Pre-service Performance Assessment: Guidelines for Teachers Page i

Pre-service Performance Assessment: Guidelines for Teachers Page ii

Massachusetts Department of

Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone: (781) 338-3000 TTY: N.E.T. Relay 1-800-439-2370

Pre-service Performance Assessment Form for Teachers 603 CMR 7.08 Professional Standards for Teachers

Part 1 – To be completed by the candidate Practicum Practicum Equivalent

First Name: Last Name:

Street Address:

City/Town: State: Zip:

Sponsoring Organization:

MEPID: or License #:

Program & Level:

Practicum/Equivalent Course Number: Credit hours:

Practicum Course Title:

Practicum/Equivalent Site: Grade Level(s) of Students:

Total Number of Practicum Hours: Number of hours assumed full responsibility in the role:

Other Massachusetts licenses held, if any:

Have any components of the approved program been waived? 603 CMR 7.03(1)(b) Yes No

Part 2- To be completed by the Program Supervisor

Name:

The Candidate completed a Practicum / Practicum Equivalent designed by the Sponsoring Organization as partial preparation for the following license: Candidate’s License Field: Grade Level:

To the best of my knowledge (per the Supervising Practitioner’s Principal/Evaluator) the Supervising Practitioner has received a summative evaluation rating of proficient or higher in his/her most recent evaluation. Yes No

Part 3- To be completed by the Supervising Practitioner

Name: Position:

School District:

License: Initial Professional # of years of experience under license:

MEPID: or License #: License Field(s):

Part 4 – Initial 1, 2, 3

1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the candidate. Date: Candidate: Program Supervisor: Supervising Practitioner:

2. Meeting held midway through the practicum at which the Candidate’s progress toward the Professional Standards was discussed. Date: Candidate: Program Supervisor: Supervising Practitioner:

3. Final meeting held to complete evaluation and to allow the Candidate the opportunity to raise questions and make comments. Date:

Candidate:

Program Supervisor:

Supervising Practitioner:

Part 5

Candidate has successfully completed the Pre-service Performance Assessment 603 CMR 7.03(2)(a)(4) &7.04(2)(4)(b) Yes No

Program Supervisor:

Date

Supervising Practitioner:

Date

Mediator (if necessary see: 603 CMR 7.04(4)

Date

Pre-service Performance Assessment: Guidelines for Teachers Page iii

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates must complete the Evidence column for evaluation by the program supervisor and supervising practitioner.

Standard A - Plans Curriculum and Instruction

Indicators Evidence

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. (Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

. I think that through the “Connections” strand I have perhaps enabled some community learning through lessons and activities in which students must make connections with the material to their own communities or lives. For example, when studying The House on Mango Street by Sandra Cisneros, the students were able to connect the idea of prejudice that the main character faces in her community to that of their own. Additionally, I often incorporate different literacy exercises in English such as low stakes writing, writing to learn, and different writing assignments (poems, short stories, etc) in order to continue to encourage reading and writing across the curriculum. We have also incorporated different historical aspects when participating in our cultural studies. For example, during our Mexico Unit we discussed the different languages of Mexico and how the indigenous population has been treated in the past. Also, we used the Aztec legend explaining the Mexican Coat of Arms as inspiration for our flag project. Soon, we will begin a project in which the students must employ math skills in order to create a menu for their dream restaurant. In these ways I feel I have met the standard 7.3 “Obtain information and knowledge related to other disciplines from sources in the target language” within the Connections strand. Although I often emphasize the differences and similarities between Spanish and English language, such as phonemes, morphemes, sounds, and grammar constructions, I feel as if I haven’t met many of the standards listed in the “Comparisons” portion of the Common core. I do believe that we have touched upon many of the learning standards within the Communications (interpersonal, intrapersonal, and presentational) and Cultures sections of the standards. I was able to incorporate the communities strand of the framework in our “Communities” unit, where students and I discussed Spanish speaking communities in Main South.

Pre-service Performance Assessment: Guidelines for Teachers Page iv

List of additional standards addressed thus far: Interpersonal Communication Learning Standards: 1.1 greet and respond to greetings 1.2 introduce and respond to introductions 1.3 ask and answer questions 1.5 exchange info and knowledge 1.6 express likes and dislikes 1.7 express needs and emotions Interpretive Communication Learning Standards: 2.1 follow directions 2.2 understand some ideas and familiar details 2.3 obtain information and knowledge Presentational Communication Learning Standards 3.2 express needs and emotions 3.4 describe people, places, and things 3.5 write lists and short notes 3.6 present information in a brief report 3.8 write simple paragraphs 3.9 write greeting cards, notes, letters, and emails Culture Learning Standards 4.3 identify distinctive cultural aspects of the target culture in stories, dramas, films, and photographs 4.4 identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts and musical instruments. 4.7 demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and climate on maps 4.14 identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of the target culture, and discuss how they reflect language and cultural perspectives Linguistic Comparisons Learning Standards 5.2 give examples of ways in which the target language differs from/ is similar to English, 5.3 give examples of borrowed and loan words 5.4 identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics 5.9 recognize grammatical categories such as tense, gender, and agreement in the target language and English 5.11 Analyze differences and similarities between the writing systems of both languages Cultural Comparisons Learning Standards 6.2 describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their own culture 6.8 Compare, contrast, and report on cultural traditions and celebrations Connections Learning Standards 7.1 Obtain information and knowledge related to other disciplines from sources in the target language Communities Learning Standards 8.1 Apply knowledge of the target language and culture beyond the classroom setting

Pre-service Performance Assessment: Guidelines for Teachers Page v

by conversing with speakers of the target language by conversing with members of the target culture

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.

Use of note cards as a ticket to leave in order to assess whether or not students understand key terms or concepts. Use of competitive games such as variations on “The Weakest Link” and more in order to assess understanding and language production and processing skills. In terms of formal assessments, I use a variety of written exams, oral exams, group and individual projects, short papers, presentations, as well as skits and dialogues during each unit. In general, each unit is composed of several informal assessments and two or three formal assessments: a combination of the aforementioned assessment strategies. For example, if the unit includes an individual project such as the “Personal Flag” and a group presentation of an “Emoji Poster”, the unit will conclude with an exam. Formal assessments may be used in conjunction with other assessments in order to assure that each student’s needs are met. For example, an oral exam was given in conjunction with a take home exam assignment in order to cater to the needs of native speaking students as well as aural learners. Students who are not completely comfortable in speaking were able to show their knowledge and understanding through a written exam. Artistic or visual student’s needs are often met through assignments with visual components, such as the About Me poster that concluded Unit 1, the Emoji mini project, and the Personal Flag project. Native extensions are always provided as well as modified versions of assignments for students with learning disabilities. English language learners benefit from the use of graphic organizers as well as reinforcement of key concepts. I also try to use foreign language learning and teaching methodologies such as the use of “TPR” or “total physical response”, which young adults (especially age 13) respond very positively to. As a whole, I try to use differentiated instruction to provide equal opportunity for each student to access the information and material no matter what their cognitive level, especially since our classes do not have any tracking or pull out. Therefore, I am constantly aware of accommodations or modifications as well as the need to engage different types of learners, native speakers, and maintain a curriculum that is relevant to the lives of these young adults. I think that the addition of games and competition appeal to this age group. Finally, I try to offer a wide variety of mediums and genres such as music, art, literature, and provide many different options for projects.

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3. Identifies appropriate reading materials, other resources, and writing

activities for promoting further learning by the full range of students within the classroom.

At the beginning of the year, we listened to a different Spanish song by various artists as a part of our starter at the beginning of every class. It was the first time many students heard Spanish spoken or sang. It was also a chance for native speakers to recognize their favorite songs, the song their mom plays while she cleans, or the song from that movie they love. Students were instructed to respond to their obeservations about the song- how did it make them feel? Did they like it? As the quarter progressed they were asked to respond to more in depth questions regarding language, accent, words they recognized, and to compare songs to other songs they had heard. At the end of the quarter they completed a two page paper describing their favorite song in detail and expanding on one of their respnses. Second quarter we began reading The House on Mango Street by Sandra Cisneros. Students would read vignettes by themselves, in groups, popcorn read, or listen while a teacher or student reads aloud and respond to a prompt in their journal. Through this book, students will be exposed to Mexican culture and a narrative of the “Immigrant experience”. Students also engage in metacognitive think writes as well as reflection about projects or learning. Students will sometimes complete their own participation rubrics as well as assess their learning or performance. At the beginning of the third quarter, students were asked to make “New year’s resolutions” in which they explained and outlined some goals for the following quarter.

