EDU 452—Teaching English in Grades 7-12 (4 hours undergraduate credit)
Instructor Paul Thomas, EdD
Office Hipp Hall 101 F
Phone 294.3386
E-mail paul.thomas@furman.edu
Class Room HH 101F
Time TBD
Support (writing): http://conventionallanguage.blogspot.com/
Textbooks
Required:
Smagorinsky, P. (2008). Teaching English by design. Portsmouth, NH: Heinemann.
978-0-325-00980-3
Writing Instruction That Works: Proven Methods for Middle and High School Classrooms, Arthur N. Applebee and Judith A. Langer, Teachers College Press/ National Writing Project 2013
ISBN-10: 0807754366 (pb)
ISBN-13: 978-0807754368 (pb)
*Zemelman, S., Daniels, H. & Hyde, A. (2012). Best Practice: Bringing Standards to Life in America's Classrooms (4th ed.). Portsmouth, NH: Heinemann.
ISBN-13: 978-0807754368 (pb)
*Zemelman, S., Daniels, H. & Hyde, A. (2012). Best Practice: Bringing Standards to Life in America's Classrooms (4th ed.). Portsmouth, NH: Heinemann.
0-325-00744-6
[Optional]
Thomas, P. L. (2005). Teaching writing primer.
Thomas, P. L. (2005). Teaching writing primer.
0-8204-7842-3
Conventional Language, P. L. Thomas
*Texts will be assigned in part for multiple methods courses.
Vision and Mission of the Educator Preparation Program
Vision Statement
The Educator Preparation
Program at Furman University prepares educators who are scholars and leaders.
Mission of the Program
Furman University prepares
teachers and administrators to be scholars and leaders who use effective
pedagogy, reflect thoughtfully on the practice of teaching, and promote human
dignity. Specifically, educators who are scholars and leaders have in-depth knowledge
and understanding of their discipline; use evidence-based practice for
effective teaching and communication; and are caring and thoughtful individuals
who respond sensitively to the needs and experiences of all students and others
with whom they interact.
Furman is committed to a
program of educator preparation that calls for collaborative, interdependent
efforts throughout the academic community. Furman's Educator Preparation
Program is anchored in the university's commitment to the liberal arts, encompassing
the humanities, fine arts, mathematics, and social and natural sciences as the
essential foundation for developing intellectually competent educators.
Program Standards
Furman University prepares
educators who exemplify proficiency in standards related to educator
effectiveness. The program of teacher preparation aligns to the South Carolina
Expanded ADEPT[i]
and PADEPP[ii]
standards for educators and the defining characteristics of the Profile of the South Carolina Graduate: word-class
knowledge, world-class skills, and life and career characteristics. Furman’s program aligns to national standards
including InTASC[iii],
ISTE[iv],
NBTPS[v],
CAEP[vi]
standards for accreditation, SPA standards for specialized programs, and
Professional Standards for Educational Leaders, formerly ISLLC[vii]. Furman’s program of teacher preparation is
nationally recognized by NCATE[viii]
, now CAEP.
Candidates develop mastery
of the InTASC core teaching standards as they progress through the program:
- The Learner and Learning
- Learner
Development
- Learning
Differences
- Learning
Environments
- Content Knowledge
- Content
Knowledge
- Application
of Content
- Instructional Practice
- Assessment
- Planning
for Instruction
- Instructional
Strategies
- Professional Responsibility
- Professional
Learning and Ethical Practice
- Leadership
and Collaboration
In addition, candidates are
mentored to ensure they can respond effectively and sensitively to the needs
and experiences of all students and others with whom they interact. Upon acceptance to and throughout their
program of study, undergraduate and graduate candidates are expected to
demonstrate the following key dispositions:
- Timeliness
- Attendance
- