identified with an explanation of their suitable challenge for students at various ability levels, including English language learners.


4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons

Evidence does not support that the candidate

Documentation lists skills, concepts and vocabulary needed for the topic being

All sources of evidence reviewed support that the candidate meets




that strengthen student reading and writing skills.

meets this standard at a minimal level that would be expected of a beginning teacher.

studied, with modifications indicated for ability levels and exceptional needs.

expectations of this standard in an accomplished and thoroughly professional manner.

5. Plans lessons with clear objectives and

relevant measurable outcomes.


Documentation includes objectives for each planned lesson, measurable outcomes, and explanation of how outcomes will be measured. Homework, learning activities and assessments reflect the objectives. Objectives are suitable and/or modified for differentiated learning needs.


6. Draws on resources from colleagues,

families, and the community to enhance

learning.


Examples of resources from colleagues, families and the community are identified, along with an explanation of how and why resources will be used in the enhancement of student learning.


7. Incorporates appropriate technology and

media in lesson planning.


Technology and/or media are identified for incorporation into a unit of study, to include their use in meeting lesson objectives. Technology or media resources used are appropriate to the discipline, learning objectives, and grade level.


8. Uses information in Individualized Education Programs (IEPs) to plan strategies

Evidence does not support that

The student teacher has used information from IEPs to plan

All sources of evidence reviewed support that




for integrating students with disabilities into general education classrooms.

the candidate meets this standard at a minimal level that would be expected of a beginning teacher.

units of study, and it is clear how strategies and resources chosen are appropriate for applicable students as informed by the IEPs.

the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

9. Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.


The student has used instructional planning, materials and student engagement approaches that support students of diverse cultural and linguistic backgrounds. Lesson plans have objectives that consider language proficiency. Unit of study contain activities and assessments that align with language and content objectives.


Evidence for Standard A could include but is not limited to individual lesson plans, components of unit plans or the TWS, reflections or reflective papers, resource packets.Overall rating for Standard A (Does Not Meet, Meets, or Exceeds Standard)?Comments for Standard A. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the indicators under Standard A. Otherwise a comment is optional.

APPENDIX KStandard B – Delivers Effective Instruction



1: Communicates high standards and expectations when beginning the lesson:1(a). Makes learning objectives clear to the student.

Observations do not support that the candidate meets this standard at a minimal level that would be expected of a beginning teacher.

Learning objectives for lessons are clearly communicated to the student at applicable transition points (i.e. at the beginning of each lesson or at the transition to a new topic).

All observations support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

1(b). Communicates clearly in writing and speaking.

Observations and other evidence do not support that the candidate meets this standard at a minimal level that would be expected of a beginning teacher.

The candidate communicates clearly in writing and speaking, using correct and developmentally appropriate grammatical usage and sentence structure. Written and oral instructions given to students are clearly stated.

All observations and other evidence support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

1(c). Uses engaging ways to begin a new unit of study or lesson.


The candidate uses engaging and appropriate opening activities that serve to frame the lesson, and engage the students’ attention and curiosity.


1(d). Builds on students’ prior knowledge and experience.

Observations do not support that the candidate meets this standard at a minimal level that would be

The candidate designs and delivers the lesson in a way that builds on students’ prior knowledge and experience.





expected of a beginning teacher.

2. Communicates high standards and expectations when carrying out the lesson:2(a). Uses a balanced approach to teaching skills and concepts of elementary reading and writing.


As appropriate to the grade level and lesson type, the candidate teaches phonemic awareness, phonics and vocabulary skills both separately as well as together with comprehension skills. The candidate uses components of a balanced approach to teaching reading and writing that includes shared reading, read-alouds, guided reading, independent reading, as well as shared writing, modeled writing, process writing and independent writing.

All observations and evidence related to this indicator support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

2(b). Employs a variety of content-based and content-oriented teaching techniques, from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).


The candidate uses more than one teaching technique, as identified by the standard, to address the range of student skills. Techniques used are appropriate for the objectives of the lesson and for different groups of students.

The candidate uses a range of techniques. In addition, all observations support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

2(c). Demonstrates adequate knowledge of and approach to the academic content of lessons.

See Standard B2(c) – License Specific Evaluation Questions



2(d). Employs a variety of reading and writing strategies for addressing the learning objectives.

Observations and other evidence do not support that the candidate

The candidate includes reading and writing activities in the body of the lesson and/or in homework. Students

All observations and evidence support that the candidate meets expectations of this




meets this standard at a minimal level that would be expected of a beginning teacher.

are asked to describe, explain and justify their ideas.

standard in an accomplished and thoroughly professional manner.

2(e). Uses questioning to stimulate thinking and encourages all students to respond.


The candidate uses probing questions to help students understand concepts. The candidate addresses questions to all students to encourage participation.


2(f). Uses instructional technology appropriately.


The candidate is knowledgeable in the use of technology, and makes a smooth transition to and from technology use. The candidate incorporates technology into instruction in such a way that all students have access, and the candidate is able to guide or assist students in its use. Technology is used as a tool to develop and reinforce knowledge and skills.

All observations applicable to this indicator support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

2(g). Uses effective strategies and techniques for making content accessible for English language learners.

Observations and evidence do not support that the candidate meets this standard at a minimal level that would be expected of a beginning

The student teacher uses effective strategies and techniques for making content accessible for English language learners. The student teacher adapts grade level content in ways that make it comprehensible for students at different

All observations and evidence applicable to this indicator support that the candidate meets expectations in an accomplished and thoroughly professional manner.




teacher. proficiency levels. The student teacher models proper English usage.

2(h). Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

Observations and evidence do not support that the candidate meets this standard at a minimal level that would be expected of a beginning teacher.

The student teacher demonstrates knowledge of the different between social and academic language and the importance of this difference in planning and delivering instruction for English language learners. The student teacher provides opportunities to practice both types of language and receive feedback. The student teacher chooses and implements assessments appropriate for students’ proficiency levels. The student teacher provides support in response to the needs and proficiency levels of ELL students.

All observations and evidence applicable to this indicator support that the candidate meets expectations in an accomplished and thoroughly professional manner.

3. Communicates high standards and expectations when extending and completing the lesson:3(a). Assigns homework or practice that furthers student learning and checks it.


The candidate provides evidence of differential homework assignments or practice that is designed to further the learning of students of different ability levels. Evidence includes classroom sets of student homework that has been evaluated by the candidate.

All evidence supports that the candidate consistently meets expectations of this standard in an accomplished and thoroughly professional manner.

3(b). Provides regular and frequent feedback to students on their progress.

Observations do not support that the candidate meets this standard at a

The candidate accurately summarizes what students have been expected to learn at the end of the lesson, or elicits such a summary from

All observations support that the candidate meets expectations of this standard in an accomplished and




minimal level that would be expected of a beginning teacher.

students. thoroughly professional manner.

3(c). Provides many and varied opportunities for students to achieve competence.


The candidate guides students to adequate or useful conclusions to the lesson. The candidate provides examples of how student work is evaluated and how that evaluation is communicated to students.

All observations and evidence support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

4. Communicates high standards and expectations when evaluating student learning:4(a). Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.


The candidate provides examples of informal and formal assessments, including (1) at least one performance-based assignment given to students (e.g. portfolio, project) and (2) at least one assessment designed and written by the candidate. All assessments include scoring guides, rubrics, and answer sheets as applicable. The candidate employs or is able to reference the use of formal tests provided or required by the district.

All evidence supports that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

4(b). Translates evaluations of student work into records that accurately convey the level of achievement for parents or guardians, and school personnel.

Evidence does not support that the candidate meets this standard at a minimal level that would be

Grades for student learning are provided using established procedures that ensure accuracy and fairness. Written feedback and corrections provided to students on tests, homework assignments or

All evidence supports that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.




expected of a beginning teacher.

other are helpful and supportive.

Evidence for Standard B could include but is not limited to observation of the student’s teaching performance in the practicum setting, reflective journal entries, lesson or unit plans, graded student homework assignments, and components of the TWS including assessments. Candidates should review individual assignment rubrics for guidance as to what evidence is required to support various indicators.Candidate’s overall rating for Standard B (Does Not Meet, Meets, or Exceeds Standard)?

Comments for Standard B. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the indicators under Standard B. Otherwise a comment is optional.

APPENDIX KStandard C – Manages Classroom Climate Operation



1. Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.


The candidate establishes a positive atmosphere where students are encouraged to participate. The student teacher has good rapport with students. The student teacher has appropriate linguistic expectations for students based on their English proficiency level. The student teacher utilizes flexible grouping strategies to promote a classroom culture of inclusion. The student teacher recognizes when classroom management issues stem from cultural issues and addresses these appropriately.


2, Creates a physical environment appropriate to the range of learning activities.


The candidate, to the extent that he or she is able to do so, creates or makes best creative use of the physical environment to enhance the range of learning activities.


3. Maintains appropriate standards of behavior, mutual respect, and safety.


The candidate maintains appropriate standards of behavior, mutual respect, and safety in the classroom. This is evidenced by the candidate’s communication of rules and procedures for classroom behavior, alertness to and prompt and effective response to inappropriate student behavior, and treating students with respect and


APPENDIX Kbeing treated with respect in return.

4. Manages classroom routines and procedures without loss of significant instructional time.


The candidate makes maximum use of classroom time for instruction. Materials needed for activities are ready for distribution, and the candidate has made preparations and is organized for transitions between activities.


Evidence for Standard C could include but is not limited to observations of the candidate’s teaching performance in the practicum setting. Evidence may be supported by artifacts such as lesson plans, photos accompanied by explanatory captions, journal reflections, classroom organizational plans.Candidate’s overall rating for Standard C (Does Not Meet, Meets, or Exceeds Standard)?Comments for Standard C. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the indicators under Standard C. Otherwise a comment is optional.

APPENDIX KStandard D – Promotes Equity



1. Encourages all students to believe that effort is a key to achievement.


The candidate pays equitable attention to all students, and encourages all students to believe that effort is important.


2. Works to promote achievement by all students without exception.


The candidate provides opportunities for students to receive extra help outside of the classroom period, and takes actions to assure that all students are challenged to their full potential.


3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.


The candidate makes adjustments as necessary for the range of individual student needs, learning styles, ability levels, exceptional needs, knowledge of English, and home environments.


4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions and to see themselves as members of a local, state, national, and international civic community.

Observations and other evidence do not support that the candidate meets this standard at a

The candidate employs practices designed to help students understand principles and practices of democracy, equality and equal opportunity, freedom of

All observations and other evidence support that the candidate meets expectations of this standard in an accomplished and

APPENDIX Kminimal level that would be expected of a beginning teacher.

speech and other freedoms, respect and appreciation of diversity, and the meaning and practice of responsible citizenship. The candidate makes connections between practices that emulate American ideals and the history, culture, and primary sources that are the source or symbol of those ideals (e.g. the Constitution, the Statue of Liberty, the Pledge of Allegiance). In doing so, the candidate is respectful and mindful of students in the class who are not or may not be American citizens.

thoroughly professional manner.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.


The student teacher collaborates with families and recognizes the significance of native language and culture to create and implement strategies for supporting student learning at home and at school. The student teacher communicates with students’ parents and families to gather information for lesson planning. The student teacher communicates with parents and families about students’ academic progress.


Evidence for Standard D could include but is not limited to observations of student teaching, lesson plans and/or lesson activities, student assignments, reflective journal entries, and evidence (reflective or other) of interaction with parents.Candidate’s overall rating for Standard D (Does Not Meet, Meets, or Exceeds Standard)?Comments for Standard D. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the indicators under Standard D. Otherwise a comment is optional.

APPENDIX KStandard E – Meets Professional Responsibilities



1. Understands his or her legal and moral responsibilities.


The candidate behaves in a professional manner in areas including punctuality, confidentiality, professional appearance and demeanor, and carrying out all job-related responsibilities.


2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.


The candidate shows enthusiasm about his/her academic discipline during interactions with students.


3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.


The candidate takes advantage of professional development opportunities provided by the practicum school or district, FSU, professional organizations or the community, during his/her student teaching experience.

Evidence supports that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.


Observations and other evidence do not support that the candidate meets this standard at a minimal level that would be expected of a

The candidate confers with his/her supervising practitioner and other colleagues (including other student teachers) about improving his/her practice.


APPENDIX KStandard E – Meets Professional Responsibilities



beginning teacher.

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.


The candidate participates in conferences with parents (under the guidance of the supervising practitioner) when appropriate.


6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals and is receptive to suggestions for growth.


The candidate provides evidence (e.g. a journal) of consistent reflection on his/her practice.


7. Understands legal and ethical issues as they apply to responsive and acceptable use of the Internet and other resources.


The candidate communicates appropriate use of the Internet to students whenever class, project or homework activities include Internet use.

All observations and other evidence related to this indicator support that the candidate meets expectations of this standard in an accomplished and thoroughly professional manner.

Evidence for Standard E will include but is not limited to observation of student teaching performance, reflective journal entries or other reflective documents, lesson plans, student assignments, parent teacher conference and professional development materials and/or summaries of parental involvement and professional development activities.Candidate’s overall rating for Standard E (Does Not Meet, Meets, or Exceeds Standard)?Comments for Standard E. Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the indicators under Standard E. Otherwise a comment is optional.

APPENDIX K

Foreign Languages (PreK-6)(5-12)Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evidence Found

Evidence Not Found License-Specific Evaluation Questions

Does the candidate demonstrate an adequate knowledge of the target language when conducting a lesson?

Does the candidate use or refer to primary sources from the country in which the target language is used, in addition to the textbook, in the course of the lesson?

Does the candidate refer to appropriate learning standards and skills in the Foreign Language Curriculum Framework in developing a lesson?

Does the candidate use the target language effectively in speaking and/or writing during the lesson?

Does the candidate demonstrate knowledge of stages in second language acquisition when conducting a lesson?

Does he or she demonstrate adequate knowledge of the culture, history, geography or literature of a country in which the target language is used when conducting a lesson?

Does the candidate plan and give lessons on the literary and other artistic works taught in the K-12 curriculum of the country in which the target language is used?

APPENDIX K

Instructions for Evaluators of the Massachusetts Preservice Performance Assessment (PPA)

Foreign Language License-Specific Questions Standard B/Indicator 2(c)

In this rubric for “Foreign Language License-Specific Questions, Standard B/Indicator 2 (c)”, the DESE Guidelines for Preservice Performance Assessment appear in the first column. In the rows under each Standard indicator on the rubric, examples of the types of evidence used to document scoring decisions are provided. Each scoring decision should be based on two or more sources of evidence. The descriptors in the Meets Standard (2) column support both the DESE Standard indicators as well as the ACFFL expectations in that area. In order for a candidate to score in this column, he/she must provide evidence that would be acceptable for a beginning teacher. In other words, performance should be at a level that indicates the teacher can fulfill those particular professional responsibilities in his/her teaching field, but with the understanding that performance will become more effective and successful as the teacher gains experience in the classroom and other professional roles. A score of Does Not Meet Standard (1) indicates that overall evidence does not support that the candidate meets the Standard indicators as described in the Meets Standard column. Any score in this category must be thoroughly explained in the comments section at the end of the standard. A score of Exceeds Standard (3) should only be given if there are multiple (2 or more) sources of evidence that document an accomplished level of performance as characterized by creativity, resourcefulness, maturity, confidence, and/or special talent. It is not expected that even the most promising of student teachers will score in this column for the majority of indicators.

Standard B2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons.License-Specific Evaluation Questions for Modern Language Education

License-Specific Questions Does Not Meet Standard (1)


B2(c) 1. Does the candidate demonstrate an adequate knowledge of the target language when conducting a lesson? (ACTFL 1.a)

Observations and evidence do not support that the candidate meets this standard at a minimal level that

In observed lessons and materials prepared for lessons, the candidate demonstrates a generally high level of proficiency in the target language and is fairly comfortable and confident conducting the class

Observation and evidence support that the candidate consistently meets expectations of this standard in an accomplished and

APPENDIX K




would be expected of a beginning teacher.

and communicating with students in the target language.

thoroughly professional manner.

Evidence for Standard Indicator B2(c) 1 should include but is not limited to observations of student teaching. Supporting sources of evidence could include assignments or handouts written by the candidate in the target language.B2(c) 2. Does the candidate use or refer to primary sources from the country in which the target language is used, in addition to the textbook, in the course of the lesson? (ACTFL 2.b)


Across lesson plans and in most or all observed lessons, the candidate integrates appropriate texts or other resources that reflect the literature and tradition of cultures who speak the target language. Choices made reflect that the candidate has a suitable breadth of knowledge of primary source material and how to select sources that are both developmentally appropriate and accessible to the students’ level and range of language proficiency.

Observation and evidence support that the candidate consistently meets expectations of this standard in an accomplished and thoroughly professional manner.

Evidence for Standard Indicator B2(c) 2 should include but is not limited to lesson and unit plans, lists of resources contained in unit plans, and observations of student teaching.B2(c) 3. Does the candidate refer to appropriate learning standards and skills in the Foreign Language Curriculum Framework in developing a lesson? (ACTFL 4.b)


Lessons and/or unit plans are, for the most part, grounded on appropriate standards and skills delineated by the FL Curriculum Framework. It is clear that the candidate understands the format and content of the FL Curriculum Framework and how to integrate it

All sources of evidence support that the candidate consistently meets expectations of this standard in an accomplished and thoroughly professional manner.

APPENDIX K




with learning goals.Evidence for Standard Indicator B2(c) 3 should include the components of unit plans, the TWS, or lesson plans that demonstrate the relationship of learning objectives to the Curriculum Framework.B2(c) 4. Does the candidate use the target language effectively in speaking and/or writing during the lesson? (ACTFL 1.a)


The candidate uses the target language effectively and accurately in speaking and writing. The candidate’s pronunciation is generally clear and accurate, as is his/her spelling, and syntax. In addition, the candidate notes and appropriately addresses student errors in speaking and writing in the target language.

Observations and evidence support that the candidate consistently meets expectations of this standard in an accomplished and thoroughly professional manner.

Evidence for Standard Indicator B2(c) 4 should include but is not limited to observation of student teaching, written assignments or handouts in the target language, as well as written feedback to students on essays or compositions they have written in the target language.B2(c) 5. Does the candidate demonstrate knowledge of stages in second language acquisition when conducting a lesson? (ACTFL 3.a)


The candidate demonstrates awareness of stages in second language acquisition and the range of proficiency across the class, monitors the level of student learning in the target language, and adjusts whole class and targeted instruction appropriately. Assignments and lessons are appropriate to the developmental stage of language acquisition, and generally the candidate is able to sustain a challenging yet supportive learning environment.


APPENDIX K




Evidence for Standard B2(c) 5 should include, but is not limited to, student teaching observations, as well as unit plans, and appropriate sections of the TWS.B2(c) 6. Does he or she demonstrate adequate knowledge of the culture, history, geography or literature of a country in which the target language is used when conducting a lesson? (ACTFL 2.a)


Unit and lesson plans demonstrate that the candidate has a solid knowledge of the culture, history, geography and literature of the countries and cultures in which the target language is spoken. He/she makes connections between the practices, products, and perspectives of the target cultures. All or most observed lessons include connections made between the target language and its culture.

Observation and evidence support that the candidate consistently meets expectations of this standard in an accomplished and thoroughly professional manner.

Evidence for Standard Indicator B2(c) 6 should include but is not limited to lesson plans, lists of resources and materials for a unit plan, student assignments, and observations of student teaching.B2(c) 7. Does the candidate plan and give lessons on the literary and other artistic works taught in the K-12 curriculum of the country in which the target language is used? (ACTFL 2.a)


One or more lessons include focus on literary and artistic works (art, music, film, dance) from a country in which the target language is used. The lesson(s) include contextual information on the work(s) chosen, and have the potential to be successful in enhancing students’ appreciation of the culture while strengthening their acquisition of the target language.


Evidence for Standard Indicator B2(c) 7 should include but is not limited to lesson plans, lists of resources and materials for a unit plan, student

APPENDIX K




assignments, and observations of student teaching.Overall Comments on Standard B2(c). Note that an explanatory comment is REQUIRED if the candidate scores “1” (Does Not Meet) for any of the sections of Standard B, indicator 2(c). Otherwise a comment is optional.

Appendix L

Framingham State University Teacher Work Sample (TWS)

Modern Languages

The Teacher Work Sample builds upon the unit planning and assessment skills that you developed in your Professional Preparation classes, taking them to the next level of full implementation. The focus of the Teacher Work Sample assignment is for you to determine the impact your instruction has on student learning. During Practicum A, you will develop a comprehensive unit of instruction that will be implemented during Practicum B. You will assess student learning based on the goals and objectives established in your unit plan.

The unit of study should be developed with input from your Supervising Practitioner and approved by the University Supervisor. The content of the unit must align to the MA Curriculum Frameworks for Foreign Languages for the grade level you are teaching.

The steps you will follow are these:

Before teaching your unit of instruction:

1. Provide an overview of the unit that includes the following: a.) contextual factors you will consider related to the community, classroom, and students as you create your instruction and assessment plans; b.) description of the methods and materials to be used; and c.) description of the links to other disciplines.

2. Describe the rationale for why students should engage in this unit of study. The rationale should make clear connections to the MA Curriculum Frameworks.

3. Establish the learning goals and objectives for your unit (aligned to MA Curriculum Frameworks).

4. Create an assessment plan based on your goals and objectives, in which you will present pre-assessment, formative assessments, and a final assessment for each goal. As part of this step you will identify two students whose progress you will specifically track.

5. Create a design for instruction that includes 8-10 lesson plans that address your learning goals and the content to be covered, and incorporates your plans for assessment.

While teaching your unit of instruction:

1. Implement your lessons, making instructional decisions based upon students’ performance on your pre-assessment and formative assessments.

2. Record student performance data for the whole class including, of course, the data for your two focus students.

3. Write daily reflections that explain your instructional decisions and examine your teaching and students’ learning.

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Appendix L

After teaching your unit of instruction:

1. Describe several examples of instructional decisions you made based upon your monitoring of students’ progress throughout the unit and student performance on your assessments.

2. Review and analyze the student data you collected on the pre and final assessment of student learning for each goal. Create a graphic representation and narrative interpretation of whole class learning gains and gains for the two focus students.

3. Write a narrative that encompasses your reflection on the impact your teaching had on student learning. Include a self-evaluation of your teaching.

Each step of this process will be covered in detail in the Student Teaching Seminar and have specific deadlines. In addition, teacher candidates will have been introduced to the TWS while preparing the required unit for their Professional Preparation methods class in the semester prior to student teaching.

Detailed Description of Requirements for Each Step

Step 1: Overviewa.) Contextual Factors: In a 2-3 page essay, discuss relevant factors and how they may

affect the teaching-learning process. Include any supports and challenges that affect instruction and learning. In your discussion, include the following:

Community, district and school factors. Address geographic location, community, and school population socio-economic status and race/ethnicity. You might also address such things as stability of community, political climate, community of support for education and other environmental factors.

Classroom factors. Address physical features, availability of technology equipment and resources, and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling, and classroom arrangement.

Student characteristics. Address student characteristics you should consider as you design instruction and assess learning. Include such factors as age, gender, race/ethnicity, special needs, proficiency/developmental levels, English language proficiency, heritage speakers of the TL, mother tongue, home culture, interests, learning styles, etc. In your narrative make sure you address students’ skills and prior learning that may influence the development of your learning goals, instruction, and assessment.

Instructional Implications. Address how contextual characteristics of the community, classroom, and students have implications for instructional planning and assessment. Include specific instructional implications for at

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Appendix L

least two characteristics and any other factors that will influence how you plan and implement your unit. If any of your students are, or are likely to be heritage speakers of the TL, or speakers of other languages, be sure to include that as one of the contextual characteristics in your discussion. (ACTFL 3.b)

b.) Description of Methods and Materials: Write a 1 page narrative that discusses the various language teaching methods you will incorporate in the unit of instruction. Provide reasons for choosing specific methods and link them to language acquisition theory whenever possible. Then, create a list of the materials and resources you used in the planning and implementation of the unit. This list should be logically organized (i.e. technology resources grouped together, print resources grouped together, etc… or listed according to each specific lesson in the unit.) (ACTFL 4.c)

c.) Interdisciplinary Connections: Create a graphic representation (i.e. a curriculum web) that shows how your unit of instruction is integrated with several other disciplines, including the arts. Label specific learning goals and methods that are associated with each discipline link. (ACTFL 2.c)

Step 1 provides evidence for:ACTFL Standard 3b: 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.ACTFL Standard 4c: Selecting and Designing Instructional Materials. Candidates use standards and curricular goals to evaluate, select, design and adapt instructional resources.ACTFL Standard 2c: Integrating Other Disciplines in Instruction. Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.

Step 2: Rationale Write a one-page persuasive essay that explains why your chosen topic for this unit is important for students to study. The rationale should be clear and relevant to the particular grade level of the students. Connections should be made between the rationale and the MA Foreign Language Curriculum Frameworks.

Step 3: Learning Goals and Objectivesa.) List the main learning goals (not activities!) that will guide the planning, delivery,

and assessment of your unit. List at least 3-5 learning goals. These goals define the “big ideas” of the unit and essential questions students encounter (keeping in mind the proficiency levels of your students). Goals must be challenging, varied and appropriate. Number each learning goal so you can reference it later.

b.) Align each goal with the MA Curriculum Frameworks and the Standards for Foreign Language Learning. (ACTFL 4.a)

c.) Under each learning goal, list specific and measurable objectives that correspond to each goal. Think of the goal as the “big idea” and the objectives as the specifics of what you want students to know and be able to do as a result of this unit of instruction.

Step 3 provides evidence for:ACTFL 4a: 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.

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Appendix L

Step 4: Assessment PlanDesign an assessment plan that you will use to both monitor and determine student progress toward each learning goal established above. (ACTFL 5.a)

a.) Create a chart or table presenting an overview of your assessment plan in which you depict for each learning goal: the assessments (pre, formative and final) used to judge student progress, the format of each of the assessments (i.e. quiz, essay, project, other), and the adaptations of the assessments for individual needs of students in consideration of contextual factors.

b.) Create a written version of each assessment, along with a scoring guide (i.e. rubric, or guidelines for determining the grade for student performance), as well as either an answer sheet or guidelines for what you would expect as a reasonable essay, project, etc. If you choose to conduct oral assessments, provide a detailed plan for the questions and techniques you use to solicit answers that give you a reasonable understanding of each student’s proficiency level. (Note that pre and final assessments must correlate in some way so that comparisons can be made and so that you can accurately demonstrate learning gains made by your students on the learning goals you established.)

c.) Select two students (at two different proficiency levels). You will specifically review and analyze the data from these students in a later step. You may ask your SP for help in identifying these focus students, or you may identify them after you have completed the pre-assessment step of the Teacher Work Sample.

*** Note: You will need to develop a coded record-keeping system for keeping track of student assessment performance. No student names or identifying information should be included in your assessment results! ***

Step 4 provides evidence for:ACTFL 5a: 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.

Step 5: Design for InstructionCreate a content outline that represents your unit plan. Include the topics and activities you are planning for each lesson, including the assessment activities described in Step 4 above. The content must be logically sequenced, well developed and build in complexity. Content must also include material from a variety of content areas.

Use the ACTFL lesson plan template on page 7 of this document to create your 8-10 lesson plans. The lessons must create a coherent and connected learning experience for your students that lead to mastery of your learning goals. The lesson plans must reflect a sequential development based on the content outline and be aligned with the goals and objectives established in step 3. Lesson plans must include a variety of developmentally appropriate teaching strategies and reveal knowledge of how to differentiate for gifted students, and students with other special needs. Whenever possible, technology must be used to enhance instruction.

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Step 6: Instructional Decision-Making (ACTFL 5.b)a.) Describe the results of your pre-assessments. Did the results suggest that your learning

goals are on target, or did the range of results suggest that you need to modify one or more of those goals, and/or adapt instruction for some students? If modification or adaption was indicated, explain the modifications made and why they were made.

b.) Provide two additional examples of instructional decisions you were required to make based upon students’ learning or responses during the course of the unit. Think of a time during your unit when a particular response or reaction from some students, or even one student (i.e. student inability to grasp the concept being taught, student misunderstanding or lack of prior knowledge of a concept, or other signals such as boredom, inattentiveness and frustration) caused you to change your current or subsequent lesson plans. Be specific about the circumstance and your response in both examples. Explain how you thought your change(s) would improve student progress toward the learning goal.

Step 6 provides evidence for:ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.

Step 7: Analysis of Student Learning (ACTFL 5.b)In this section, you will provide and analyze data that reflects the progress made in achieving the learning goals you established in Step 3.

a.) Tabulate your pre- and post-assessment data in such a way that shows assessment results for every student on every learning goal. The data you collect will depend in large part on the format of your assessment and your evaluation of the assessment. However, you must have a set of pre and post data that relates specifically to each of your learning goals. In each set of data, highlight the scores for your two focus students as identified in Step 4.

b.) Create a graphic representation of your pre and post data for each learning goal. Use a format that is suited to showing data comparisons. Your graphic representations, with the help of labels and notes on the same page, should allow a reader to quickly grasp all relevant information (use color for effect). Mark or highlight the data points for your two focus students. Be sure the number of total students is included in the information you provide for each graphic.

c.) In parts a and b above, you will need to factor in how to record the learning results of students for whom assessment or scoring was modified. You may ask your SP for help in thinking this through. If minor accommodations were made, or you believe that the accommodation put a particular student “on par” with other students (for example, they may have been given more time, or allowed to use a laptop instead of paper/pencil), then there is no reason to calculate their results separately. If there is a significant accommodation or modification (i.e. modifying the content) and results cannot be factored into overall class data, then data should be presented and analyzed separately. Accompany your data table with a brief description of assessment

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accommodations made and how they are represented in your data display; if you made no assessment modifications that should also be noted.

d.) Create an 8-12 slide PowerPoint presentation in which you report on and draw conclusions about your assessment results, using the graphic presentations in Step 6c above as the basis for your presentation. Your slides should be designed for a (hypothetical) audience of your choice of one of the following: a parent group, a professional conference of foreign language educators, a professional development workshop for other teachers and/ or paraprofessionals in your school, or a professional development workshop for other FL teachers in your school district. Remember that the target audience will impact the focus of your presentation design and how you explain your results. Your first slide should include a title for your presentation and also identify the audience for which the presentation is prepared. Be sure to include a question and answer time at the end of your presentation. (ACTFL 5.c)

Step 7 provides evidence for:ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.ACTFL 5c: Reporting Assessment Results. Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.