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

I believe that it is necessary in language learning for the skills and vocabulary to be outlined and taught before students are able to complete most activities and lessons. Therefore, I use a backwards design plan in which I detail and describe my desired outcome and essential questions before designing the specifics of my lesson plan and activities. For example, students completed a graphic organizer for notes about how to use the verb ser and adjectives to describe people before participating in an activity in which they had to apply the vocabulary in order to guess which celebrity they were portraying. When completing their Personal Flags, students read the story of the Mexican flag before beginning their design and explanation in order to better understand the process of representing themselves (or a country) through images and colors on a flag. Students can have reading and writing practice through the reinforcement of literacy skills (reading texts, participating in think writes or low stakes writing). Students will also benefit from repetition in reading and writing in Spanish.

Pre-service Performance Assessment: Guidelines for Teachers Page vii

5. Plans lessons with clear objectives and relevant measurable

outcomes.

After our mid year PPA meeting, I began to make my objectives clear to my classes each class. I stated what our goals for each activity were before participating in them and often asked students to check back and see if they had reached our desired outcome. I believe this reflection benefitted students and helped me see if we had reached our goal.

6. Draws on resources from colleagues, families, and the community to

enhance learning.

I have found myself very fortunate to share a room with Lilac Green because I get to experience her class nearly every day. Lilac has an array of engaging activities that I have borrowed from her so far this year, namely her use of games. I have used her idea for the adaptation of “The Weakest Link” as well as borrowed her Baseball board in order to play games as a form of assessment. I also got the idea of doing a poster about emotions from Lilac and adapted it to be specifically emojis that students use on their smart phones. Students engaged in a discussion about diversity, comparing the situation for indigenous people of Mexico to the instances of prejudice they have seen within their community. At the end of our study of The House on Mango Street, students were asked to complete one of six writing prompts. Many of the options were inspired by the English curriculum and genres of study thus far this year. The ninth grade team and I have recently worked together to develop a system for homework as well as implementing new techniques within the classroom to optimize learning and productivity. We will be working together to always have at least two adults in each classroom as well as beginning to highlight positive behaviors instead of negatively reinforcing (punishing) negative ones.

7. Incorporates appropriate technology and media in lesson planning.

Throughout the year so far, I have been luck to have access to an ELMO as well as other technologies and medias. Videos often prove very useful in introducing new vocabulary or concepts to provide visual aids to vocabulary lessons and pronunciations. Additionally, we have watched a documentary and studied a variety of video clips about Mexico. As we move forward into our Puerto Rico/Food unit, we will be using the internet more as a research tool in order to plan and develop our restaurant projects as well as taking advantage of powerpoint and other presentational tools for presenations.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

Thus far, I have modified any tests or high stakes assignments given to students on IEPs. In addition, classwork may be broken down into parts. Students on IEPs are provided with checklists and graphic organizers. These students also receive preferential seating and strategic grouping. In general, these students receive more one on one time from the instructor either in class or outside of class through the use of time in “Spanish Club” where students are

Pre-service Performance Assessment: Guidelines for Teachers Page viii

able to complete any missing work from that week for full credit.

9. Uses instructional planning, materials, and student engagement

approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

Because I am fortunate enough to have a large amount of native Spanish speakers in my classroom, I try to take advantage of their insight into language and conventional uses of language. I especially focus on the differences in cultures within native speakers. For example, Dominican students may use one expression while Salvadorian students use another. If/when we incorporate any of their native countries into our units, I will ask these students to shed some insight onto the cultural norms and traditions. During the upcoming food project, students will be allowed to represent their culture in the restaurant they design even if they are not Hispanic/latino.

Rating: 2

Explanation of Rating for Standard A - Plans Curriculum and Instruction:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name:

License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Pre-service Performance Assessment: Guidelines for Teachers Page ix

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard B – Delivers Effective Instruction

Indicators Evidence

1. Communicates high standards and expectations when beginning the lesson.

a. Makes learning objectives clear to students.

I have began making learning objectives much more clear to students by stating what we should know and be able to do at the end of each class and sometimes each activity.

b. Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids.

I often provide the use of verbal instruction, written instructions (hand outs), and visual aids (on the ELMO) especially for more confusing or detailed tasks so that each student can have an equal opportunity at accessing the information. When delivering instruction in Spanish, I often repeat or rephrase into English. When writing, I often use “Spanglish”, incorporating some words students already know and others that they can infer.

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

Each time we begin a unit of study, we begin by discussing what we already know about the Spanish speaking country highlighted in our unit. At the beginning of our past unit, we participated in a KWL chart about Mexico. Next, we discussed what we already knew and what we wanted to know, choosing as a class the most interesting pieces of what we wanted to know more about. We then focused on these two ideas (the Mexican drug cartels and the indigenous population and the 280+ language spoken in Mexico). From there, we opened up our discussion of discrimination and the immigrant experience and eased our way into our study of The House on Mango Street. We often participate in student-centered approaches to learning and community based learning when we generate our own additional vocabulary lists at the beginning of a unit, so that the vocabulary is relevant to my student’s interests and lives.

d. Builds on students’ prior knowledge and experience.

The use of graphic organizers such as KWL charts often builds on student’s prior knowledge. Additionally, I often ask students to brainstorm ideas or vocabulary they already know before beginning a lesson (especially native speakers). Students also will be asked to identify any words or phrases, they can identify within a new set of vocabulary or grammar structure. Students are encouraged to make

Pre-service Performance Assessment: Guidelines for Teachers Page x

connections to texts, music, or cultural proponents that we discover and discuss together. In our communities unit, students from Puerto Rico and the Dominican Republic were asked to share about their experiences with food, family, and dance as well as more controversial topics such as race.

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.

Although the goal is for students to become more comfortable reading, writing, listening, and speaking in the target language, I also incorporate literacy activities in English into our lessons. For example, students often participate in low stakes journal writing as well as higher stakes writing assessments to show what they know about a grammatical concept or perhaps to describe a culture. Students have also completed a formal short paper as well as a writing assignment based on The House on Mango Street. Students have completed the writing and editing process on one occasion.

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).

Instruction is presented in a variety of ways, always attempting to achieve a balance. Mini lessons usually do not exceed 25 minutes. Students occasionally work individually on assignments to practice grammar or vocabulary. Students also participate in teacher facilitated competitions or games as a class or in teams. A majority of the time, students are participating in group work. Students work together to uncover new ideas and material as well as participate in collaborative group work.

c. Demonstrates an adequate knowledge of and approach to the academic content of lessons. (Please attach documentation that license-specific questions were used to evaluate candidate knowledge)

I do believe that I demonstrate an adequate knowledge of and approach to the academic content of lessons. If I do not know much about a given topic, I research this topic or review it until I am prepared to teach it.

d. Employs a variety of reading and writing strategies for addressing learning objectives.

Students participate in a journal entry (low stakes) nearly every day (usually in English in response to a prompt). Additionally, students complete assignments in which they are asked to produce language in Spanish such as bookwork, sentence construction, mini projects, dialogues, and presentations. However, I think that thus far I have done a poor job of incorporating texts that are in student’s zone of proximal development in the target language for fear that they will be intimidated by the texts.

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

Although at times it proves difficult not to, I try to ask open ended questions that provoke thinking instead of questions that lead students to one correct answer. All students are encouraged to respond in some way, be it in their journal, aloud, or to a classmate.

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f. Uses instructional technology appropriately.

Videos are useful in introducing new vocabulary or concepts to provide visual aids to vocabulary lessons and pronunciations. We have watched a documentary and studied a variety of video clips. We will be using the internet more as a research tool in order to plan and develop our restaurant projects as well as taking advantage of powerpoint and other presentational tools for presentations.

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

Most ELLs use Spanish as their first language; therefore I do not often have to employ strategies or techniques for making content accessible for English Language Learners. However, one student often struggles with instruction in English and does not use Spanish and so I try to provide him with multiple sources of input as well as rephrasing, visual aids, and modeling.

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.

Students are constantly aware of the differences between social and academic language within my classroom. For example, during class discussion and in their journal, they are encouraged to speak colloquially when the discussion is in English. Native speakers are encouraged to speak using their native accent as well as write using slang words specific to their “dialect” when participating in non-academic writing. However, it is made clear to all students when they should and should not use colloquial Spanish and English. Native speakers are encouraged to share their slang or vocabulary with the class so we can build our vocabulary together, as I often do not know the word(s) either.

3. Communicates high standards and expectations when extending and completing the lesson.

a. Assigns homework or practice that furthers student learning and checks it.

I chose to not use the online homework system employed by my Spanish teaching colleagues because of the number of students I have without internet access at home. Second quarter I attempted to (and I believe succeeded) to assign homework almost three times per week (at least once, mostly twice) and saw a slight improvement in the homework completion. My ninth grade team and I have decided to devote specific nights of the week to certain disciplines. This is not to say that one cannot have homework in said discipline on another night; it just lets parents know that their students has homework each and every night to help get them in the habit of completing it. It is imperative that students practice writing and reading Spanish. Repetition and practice with language is one of the only ways to eliminate mistakes.

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

Students are not graded on their journal entries; instead they are provided with feedback approximately once a week on their entries. Additionally, students receive midterm and final participation grades that not only stress their active participation but their preparation, class work, and engagement with their classmates. I also try to check in weekly with each student either in writing or through conversation to check for confusion and

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progress.

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

I believe that I provide many and varied opportunities for students to achieve competence through a variety of assessments.

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.

Students complete a variety of formal and informal assessments throughout each unit. Almost every class, students complete either a formal or informal assessment that works towards the achievement of the learning objectives. When grading or looking at these assessments, I can judge whether or not my students are mastering a concept. I often use note cards or collect homework to see if students are mastering concepts before moving on to other material. Sometimes, extra review is needed and the material needs to be presented in a different way so that the students may access it and master it.

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

Using the syllabus, students and parents may see the weight of each section of graded work. Student work is categorized into classwork, participation, tests/quizzes/projects, and homework. Students also complete one major writing assignment per quarter.

Rating: 2

Explanation of Rating for Standard B – Delivers Effective Instruction:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Pre-service Performance Assessment: Guidelines for Teachers Page xiii

Professional Standards for Teachers: See 603 CMR 7.08

Standard C – Manages Classroom Climate and Operation

Indicators Evidence

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.

Students are almost always working collaboratively to further their learning in our classroom. We have worked together to establish a classroom community in which risk taking is encouraged. The main idea of my classroom that I emphasize above all else is that everyone be nice to each other. By differentiating instruction, discussing the importance of different cultures and recognizing student’s various backgrounds, I believe that I have shown my student’s that I value diversity. Although it has been an uphill battle, students are beginning to understand what is expected of them in the ninth grade and what is acceptable high school behavior and performance. The standards of performance and conduct are always made clear in my classroom. My teaching philosophy is based on community, collaboration, and a student-centered approach that definitely motivates students and creates a safe environment.

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

activities.

Even though I teach in two separate classrooms, both classrooms create a physical environment appropriate to a range of learning activities. My perception is that students seem to feel safe and comfortable within my classroom.

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

safety.

As I mentioned before, mutual respect and congeniality is on the top of my list for classroom behaviors. I am working to model someone who “commands respect” from their peers, or in this case, students, by refusing to speak if anyone is speaking over me. I want to emphasize that everyone’s voice is important and deserves to be heard. Students understand that there is absolutely no place for rudeness or mean behaviors towards any individual in our classroom.

4. Manages classroom routines and procedures without loss of

significant instructional time.

I think that even though our “transition time” has improved, moving from task to task often takes up far more time than it should, especially with 9B. Students understand the beginning of class routine but since they enter my classroom from lunch, many students enter at different points and thus distract others.

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Rating: 2

Explanation of Rating for Standard C - Manages Classroom Climate and Operation:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Standard D – Promotes Equity

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

achievement.

I have emphasized—perhaps over emphasized—that effort is the key to succeeding in language learning. Students are well aware that if they try, they will receive a good grade in my class. My hope is that by luring them in with this proposition, they will begin to try and then realize that it is far easier to learn and acquire knowledge when engaged and interested. Students receive bonus points for coming to extra help. Even if they don’t need the help themselves, they are invited to come to “tutor” other students.

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

As corny as it is, we have seem to have adopted the “si se puede” or “yes you can!” attitude in my classroom. “I can’t” is just not a viable option. Each student is aware that they are able to succeed in Spanish class, if they are willing.

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.

Once again, differentiated instruction and a variety of tasks and assessments prove most useful when addressing the diversity of students present in both classes. Instructional adjustments are often necessary and accommodations and modifications are made when needed.

Pre-service Performance Assessment: Guidelines for Teachers Page xv

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.

I do not believe that I have done an adequate job promoting the idea of American civic culture to my students. However, I do believe that we as a whole have discussed the importance of “being a good person”, which I believe is a huge part of one’s civic duty.

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.

I have made much more of an effort to reach out to families, especially in SSP meetings with students that may be struggling.

Rating: 2

Explanation of Rating for Standard D- Promotes Equity:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Standard E – Meets Professional Responsibilities

Indicators Evidence

1. Understands his or her legal and moral responsibilities.

I believe that I am aware of my responsibilities as a mandated reported as well as my moral responsibilities to ensure the child’s physical and emotional safety.

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

I truly do not believe that I could be any more enthusiastic about my love for language and language learning. I always bring a ton of energy and a smile to each and every class- I don’t think the students can say they’ve seen me in nearly any “bad moods”.

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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.

I often check the website for the Real Academia España in order to make sure that our text set is not out of date, as the RAE is often making changes to the language. Additionally, I have studied methodology in learning foreign language as well as participated in a course at Holy Cross focusing on the linguistic studies of second language acquisition as well as bilingualism. Eventually, I hope to pursue a degree in higher education in an area such as second language acquisition, linguistics, or bilingualism and multilingualism.

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

The ninth grade team and I have met various times throughout the year to discuss specific students as well as share ideas and strategies used in our classrooms. We discuss our triumphs and tribulations, often stealing ideas from one another and attempting to implement a consistent and congruent strategy in each discipline.

5. Works actively to involve parents in their child’s academic

activities and performance, and communicates clearly with them.

I have made much more of an effort to reach out to families, especially in SSP meetings with students that may be struggling. I absolutely could still improve.

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.

I often reflect critically upon my teaching experience and identify areas for further development, especially through the use of the Rounds Process as well as reflection on Lesson Activity Plans and Curriculum Unit Plans. I am always receptive to suggestions for growth! I am far from perfect and am open to any recommendations or ideas that could help me better my practice.

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

I do not believe that I have committed any legal or ethical violations in my use of the Internet or other resources.

Rating: 2

Explanation of Rating for Standard E – Meets Professional Responsibilities:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: License:

Program Supervisor (initial): Date:

Pre-service Performance Assessment: Guidelines for Teachers Page xvii

Supervising Practitioner (initial):

Date:

Pre-service Performance Assessment: Guidelines for Teachers Page xviii

Pre-service Performance Assessment for Practicum/Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Summary Decision for Pre-service Performance Assessment

To be completed and agreed upon by both the supervising practitioner and the program supervisor Teacher candidate’s Pre-service Performance Assessment in the practicum/practicum equivalent meets the Professional Standards for Teachers: Yes No

Candidate (sign): MEPID: or License #:

Program Supervisor (sign): Date:

Supervising Practitioner (sign): Date:

Standard Rating

Standard A- Plans Curriculum and Instruction

Standard B- Delivers Effective Instruction

Standard C- Manages Classroom Climate and Operation

Standard D- Promotes Equity

Standard E- Meets Professional Responsibilities Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Summary Assessment of Performance: