Alignment of University Of Wisconsin Madison Performance Standards With edtpa And Danielson Elements
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1 Alignment of University Of Wisconsin Madison Standards With edtpa And Danielson Elements 2014 UW-Madison Standards edtpa Rubrics Danielson Framework Elements Standard Area 1- Learner & Learning Environment: Teachers use knowledge of learners and human development to create responsive, inclusive, and respectful learning activities and environments that maximize learners cognitive, linguistic, social, emotional, and physical development Create and implement developmentally appropriate and challenging learning experiences that reflect high expectations for every learner, supporting learners to (1) develop deep understanding of content areas and their connections, and (2) apply understanding in meaningful ways Collaborates with others to create supportive, inclusive, linguistically responsive, and safe learning environments that help all learners meet high standards and reach their full potentials Reflect on and meaningfully justify decisions relating to the learner and the learning environment. Key: Yellow = areas that are highly unlikely to be addressed in edtpa artifacts. Aqua = areas that may be addressed in the edtpa artifacts, but are not required to pass. Rubric 3: Using Knowledge of Students to Inform Teaching and Learning Rubric 4: Identifying and Supporting Language Demands Rubric 6: Learning Environment Rubric 8: Deepening Student Learning Rubric 14: Analyzing Students Language Use and Content Area Learning Elementary Education Only Rubric 1: Planning for the Whole Child Physical Education Only Rubric 8: Strengthening Student Competencies Through Active Monitoring Special Education Only Rubric 9: Supporting Teaching and Learning Rubric 11: Analyzing the Focus Learner s Demonstrating Knowledge of Students: Knowledge of child and adolescent development; the learning process; students skills, knowledge, and language proficiency; students interests and cultural heritage; and students special needs Setting Instructional Outcomes: Value, sequence and alignment, and suitability for diverse students Demonstrating Knowledge of Resources: Resources for classroom use (possibly), to extend content knowledge and pedagogy (possibly), and for students Domain 2: Classroom Environment Establishing a Culture for Learning: Expectations for learning and achievement Managing Classroom Procedures: Management of transitions and performance of classroom routines Managing Student Behavior: Expectations and Response to student misbehavior Organizing Physical Space (possibly): Safety and accessibility and Arrangement of furniture and use of physical resources
2 Standard Area 2 - Plan: Teachers use knowledge of learners, contexts, disciplines, pedagogies and standards to plan and adjust developmentally appropriate and challenging learning activities and assessments Select and/or create and sequence individually supportive and challenging learning experiences that reflect knowledge of individual learners, curriculum, pedagogies, and resources. Learning experiences (1) are appropriate for curriculum goals and content standards and (2) make the discipline accessible and relevant to learners. Choose and sequence appropriate instructional strategies, accommodations, technologies and other informational resources, and materials to differentiate instruction providing multiple ways for learners to access instruction and demonstrate knowledge, skill, and mastery of content standards Choose, modify, and/or create formative and summative assessments to measure each learner s progress toward instructional goals Use assessment data to systematically adjust plans to respond to each learner s learning strengths and needs in relation to short- and long-range goals Reflect on and meaningfully justify planning decisions and base justifications in knowledge of learners, development, curriculum, pedagogies, and resources. Rubric 1: Planning for Content Learning/Understanding Rubric 3: Using Knowledge of Students to Inform Teaching and Learning Rubric 4: Identifying and Supporting Language Demands Support Student Learning Elementary Education Only Rubric 1: Planning for the Whole Child Demonstrating Knowledge of Content and Pedagogy: Knowledge of content and the structure of the discipline, prerequisite relationships, and content-related pedagogy Setting Instructional Outcomes: Value, sequence and alignment; clarity; balance; and suitability for diverse students Demonstrating Knowledge of Resources: for classroom use, to extend content knowledge and pedagogy, and for students Designing Coherent Instruction: Learning activities, Instructional materials and resources., Instructional groups, and Lesson and unit structure Designing Student Assessments: Congruence with instructional outcomes, Criteria and standards, Design of formative assessments, and Use for planning Standard Area 3- Engage and Instruct: Teachers use knowledge of learners, contexts, disciplines, pedagogies and standards to implement planned and unplanned developmentally appropriate, challenging, and learner-responsive learning activities and maintain safe, inclusive, and respectful learning environments Use a variety of teaching strategies, and evidence-based technologies and information resources to engage learners in meaningful learning activities that lead to content knowledge, critical thinking, creativity, innovation, self-evaluation, and self-directed Rubric 6: Learning Environment Rubric 7: Engaging Students in Learning Rubric 8: Deepening Student Learning Rubric 9: Subject-Specific Pedagogy Domain 2: Classroom Environment Creating an Environment of Respect and Rapport: Teacher interactions with students, including both words and actions, and Student interactions with other students, including both words and actions Establishing a Culture for Learning: Importance
3 learning. Physical Education Only Learning activities address learning objectives and content standards. Rubric 8: Strengthening Student Competencies Through Active Monitoring 3.2. Adapt teaching, using effective, linguistically and culturally responsive scaffolds and supports to capitalize on learner s strengths and meet learners needs Provide learners with opportunities to use timely, consistent, and informative feedback to revise their work and/or improve their performance Create and maintain positive, challenging, inclusive, and efficient learning environments by providing clear behavioral and learning expectations and supports, effectively managing learning environments, and promoting mutual respect for differing perspectives. Efficient learning environment includes promoting learning and minimizing loss of instructional time Support learners to develop and apply different perspectives of authentic (real-world) issues Use formal and informal assessment to continuously monitor learners learning, and adjust instruction as appropriate Reflect on and meaningfully justify decisions relating to engagement and instruction and base justifications in knowledge of learners, development, curriculum, and evidence-based pedagogies and resources. Special Education Only Rubric 12: Using Feedback to Guide Further Learning Rubric 13: Learner Use of Feedback of the content and of learning, Expectations for learning and achievement, and Student pride in work Managing Classroom Procedures: Management of instructional groups, transitions, and materials and supplies; and of classroom routines Managing Student Behavior: Expectations, Monitoring student behavior, and Response to student misbehavior Organizing Physical Space: Safety and accessibility, and Arrangement of furniture and use of physical resources Domain 3: Instruction Communicating with Students: Expectations for learning, Directions for activities, and Explanations of content; and Use of oral and written language Using Questioning and Discussion Techniques: Quality of questions/prompts, Discussion techniques, and Student participation Engaging Students in Learning: Activities and assignments, Grouping of students, Instructional materials and resources, and Structure and pacing Using Assessment in Instruction: Monitoring of student learning, Feedback to students, and Student self-assessment and monitoring of progress (possibly) Demonstrating Flexibility and Responsiveness: Lesson adjustment, Response to students, and Persistence.
4 Standard Area 4 Assess: Teachers create and implement meaningful assessments and use assessment results to inform instruction, communicate with parents and others, and provide feedback to learners to guide their future performance and learning. : 4.1. Use multiple methods of unbiased, accessible assessment to monitor, verify, and document learner progress towards mastery of learning objective(s) and standards, and use data to plan or modify instruction to support each learners learning. Unbiased and accessible assessment includes selecting or modifying assessment tools and processes to accommodate learner language and learning differences When appropriate, work with others to create and implement comprehensive and appropriate assessment Use assessment to provide meaningful feedback to learners to guide future learning and/or performance Clearly and accurately communicate assessment results to parents/guardians and other professionals Reflect and meaningfully justify assessment decisions, considering the strengths and limitations of assessments methods in relation to learners characteristics and experiences, development, curriculum, pedagogies, and resources. Support Student Learning Rubric 11: Analysis of Student Learning Rubric 12: Providing Feedback to Guide Learning Rubric 13: Student Use of Feedback Rubric 14: Analyzing Students Language Use and Content Area Learning Designing Student Assessments: Congruence with instructional outcomes, Criteria and standards, Design of formative assessments, and Use for planning Domain 3: Instruction Using Assessment in Instruction: Assessment criteria, Monitoring of student learning, Feedback to students and Student selfassessment and monitoring of progress Maintaining Accurate Records: Student completion of assignments and progress in learning, and Non-instructional records Communicating with Families: Information about individual students Standard Area 5 - Professionalism and Ethics: Teachers exhibit professionalism and adhere to ethical practices as they continue their own development and collaborate with others to improve their profession, school communities, and outcomes for students and families. : 5.1. Use evidence to continually evaluate the effectiveness of their practices, and choice and use of technology and resources, adjusting as needed to improve communication and each learner s learning. Includes making informed decisions about current technologies and their applications as they relate to improving learning Model safe, legal, and ethical use of Support Student Learning (not for Special Education) Maintaining Accurate Records: Student completion of assignments and progress in learning, and Non-instructional records Communicating with Families: Information about the instructional program and individual students, and Engagement of families in the instructional program
5 technologies and information resources Maintain accurate instructional and noninstructional records while adhering to Participating in the Professional Community: Relationships with colleagues, Involvement in a culture of professional inquiry confidentiality requirements related to state and federal mandates. Not covered in UW TE Standards, may be required in a program 5.4. Use professional ethics, and school and district, o Service to the school state and federal policies and regulations to o Participation in school and district projects guide their practices, decisions, and relationships with others, including learners, colleagues, and families from different cultural and linguistic backgrounds Communicate and collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner Growing and Developing Professionally: Enhancement of content knowledge and pedagogical skill, Receptivity to feedback from colleagues, and Service to the profession Showing Professionalism: Integrity and ethical conduct and Decision Making Indirectly covered by multiple standards growth, and to advance the profession. o Service to students 5.6. Engage in ongoing professional learning. o Advocacy 5.7. Demonstrate leadership Reflect on and meaningfully justify decisions relating to professionalism and ethics and how professionalism and ethics inform their practices, decisions, and communications. o Compliance with school and district regulations (partially)
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