TITLE: KA4_CED 830_Diagnose_Prescription WHEN ADMINISTERED DURING THE PREPARATION PROGRAM Middle of the Program INSTRUMENT PURPOSE AND USE The CED 830 assessment rubric includes the requirements of the candidate working closely with the assigned Clinical Cooperating Educator (CCE) and Clinical Educator in developing the ability to understand diverse learners, design differentiated instruction, utilize current research, engaging instructional strategies, and assess student growth. Particular focus is placed on candidates deepening the understanding of the assess, diagnose and prescribe cycle for academic and behavior intervention. At this stage of the professional core, candidates will teach a total of 3 observed lessons and are encouraged to co teach and assist the CCE throughout the required 60 clinical hours. The formal observed lessons should be written using the Source of Evidence lesson plan template (posted on Blackboard) and in the KTIP handbook (pages 9 10). Candidates are expected to use the feedback from their lessons and from self reflection to enhance their own professional growth throughout their clinical core experiences. Candidates are expected to identify one student for an academic improvement plan and one student for a behavior plan. Candidates are informed of the requirements of the observations on the course syllabus and in the class Blackboard site. It is expected candidates will continue to grow as a professional and give particular attention to learning and student growth. Candidates will have access to the observation rubric through Taskstream and the class Blackboard site. Specific feedback will be provided based on the rubric and provided by the clinical cooperating educator and clinical educator. EVALUATION CATEGORIES AND INDICATORS OF ASSESSMENT Alignment with standards: (KTS, CAEP, InTASC, ISTE) KTS: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.6, 6.1, 6.3, 8.1, 8.2, 8.3, 8.4 InTASC: 1, 2, 3, 4, 5, 6, 7, 8, 10 PGES: 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 4c, 4d, 4e, 4f ISTE: 1, 2, 3, 4, 5 IECE: 1, 2, 3, 4, 6, 8, 9 CAEP: 1, 2, 3 INFORMATION FOR THE CANDIDATES Instructions for the task(s) are as follows: Candidates continue to work on application of learned pedagogy and implementation of specific assessment and behavioral strategies for CED 830. The candidate should be working closely with their Clinical Cooperating Educator (CCE) to co teach or teach small groups under the direction of the CCE and the CE. Candidates are required to plan for and teach at least three observed lessons in CED 830. In addition to the planned lessons, candidates should be assisting the CCE with small group instruction, individual support or overall assistance in the classroom throughout the clinical placement. During CED 830, candidates will practice teaching under the guidance of their clinical cooperating educator (CCE). Candidates should exhibit initiative and a positive attitude regarding the work with assigned CCE and students. Candidates should focus on the routines of the classroom, learn student names and overall be an asset in the classroom. Candidates should take the initiative to assist student learning and focus on small group or individual instruction as guided by CCE. Furthermore, candidates should be reflective practitioners and continually work on their own professional growth. Present and discuss the CED 400 Teacher Candidate Protocol with their CCE. Maintain active Taskstream account. Set up and maintain a schedule for clinical experience with CCE and CE.
Assist in the assigned classroom as directed by the CCE to learn class routines and to become acquainted with students as individual learners. Observe for precise assessment and behavioral strategies used by the CCE and/or precise elements of the assess/ diagnose/ prescription cycle for academic or behavioral intervention as directed by the CCE. Plan, implement, and reflect on a minimum of three lessons, at least two observed by the CE and one observed by the CCE. Lessons may be co taught, individual, or small group lessons. Instructional targets, strategies, and assessments should be developed in collaboration with the CCE. Complete a minimum of 50 clinical hours and accurately document your clinical experiences in the Kentucky Education Profession Standards Board KFETS tracking system. Observation Protocols: Candidates are expected to complete all requirements of the co requisite courses related to assessment literacy and behavior management. Candidates should continuously self reflect on professional practice by using the observation feedback to guide and improve. CRITERIA FOR SUCCESS You will receive a grade on the task(s) within this assessment. You will also receive evaluation and feedback in Taskstream that will help you recognize your progress throughout your program. The expected level of performance on this assessment is Accomplished. Criteria for success are included on the rubric below. Successful completion of this assessment is required to pass the course and transition to next level of clinical work. Candidates who do not meet the expected level of performance will receive intervention and additional opportunities for practice. Candidates must demonstrate target performance of Developing on this assessment to pass the clinical course. Candidates are informed of the requirements of CED 830 on the Advising Blackboard site, as well as the course syllabus. Candidates will have access to the assessment rubric through Taskstream. Specific feedback will be provided based on the rubric. Clinical Educator will review the assigned tasks (graded by course instructor) and review the hours in KFETS as well as use the Teacher Dispositions in this overall score.
Emerging Developing Competent Exemplary KENTUCKY TEACHER STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE Indicator 1.1: Candidate communicates concepts, processes, and knowledge. Communicates superficial or inaccurate concepts, processes and/or knowledge Communicates an understanding of concepts, processes, and/or knowledge (InTASC 4a, h, l) IECE I PGES 1a, ISTE 2, CAEP 1.1, 1.3, 1.4 Indicator 1.2: Candidate connects content to life experiences of student. (InTASC 5b, add 4d at exemplary level ) CAEP 1.1 Indicator 1.3 Candidate demonstrates instructional strategies that are appropriate for content and contribute to student learning. (InTASC 4c, 7a, 8e,f, i,k) CAEP 1.1 Indicator 1.4: Candidate guides students to understand content from various perspectives. (InTASC 4b and add 2d and Makes limited connections to life experiences of students Uses instructional strategies Provides opportunities for students to understand content from a single or biased perspective Connects content, procedures, and activities with life experiences of students Uses instructional strategies for content that contribute to student learning Provides opportunities and guidance for students to consider lesson content from diverse perspectives Accurately communicates an understanding of concepts, processes, knowledge, and/or academic language in ways that capture key ideas in the discipline, guide learners through learning progressions, and promote learners achievement of content standards Effectively connects content to students relevant life experiences, interdisciplinary themes, or authentic local or global issues Uses a range of developmentally (culturally, linguistically) appropriate instructional strategies that are clearly appropriate for the content and processes of the lesson and contribute to the learning of students (e.g., providing multiple models/ representations of concepts and skills; stimulating discussion that serves varied purposes; promoting metacognitive processes, etc.) Provides opportunities and guidance for students to consider lesson content from diverse perspectives to extend their understanding Accurately and effectively communicates an in-depth understanding of concepts, processes, knowledge, and/or academic language (4h, l) in ways that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner s achievement of content standards (4a) Facilitates student-generated connections to life experiences, interdisciplinary themes(5b), and authentic local or global (5b), linking (4d), when appropriate, prior learning in the content area or other content areas Consistently uses and monitors a range of developmentally (culturally, linguistically) instructional strategies (8k) that are clearly appropriate for the content (4c) and processes of the lesson and contribute to the individual learning needs of students (7a) (e.g., providing multiple models/ representations of concepts and skills (8e); stimulating discussion that serves varied purposes (8i); promoting metacognitive processes (8f), etc.) Guides students to understand, question, and ana lyze (4b) content from appropriate diverse (4b),
5d at the exemplary level ) CAEP 1.1, PGES 3b, ISTE 2 multicultural (2d), and/or global perspectives (5d) Indicator 1.5: Candidate identifies and addresses students misconceptions of content. (InTASC 4e,k) CAEP 1.1, 1.3 IECE I, PGES 3a, 3b, 3c, ISTE 1, 2 Overlooks misconceptions related to content Identifies misconceptions related to content and addresses them during planning Identifies misconceptions related to content and addresses them during planning and guides learners to accurate conceptual understanding during instruction Anticipates misconceptions (4e,k) in teaching related to content and adjusts instructional experiences to build accurate conceptual understanding during instruction (4e,k) KENTUCKY TEACHER STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION Indicator 2.1: Candidate develops significant objectives aligned with standards. (InTASC 7a, and add 7b at the exemplary level ) CAEP 1.1, 1.3, 1.4 IECE IV; PGES 1f; ISTE 1, 2, 3, 4; Develops learning objectives Develops learning objectives that reflect concepts of the discipline are aligned with local or state standards Develops learning objectives that reflect key concepts of the discipline, are aligned with local or state standards, and that reflect rigorous academic expectations Develops significant learning objectives that reflect key concepts of the discipline, are specifically aligned with local curriculum or state standards (7a), and that reflect rigorous, differentiated (7b) academic expectations Indicator 2.2: Candidate uses contextual data to design instruction relevant to students. (InTASC 2b, f, 7b) IECE I; PGES 1b,1c, 1d, 1e; ISTE 1, 2; Indicator 2.3: Candidate plans assessments to guide instruction and measure learning objectives. (InTASC 6b, c, 7d, and add 6k at the exemplary level ) IECE I; PGES 3d; ISTE 1, 2, Collects contextual data or pre-assessment. Designs assessments Plans and designs instruction based on contextual data or pre-assessment Designs assessments that measure student performance on some of the objectives with an effort to guide planning Plans and designs instruction that is based on contextual (i.e., student, community, and/or cultural) and preassessment data, choosing appropriate strategies, accommodations, resources/provisions, support, and/or materials to differentiate instruction for groups of learners Designs rigorous assessments that accurately measure student performance on each objective, minimize bias that could distort assessment results, and guide planning Plans and designs instruction that is based on multiples sources of contextual (i.e., student, community, and/or cultural) and pre-assessment data (7d), choosing appropriate strategies and accommodations, resources/provisions(2b), support (2f), and/or materials to differentiate instruction for individual learners (2) Designs rigorous assessments that accurately measure student performance on each objective, minimize bias that could distort assessment results (6b), and guide planning (6c, 7d) to address
3, 4; learning goals and individual learner needs (6k) Indicator 2.4: Candidate plans instructional strategies and activities that address learning objectives for all students. (InTASC 7a, b, c, d, and add 8c, d, 5b at the exemplary level ) (ISTE 2a) CAEP 1.1, 1.3, 1.4, 1.5 IECE I; PGES 3d; ISTE 1, 2, 3, 4; Plans instructional strategies and activities Plans instructional strategies and activities that are aligned with learning objectives Plans a learning sequence (including digital tools and resources), building on students prior knowledge and using differentiated instructional activities and strategies that align with relevant learning objectives Collaboratively plans an interdisciplinary (5b) learning sequence (7c) (including digital tools and resources), building on students prior knowledge (7d), using differentiated (7b) instructional strategies that align with relevant learning objectives (7a) and support learner ownership and Indicator 2.5: Candidate plans instructional strategies and activities that facilitate multiple levels of learning. (InTASC 1b, 5a, d, f, and add 1a, 2c, 5c at the exemplary level ) IECE I; PGES 1a, 1b, 1c, 1d, 3c; ISTE 1, 2, 3; Indicator 2.6: Candidate develops learners communication (speaking, listening, viewing, visually representing, reading, and writing) skills in disciplinary and interdisciplinary contexts (InTASC 5e) CAEP 1.1, 1.4 Plans instructional strategies that require rote thinking only Develops learners informal or formal communication skills by creating opportunities for expressive communication (i.e., speaking, visually representing, and/or writing) Plans instructional strategies and activities that prompt some higher order thinking Develops learners informal and/or formal communication skills in disciplinary contexts by creating meaningful opportunities for speaking and/or writing Plans developmentally appropriate instructional strategies and activities that facilitate multiple levels of learning and that require higher order thinking (e.g., analyzing complexities of issues/questions from varied disciplines; fostering innovation and problem solving in local/global contexts; applying content knowledge to real world problems; stimulating critical and creative thinking, etc.) Develops learners informal and formal communication skills in disciplinary contexts by creating meaningful opportunities to employ communication that addresses a specific audience and purpose responsibility (8c,d) Plans developmentally appropriate (1b) differentiated instructional learning sequence using strategies and activities that scaffold (1a) or accelerate learning (1b, 2c), facilitating multiple levels of learning and requiring higher order thinking for all students (e.g., analyzing complexities of issues/questions from varied disciplines (5a); fostering innovation and problem solving in local/global contexts (5d); applying content knowledge to real world problems through an interdisciplinary lens (5b); stimulating critical and creative thinking (5f), etc.) Develops learners informal and formal communication skills in disciplinary and/or interdisciplinary contexts by facilitating meaningful opportunities to employ a variety of forms of communication (5e) that
IECE I; PGES 1b, 1e; ISTE 1, 2; KENTUCKY TEACHER STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE Indicator 3.1: Candidate communicates high expectations. (InTASC 3f, 10o, and add 2g, 3a, c at the exemplary level ) CAEP 1.1 IECE 2; PGES 2a, 2b; ISTE 1,2; Sets learning or behavior expectations Communicates learning or behavior expectations and demonstrates confidence in students ability to meet expectations Sets significant and challenging learning and behavior expectations for students and verbally/nonverbally communicates confidence in students ability to achieve these objectives and responsiveness to differing backgrounds and perspectives Indicator 3.2: Candidate establishes a positive learning environment. (InTASC 3a, c, and add 3b at the exemplary level ) CAEP 1.1 IECE 2; PGES 2a, 2b, 2c, 2d; ISTE 1, 2, 3; Indicator 3.3: Candidate values and supports student diversity and addressees individual needs. (InTASC 1b, 7b, and add 1a, 2h at the exemplary level ) CAEP 1.1, IECE II; PGES 2a, 2b; ISTE 1, 2; Indicator 3.4: Candidate fosters mutual respect between teacher and students and among Overlooks off task, unengaged, or disrespectful student behavior (i.e., standards of conduct) Recognizes that student differences exist in the classroom Treats all students with respect and concern Establishes and monitors appropriate standards of conduct Uses limited strategies and/or methods to address student diversity Fosters mutual respect between teacher and students by modeling respectful communication Establishes standards of conduct, demonstrates awareness, responds appropriately and respectfully to all students, and promotes meaningful peer interactions to establish positive, purposeful learning climate Uses a variety of developmentally appropriate strategies and methods to support student diversity by addressing individual needs Fosters mutual respect between teacher and students and among students by communicating verbally address various audiences and purposes Collaborates with learners (3a, c) to set significant and challenging expectations for both learning and behavior (10o) that are developmentally appropriate; responsive to differing backgrounds and perspectives (3f) ; communicated to students in student friendly language; and that foster an atmosphere that encourages students to attempt even more challenging tasks (2g) Establishes standards of conduct, demonstrates awareness, responds appropriately and respectfully to all students, promotes meaningful peer interactions (3c)to establish positive, purposeful learning climate (3a), and establishing opportunities for self-directed learning (3b) Uses a variety of developmentally appropriate (1b) strategies and methods to support student diversity by addressing individual needs (7b) and using appropriate and responsive instructional strategies that build on learners strengths and needs (1a, 2h) Fosters mutual respect between teacher and students and among students by communicating verbally
students. (InTASC 3f and add 3h at the exemplary level ) CAEP 1.1 IECE II; PGES 2a, 2b; ISTE 1, 2, 3, 4; Indicator 3.5: Candidate provides a safe environment for learning. (InTASC 3a and add 3c at the exemplary level ) CAEP 1.1, IECE II; PGES 2a, 2b, 2d; ISTE 1, 2, 3; Indicator 3.6: Candidate uses understanding of learner growth and development to respond to learner needs. (InTASC 1a, d and add 1f, 6a at the exemplary level ) CAEP 1.1 IECE II; PGES 1b; ISTE 1, 2, 3, 4; Indicator 3.7: Candidate utilizes research-based practices, strategies, and resources to address needs of diverse learners, including Creates a classroom environment that is physically safe for all students Identifies learner growth and developmental needs Identifies practices, strategies, or resources to meet needs of diverse learners with all students and monitoring student interaction Creates a classroom environment that is both emotionally and physically safe for all students Designs instructional plans that demonstrate understanding of growth and developmental needs (i.e., cognitive, affective, social, behavioral, and/or moral) Plans instruction, utilizing research-based practices, strategies, and resources to address the needs of diverse learners (e.g., students with and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and different perspectives learners bring to the learning environment Creates a supportive and positive classroom climate that is both emotionally and physically safe for all students and is conducive to learning Designs instructional plans that demonstrate understanding of how learners construct knowledge, acquire skills, and develop disciplined thinking processes (1d) and that respond to the learners growth and developmental needs (i.e., cognitive, affective, social, behavioral, psychomotor, and/or moral) Implements research-based practices, strategies, and resources (including digital tools) to address needs of diverse learners, including and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and different perspectives learners bring to the learning environment (3f); intentionally builds learner capacity to collaborate in various environments through applying effective interpersonal communication skills (3h) Creates a supportive and positive classroom climate (3a) that is both emotionally and physically safe for all students, is conducive to learning, and actively engages students in the process (3a, 3c) Designs instructional plans that demonstrate deep understanding of how learners construct knowledge, acquire skills, and develop disciplined thinking processes (1d) and that anticipate and respond to learners demonstrated (i.e., based upon direct evidence) (6a) growth and developmental needs (i.e., cognitive, affective, social, behavioral, and/or moral) (1a), recognizing that development in one area may affect performance in another (1f) Collaboratively designs and implements (7e, 10b) research- based practices, strategies, and resources (including digital tools) to
those associated with disabilities, giftedness, and English language needs. (InTASC 2e, h, I, and add 7e and 10b for the exemplary level ) ISTE 2a, c;, 1.4, 1.5 disabilities, students who are gifted, or English Language Learners) students with disabilities, students who are gifted, and English Language Learners address needs of diverse learners, including students with disabilities, students who are gifted, and English Language Learners (2e, h, i) KENTUCKY TEACHER STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION Indicator 4.1: Candidate uses a variety of instructional strategies that align with learning objectives and actively engage students. (InTASC 7a, c, d and add 5b, 8c, d at the exemplary level ) ISTE 2a; CAEP 1.1, 1.3, 1.4 IECE III; PGES 1c, 1d, 1e; ISTE 1, 2, 3, 4; Uses instructional strategies and activities Uses engaging instructional strategies and activities that are aligned with learning objectives Uses a variety of cognitively engaging instructional techniques within the context of a learning sequence (including digital tools and resources), building on students prior knowledge, and using differentiated instructional strategies to align with learning objectives Indicator 4.2: Candidate implements instruction based on diverse student needs and assessment data. (InTASC 2a, 6b, 8a and add 8b at the exemplary level ) Indicator 4.3: Candidate uses time effectively (InTASC 2h, 3d, 4g); IECE III; PGES 2e; CAEP 1.1, 1.5 Indicator 4.4: Candidate uses space and materials effectively. (InTASC 2h, 3d, 4g) ISTE 2b; Implements instruction Manages the resource of time by establishing procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work Uses classroom space and materials Implements instruction based on contextual information Manages the resource of time by establishing procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time Uses classroom space and materials to facilitate student learning Implements and adapts instruction (to respond to students diverse learning strengths and needs) based on contextual information and assessment data Manages the resource of time by establishing efficient procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time. Uses classroom space and a variety of instructional materials/resources ( e.g., specialized assistance, Collaboratively implements an interdisciplinary (5b) learning sequence (7c) (including digital tools and resources), building on students prior knowledge (7d), and using differentiated (7b) instructional strategies that align with learning objectives (7a) and support learner ownership and responsibility (8c, d) Implements and adapts instruction (to respond to students diverse learning strengths and needs (2a, 8a) based on continuous monitoring (8b) of contextual information and assessment data (6b) Manages the resource of time (3d) by establishing efficient and effective procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work (3k) so that there is no loss of instructional time Makes optimal use of classroom space (3d) and uses a variety of instructional materials/resources ( e.g.,
PGES 2e; CAEP 1.1, 1.5 Indicator 4.5: Candidate implements and manages instruction in ways that facilitate higher order thinking. (InTASC 1b, 5a, 5d, 5f, 8a, and add 1a, 1b, 2c, 5b at the exemplary level ) CAEP 1.1, 1.4 IECE III; PGES 1c, 1e; ISTE 1, 2, 3; Implements instructional strategies that require rote thinking only Implements instructional strategies and activities that prompt some higher order thinking support services, and technologies ) to promote accessibility and relevance for learners and to support student learning Implements and manages developmentally appropriate instructional strategies and activities that facilitate multiple levels of learning and that require higher order thinking (e.g., analyzing complexities of issues/questions from varied disciplines; fostering innovation and problem solving in local/global contexts; applying content knowledge to real world problems; stimulating critical and creative thinking, etc.) KENTUCKY TEACHER STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS Indicator 5.1: Candidate uses pre-assessments. (InTASC 1a, 1b, 6b, 6g and add 6f for the exemplary level ) ; IECE IV; PGES 1e, 1f, 3d; ISTE 1, 2, 3, 4; ISTE 1, 2, 3 4; Administers pre-assessments Implements pre-assessments that may or may not be aligned to learning goals to establish baseline knowledge and skills for all students Uses student baseline data from aligned preassessments to identify each student s developmental learning needs and develop differentiated learning experiences Indicator 5.2: Candidate uses formative assessments. (InTASC 6a, b, d, g, 8b, and add 6m, p for the exemplary level ) ISTE 2d Uses formative assessments Uses formative assessments that measure student performance on some of the objectives with an effort to guide instruction Uses aligned formative assessments (including digital tools, where appropriate) that accurately measure student performance on each specialized assistance, support services, and technologies (2h) to ensure accessibility and relevance for all learners (4g) and to enhance student learning Implements and manages developmentally appropriate (1b) differentiated instructional learning sequence using strategies and activities that scaffold (1a) or accelerate learning (1b, 2c), facilitating multiple levels of learning (8a) and requiring higher order thinking for all students (e.g., analyzing complexities of issues/questions from varied disciplines (5a); fostering innovation and problem solving in local/global contexts (5d); applying content knowledge to real world problems through an interdisciplinary lens (5b); stimulating critical and creative thinking (5f), etc.) Teacher and students (6f) consistently use baseline data from aligned (6b) preassessments to identify each student s developmental (1a) learning needs and develop differentiated learning experiences (1b, 6g) for all students Uses rigorous, aligned (6b) formative assessments (6a) (including digital tools ( 6p ) that accurately measure student performance on each objective, provides feedback
IECE IV; PGES 1e, 1f, 3d; ISTE 1, 2, 3, 4; Indicator 5.3: Candidate uses summative assessments. (InTASC 6a, b and add 6m at the exemplary level ) ISTE 2d (InTASC 6; IECE IV; PGES 1e, 1f, 3d; ISTE 1, 2, 3, 4; CAEP 1, 2, 3 Administers summative assessments Uses a variety of summative assessments to measure student achievement objective, provides feedback to learners, and adjusts instruction to meet students learning needs Uses summative assessments aligned with the learning objectives to support, verify, and document student achievement to learners (6d), and adjusts instruction to meet learners goals (6m, 8b) and individual learner needs (6g, 8b) Teacher and students (6m) consistently use summative assessments aligned (6b) with the learning objectives to support, verify, and document (6a) student achievement Indicator 5.4: Candidate describes, analyzes, and evaluates student assessment data. (InTASC 1a,6c, g, l, o and add 1c for the exemplary level ) CAEP 1.1, 1.4 IECE IV; PGES 1e, 1f, 3d; ISTE 1, 2, 3, 4; Indicator 5.5: Candidate communicates learning results to students and parents. (InTASC 6c, n, 10a and add 6l at the exemplary level ) ISTE 3a, b, c CAEP 1.1 IECE IV; PGES 4c; ISTE 5; Describes student performance data Communicates learning results to students and parents Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups Communicates learning results to students and parents that provide a clear and timely understanding of learning progress Describes, analyzes, and evaluates student performance data to determine student progress on instructional goals, identify differences among student groups, and inform instructional practice Communicates to students and parents in a timely manner the progress that students are making toward goals, including evidence of student performance Collaborates (1c, 6c) with colleagues to describe, analyze, and evaluate student performance data (6l) to determine student progress on instructional goals (6o), identify differences among student groups (1a), and inform instructional practice (6g, 6c) Communicates to students (6n) and parents (10a) in a variety of ways (including technology systems) and in a timely manner the evidence of student performance (6c) and recommends future actions (6l) to reach the learning goals Indicator 5.6: Candidate allows opportunity for student self-assessment. (InTASC 6d, m, n and add 3b for the exemplary level ), 1.4 IECE IV; PGES 1f; ISTE 5; Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate self-assessment of learning Provides on-going opportunities for students to assess and reflect on their own performance, using descriptive feedback, in order to identify strengths and areas for future learning KENTUCKY TEACHER STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY Provides on-going opportunities for students to assess, monitor, track, and reflect on their own performance (6m), using descriptive peer (3b)and instructor feedback (6d, n), in order to identify strengths and to set goals for future learning (6m)
Indicator 6.1: Candidate uses available technology to design and plan instruction. (InTASC 6i, 7k, 8g) ISTE 3d, 4b CAEP 1.1, 1.5 PGES 2e; (ISTE 3d; IECE IX; Uses available technology to design and plan instruction Uses available technology to design and plan instruction to support learning Uses current and emerging digital tools to design and plan instruction or assessments that support and extend learning of students Uses current and emerging digital tools (8g) in innovative ways to design, plan, and adapt instruction (7k) and assessments (6i) that support and extend learning of all students KENTUCKY TEACHER STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY Indicator 6.1: Candidate uses available technology to design and plan instruction. (InTASC 6i, 7k, 8g) ISTE 3d, 4b CAEP 1.1, 1.5 PGES 2e; (ISTE 3d; IECE IX; Uses available technology to design and plan instruction Uses available technology to design and plan instruction to support learning Uses current and emerging digital tools to design and plan instruction or assessments that support and extend learning of students Uses current and emerging digital tools (8g) in innovative ways to design, plan, and adapt instruction (7k) and assessments (6i) that support and extend learning of all students Indicator 6.2: Candidate uses technology to implement instruction that facilitates student learning. (InTASC 7k, 8g and add 3g at the exemplary level ) ISTE 1a, 2a, 4b CAEP 1.1, 1.5 (InTASC 3, 7,8) IECE IX; Indicator 6.3: Candidate integrates student use of available technology into instruction. (InTASC 3m, 4g, 5c, 7b, 8a, 8n and add 8l at the exemplary level ) ISTE 1b, 2b, 4b CAEP 1.1, 1.5 PGES 2e; Indicator 6.5: Candidate demonstrates ethical and legal use of technology Uses technology to implement instruction Integrates student use of available technology into instruction Demonstrates ethical and legal use of technology Uses technology to implement instruction that facilitates student learning Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs Ensures that personal use and student use of Designs/identifies and implements appropriate research-based, technologyembedded instructional strategies to support learning of all students Integrates varied and authentic digital-age learning experiences so that students use appropriate contemporary technology tools and resources that address their diverse learning needs Advocate and teach safe, legal and ethical use of digital information and technology, Designs/identifies and implements appropriate, innovative research-based, technology-embedded instructional strategies (7k, 8g) to ensure learning of all students, to inspire creativity, and/or to promote the use of interactive technology for local and global learning (3g). Integrates varied and authentic digital-age learning experiences (8n) so that students use appropriate contemporary (5c) technology tools and resources (3m, 4g) that facilitate choice in the development of creativity, innovation, and/or problem solving skills (8l) and meet their diverse learning needs (7b, 8a) Model, advocate, and teach safe, legal and ethical use of digital information and
(InTASC 3g, m, 9f) ISTE 4a CAEP 1.1; IECE IX; technology are ethical and legal maintaining a safe, secure classroom environment to extend the possibilities for learning KENTUCKY TEACHER STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING Indicator 7.1: Candidate uses data to reflect on and evaluate student learning. (InTASC 6c, l, 9c, and add 6c at the exemplary level ) IECE V; PGES 4a; ISTE 3; Collects data to evaluate student learning Reflects upon student learning with limited reference to or inaccurate representation of data Reflects upon and accurately evaluates student learning, providing examples and/or citing relevant and accurate student performance data to determine patterns and/or gaps in learning Indicator 7.2: Candidate uses data to reflect on and evaluate instructional practice. (InTASC 1a, 6c, 9c) IECE V; PGES 4a; ISTE 3; Indicator 7.3: Candidate uses data to reflect on and identify areas for professional growth. (InTASC 6l, 9b and add 9d, k for the exemplary level ) IECE 9; PGES 4a; ISTE 3; Collects data to evaluate instructional practice Identifies areas for professional growth Reflects upon instructional practices with limited reference to or inaccurate representation of data Makes general or narrow suggestions for professional growth, using limited or inaccurate data Uses relevant and accurate performance data to conduct an analysis and evaluation of instructional practices to inform future teaching and scaffold the next level of student development Reflects upon relevant and accurate data on learner performance to evaluate instructional practices and build professional growth plans technology (3m, 9f), maintaining a safe, secure, and equitable classroom environment to extend the possibilities for learning locally and globally (3g) With a collaborative team (6c), consistently monitors and accurately evaluates student learning, providing examples and/or citing relevant and accurate student performance data (6l) to determine patterns and/or gaps in learning (9c, 6c) Uses relevant and accurate performance data to conduct an in-depth analysis and evaluation of instructional practices (9c), situated within a unit of study or over time, to inform future teaching (6c) and scaffold the next level of student development (1a) Reflects upon a variety of relevant and accurate data on learner performance (6l) and collegial/observation feedback (9d, k) to evaluate instructional practices and build and implement professional growth plans (9b)