Step 8: Reflection and Self-Evaluation (ACTFL 5.b)Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth. Your essay should include the following:

Write about the learning goal for which your students (as a group) were most successful. Provide two or more possible reasons for this success. Consider your goals, instructional strategies, assessment choices and student characteristics or other contextual factors.

Write about the learning goal where your students (as a group) were least successful. Provide two or more possible reasons for this lack of success. Again, consider your goals, instructional strategies, assessment choices and student characteristics or other contextual factors. Discuss what you could do differently or better in the future to improve student learning of this goal.

Write about any other significant patterns that emerged from the data and explain possible reasons for the trend(s).

Finally, reflect on how you have grown as a teacher from completing this TWS. Identify two professional goals that you have set for yourself based on this assignment. Describe the steps you will take to meet your goals and improve your performance.

Step 8 provides evidence for:ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student

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assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.

DAILY LESSON PLAN TEMPLATE (for use with ACTFL Unit Plan )

Name: Date: Class/Level: Unit:Context/Theme:

Central focus of this lesson: Vocabulary Language/Grammar Listening Speaking Reading Writing Culture

Goal:

Mastery Objective:

MA Curriculum Frameworks addressed:

PROCEDURES TIME MATERIALS, RESOURCES, TECHNOLOGY

Give additional information to clarify what you and students will do. Describe such things as:

Lesson opener—get attention, state objectives, warm-up or recall

Curriculum Frameworks; Bloom’s Taxonomy; multiple intelligences; performance goals, etc.

Providing Input—Engaging learners, teaching new concepts

Modifications or adaptations; active and passive vocabulary; etc.

Guided Participation—Student output (Mechanical, meaningful)

Learning strategies; communicative modes, etc.

Application—Free communication

Communicative mode—Interpretative, Interpersonal, Presentational, etc.

Closure – wraps up the lesson

Brief recap of what was covered in the lesson, and connecting to real world – shows students the value of what they have learned.

Assessment – formal and informal

Assessment instruments or formats used for informal assessments, rubrics, etc.

Extension Activities—Homework, projects, etc.

Bloom’s Taxonomy; multiple intelligences; performance goals, etc.

CULTURAL CONTENT (Perspectives, Practices, Products)

CONNECTIONS to other content areas: Self-reflection on potential for lesson effectiveness:

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Rubric

Criteria Does Not Meet Expectations Meets Expectations Exceeds ExpectationsStep 1. Overviewa. Contextual Factors:Overall Essay

Candidate’s essay is missing critical information without which it is not possible to grasp a complete picture of the context in which instruction is to be delivered. Essay does not give sufficient attention to diversity-based considerations. Essay draws biased or inaccurate conclusions based on factors selected for discussion. Essay does not logically, fully or clearly make connections between contextual factors and their implications on instruction, or does not provide a minimum of two plausible examples.

Candidate describes at least the essential characteristics of community, school, classroom and students, and describes the instructional implications of at least two contextual factors. The essay includes some attention to the range of diversity represented (age, language, special needs, cultural and socioeconomic factors). The essay is sufficiently detailed, cogent, and coherent.

The candidate has succinctly but comprehensively described critical contextual factors with full attention given to each of the three categories (community/ district/ school; classroom; and student characteristics). The essay demonstrates sensitivity and attention to the range of diversity and diversity-based implications. The candidate’s discussion of instructional implications is thoughtful, detailed, and clearly has been applied in some way to the Design for Instruction section of this assessment.

a. Contextual Factors:Description of Student Characteristics and Instructional Implications

ACTFL Standard 3b: 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.

.

The essay does not provide thorough or accurate information on the range of diversity that will likely be included in the candidate’s classroom. The candidate’s examples of modified or enhanced instruction were unclear or incomplete. The essay may present evidence of bias or unsupported conclusions about instructional adaptations or supports needed.

The section of the essay that relates to student characteristics provides accurate or reliable information on the range and type of diversity that will be included in the candidate’s classes, and differentiates between heritage and non-heritage speakers of the target language. The candidate provides at least two examples of how instruction will be modified and/or enhanced in ways that meet the individual learning needs in such a way that promotes respect and sensitivity for students.

The essay thoroughly but succinctly describes the range of diversity that will likely be represented in his/her class(es). Examples related to instructional implications are thoughtfully developed and give consideration to building a learning environment that promotes respectful and collaborative learning. The candidate has explored the instructional implications of teaching heritage and non- heritage speakers of the TL.

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectationsb. Methods and MaterialsACTFL Standard 4c: Selecting and Designing Instructional Materials. Candidates use standards and curricular goals to evaluate, select, design and adapt instructional resources.

The candidate has not included a complete or organizationally coherent list of methods and materials to be used. There is a very limited range of instructional methods or resources listed, and/or choices do not appear to be well suited to the developmental range of students or their level of language acquisition. The list of methods and materials is inconsistent with the Design for Instruction. The candidate does not include a clear explanation to support the choices made. It is not clear how methods or materials align to standards and instructional goals identified in Step 3.

Methods and materials listed are well organized and represent at least some variety of strategies and tools that are developmentally appropriate and appropriate to the level of language acquisition. The candidate has does a reasonably thorough job of explaining choices made. Methods and materials are appropriate to and align well with the standards and instructional goals identified in Step 3.

The candidate has listed multiple forms of methods and materials that appear to make the best possible use of resources available in the instructional setting, and represent a creative and compelling variety of learning experiences and tools. Instructional methods are well chosen to represent best practice in the instruction of young children in the learning goals which are the focus of the unit.

c. Interdisciplinary Techniques

ACTFL Standard 2c: Integrating Other Disciplines in Instruction. Candidates integrate knowledge of other disciplines into the foreign language.

The graphic representation does not clearly identify the integration of two or more academic disciplines and the arts, or does not include all three areas of focus. Learning goals and methods associated with each discipline are not labeled or are unclearly stated.

The graphic display represents the integration of two or more academic disciplines and the arts that will occur in the unit of instruction. Specific learning goals and methods that are associated with each discipline link are labeled. The graphic presentation and labeling are relatively clear and concise, so that a reader can absorb most of the requested information from the one-page representation.

The graphics and labels are well designed and laid out for easy interpretation. The integration of two or more academic disciplines with the arts is well thought out and compelling.

Step 2. RationaleEssay The essay does not clearly or

completely explain why the unit of The essay does a reasonably successful job of explaining why

The essay clearly and succinctly provides a rationale for why the

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectationsstudy will provide a meaningful and important learning experience for students. The essay does not make a plausible enough connection between learning goals that are established by the candidate and MA Curriculum Frameworks and the ACTFL Standards for Foreign Language Learning. Overall, the rationale for the unit is not clearly established by the essay.

the unit of study will provide a meaningful, important, and challenging learning experience. The rationale for the unit is well enough articulated, and supports the relevance of the unit to the particular grade level of students. Connections are be made between the rationale and the MA Curriculum Frameworks and the ACTFL Standards for Foreign Language Learning.

unit of study provides an important learning experience for children at the developmental and age level for which the unit is intended. It is obvious from reading the rationale that the candidate has a clear grasp and understanding of state curriculum standards and has designed a unit of study that directly and comprehensively address MA Curriculum Frameworks and ACTFL Standards for Foreign Language Learning.

Step 3. Learning Goals and Objectivesa. Learning Goals Learning goals are not stated in

such a way that they incorporate the central concepts and essential questions that should be the focal points of student learning. Learning goals are not distinct from each other, or are not challenging or varied.

The candidate has listed 3-5 goals that define the “big ideas” of the unit and essential questions students should encounter. The goals reflect central concepts and inquiry tools of the academic discipline that is the focus of each learning goal. Goals are challenging, varied and developmentally appropriate.

The candidate’s learning goals are well articulated and compatible with each other. They reflect a sound understanding of the central concepts and structures of the academic disciplines they are based in.

b. Alignment to MA Curriculum Frameworks and Standards for Foreign Language Learning

ACTFL 4a: 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.

The alignment of learning goals to MA Curriculum Frameworks and the ACTFL Standards for Foreign Language Learning is not convincing. The goals are not written in such a way that the alignment to the Framework is clear. Or, the alignment is inaccurate (attainment of goals will not fully or specifically

The candidate has aligned learning goals to the MA Curriculum Frameworks and to the ACTFL Standards for Foreign Language Learning. Alignment is evident, but could be strengthened by more precise definition or specificity of one or more of the goals.

Goals are aligned to the MA Curriculum Frameworks and the ACTFL Standards for Foreign Language Learning, and indicate the candidate has a sound understanding of the frameworks and the types of learning experiences they encompass.

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectationsaddress the MA Curriculum Framework).

c. Learning Objectives Learning objectives for some or all goals are vaguely stated and/or are not written in such a way that learning can be evaluated.

The candidate has listed at least two objectives that align to each learning goal. Learning goals are reasonably specific and designed so they can be evaluated. Some clarification for greater specificity and focus may be needed for some objectives.

Objectives are well articulated and clearly aligned to learning goals. Learning goals are very clearly written in measurable terms, but also – taken overall – cover the breadth and depth of the learning goals they are intended to support.

Step 4. Assessment Plana. Overview of Assessment Plan

ACTFL 5a: 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.

Some or even all of the learning goals are covered in the assessment overview, but assessment choices are not always congruent with learning goals in content and complexity. The candidate did not select two students or the reasons for the selection of the two students are not clear.

Overall, the candidate has provided a sequential assessment plan for each learning goal, using assessments that are appropriate to the developmental level and to the complexity and characteristics of learning goals. The candidate’s selection of two students is appropriate and should provide a useful and interesting contrast of assessment data.

The candidate has carefully constructed a plan that is appropriate and suitable to evaluate the depth, breadth and specificity of each learning goal.

b. Assessments

ACTFL 5a: 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.

Not all assessments are presented, or are presented with incomplete or unclear scoring guides. Pre- and post-instructional assessments are not correlated in such a way that student knowledge, as measured by pre-assessments, can be compared to student knowledge at the end of the unit.

All assessments are presented and include scoring guides that are reasonably complete and sufficiently designed to ensure student performance will be scored consistently. Pre- and post-instructional assessment instruments are sufficiently correlated and compatible so that student learning on established learning goals can be accurately determined.

Assessments are well designed and have fully developed and compatible scoring guides. Overall assessments are designed to fully assess students on the depth and breadth of learning goals, to include performance-based assessment(s) such as projects, performances, and/or writing-based assignments.

Step 5. Design for Instruction (Note that evaluation of this step will primarily be based on review of the Content Outline)

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations

Format, completeness and alignment, and sequencing of instruction

The Content Outline is incomplete or contains insufficient information to give a full picture of the flow and content of the overall unit. There are several or many inconsistencies between the lesson topics and assessments identified in the Content Outline, and the learning plans and objectives and assessment plan identified in Steps 3 and 4. Lessons do not appear to build logically in sequence and complexity.

The candidate submitted a content outline for a unit consisting of 8-10 lessons. Topics and activities for each lesson are included,and align to the goals and objectives identified in Step 3.Assessment activities are identified, and correlate to the description of those activities in the Assessment Plan in Step 4. Overall, lesson content is logically sequenced and builds in complexity. Few inconsistencies are noted between the outline and the information provided in Steps 3 and 4.

The content outline is thorough and includes no or very minor inconsistencies with Steps 3 and 4. The outline is reader friendly and succinct. The sequencing of lessons is logical and clearly creates learning experiences that build on each other and build in complexity. The outline includes information or references on accommodations to be made for the range of learning diversity in the classroom.

Strategies and Tools Not enough information was provided in the Content Outline to grasp the variety of strategies and resources included in the unit of study. There is little variety included. It is not evident that the candidate has included strategies for the range of learning diversity in his/ her classroom.

Overall, the lessons in the unit plan include a variety of developmentally appropriate teaching strategies, resources and tools, and reveal knowledge of how to differentiate strategies for heritage learners, gifted students, and students with other special needs. (References to resources or materials used in lessons should be consistent with Methods and Materials section of Step 1.)

The range and variety of teaching strategies and learning tools and resources included in the Content Outline is impressive. The candidate has clearly thought through how to make the unit of study a meaningful and challenging experience for the range of learners in his/her classroom.

Repertoire of Teaching and Learning Approaches

Overall, the lessons in the unit plan include a variety of developmentally appropriate teaching and learning methods.

The teaching and learning approaches to be included across the unit are varied and designed to engage and keep the interest of all students.

6. Instructional Decision-Makinga. After Pre-Assessment The instructional decisions made The candidate drew reasonable The candidate made perceptive

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations

ACTFL 5b: Reflecting on Assessment. Candidates reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.

by the candidate based on results of pre-assessments were not supported by the data derived. It is not clear how the candidate applied results of pre-assessments, or the reason for changes made. The candidate was attuned to whole class learning results, and did not consider adaptations to be made for students whose results on the pre-assessments were atypical. The candidate’s interpretation of data does not reflect a clear understanding of the benefits and use of assessment.

conclusions from data results of the pre-assessment of each learning goal. Based on those conclusions, the candidate made good decisions about whether or not to modify one or more learning goals (up or down). The candidate also made good decisions about whether or not to modify or adapt instruction for one or more students, and provided reasons for decisions made. Explanations for most choices as well as decisions made were reasonably well described and indicate the candidate understands how to use assessment in developing and modifying learning goals and strategies toward achieving those goals.

and sound conclusions based on the results of pre-assessments, and made excellent decisions as a result. Decisions made by the candidate reflect practicality, self-confidence, and well a keen attention to the beginning knowledge level of the whole class, as well as diversity of knowledge and ability levels for individual learners. Conclusions and decisions made are clearly described and in sufficient detail to know what changes were made, or why changes were not made.

b. During the Unit


The candidate did not provide two additional examples of using assessment to inform instructional decision-making. Examples were not compelling, or the actions/decisions made in response to examples were not understandable or were inappropriate.

The candidate provided two additional examples of instructional decisions made, during the unit, that were informed by formal or informal assessment of individual students or the whole class. The candidate described how results of assessment in those two cases were applied to improve learning outcomes for individual or whole class learning. The decisions and/or actions taken by the candidate seemed to be

The candidate’s examples were very well articulated and perceptive. Decisions made by the candidate in response to the monitoring of student learning were judicious, well considered, and well integrated so as not to disrupt the flow of the unit.

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectationsappropriate responses.

Step 7. Analysis of Student Learninga-c. Data display


Overall, data criteria do not meet expectations in the “Meets Expectations” column in such a way that data are accurate enough for interpretation of assessment results. (Note that meeting expectations for this step of the TWS is dependent on meeting expectations for Step 4.)

-- Data are clearly presented for the pre- and post-assessment of each learning goal, and include data for all students in the class (with any exceptions duly noted via table notes). Data for two selected students is clearly identified, as are data for students whose assessment was modified or adapted.-- Data are presented in ways that are mathematically accurate so that accurate comparisons and conclusions to be drawn. The number of students and mean and range of scores are provided. Data format is consistent with the scoring mechanisms used (e.g. grades, scores, rubric ratings, other)-- Data are displayed in ways that employ technology (e.g. Word table tools) and are reader friendly. Data formats used (tables, pie charts, bar graphs, other) are good vehicles for data. All tables, charts or diagrams are clearly labeled so that the reader can absorb information needed to interpret data.-- Either as a note to the table display or as an appendix, the candidate has included a brief but

In addition to meeting criteria in the “Meets Expectations” column, data displays are easy to read and interpret, and are visually appealing. Both the mathematical and format choices made for data display are very good ways to show student learning gains, student variations, and other findings that the candidate chooses to highlight.

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectationsdetailed explanation of assessment modifications or adaptations made for atypical learners, including reasons for the candidates’ choice to include or exclude those learners’ assessment data from whole class results.

d. Development of PowerPoint presentation

ACTFL 5c: Reporting Assessment Results. Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.

The presentation did not follow requirements for the number of slides, resulting in a presentation that provides too little information, or does not condense and prioritize information. The presentation did not have a clear focus on a target audience. The assessment of student performance made in the presentation is not supported by data, or does not clearly communicate through the lens of data. (Note that a candidate who scores at an unsatisfactory level for Step 7 a-c above will be unlikely to Meet Expectations for Step 7 d,)

The PowerPoint presentation is reasonably well organized and appropriately focused to the choice of target audience. The presentation does a good job of summarizing assessment results for all learning goals. It is clear from a review of the slides that the candidate understands how to interpret and draw reasonable conclusions from data, and is also able to communicate assessment data to a target audience.

The PowerPoint presentation is very well organized,. It is obvious that the candidate put effort and thought into designing a presentation for a specific audience, and geared his or her choice of terminology and focus to the interests and knowledge base of the target group. The candidate did a good job of selecting and prioritizing information presented. The candidate’s communication of data results is very cogent, with a focus on data as a “means” towards contributing to the body of knowledge and best practices in FL instruction.

Step 8. Reflection and Self-Evaluation


Overall, the candidate’s essay did not provide convincing evidence that he or she is able to reflect on his or her teaching practice in useful ways. Examples given were too broadly stated or not clearly articulated. The reflection on data results for differing learning goals was not clearly grounded in the data. The candidate overstated

The candidate has written an essay that, overall, demonstrates that he/ she is able to constructively reflect on his/her teaching with the goal of improving student learning. The discussion of the learning goals for which students were most and least successful (as well as for the two selected students) was evidence-based and drew

The candidate’s essay is well written and makes for compelling reading. The discussion of learning goals was thoughtful and insightful. The candidate’s reflection was wide-ranging and took into consideration the complexity of factors including in all steps of the Teacher Work Sample. The candidate did a good

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Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectationsstudent success on learning goals and/or overlooked results of less successful students. Conversely, the candidate took a defensive approach or made excuses for students not performing well, instead of using the overall experience as an opportunity for growth and improvement of teaching. The candidate did not include all required parts of the essay as outlined in instructions.

reasonable conclusions, with consideration given to what the candidate learned and will do differently in future instructional situations. The candidate considered many of the variables that may have been a factor in data results, including the learning goals themselves, instructional strategies, assessment choices and contextual factors. The two professional goals identified in the essay are consistent with the reflection on assessment results.

job of balancing a concern for and attention to whole class learning with attention and response to the learning needs of individual students, and the essay reflected that the candidate understands his or her responsibility for the learning of all students. Finally, the professional goals identified in the essay are well stated and well supported by what the candidate learned from assessment data and conclusions drawn from the data.

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NOTES: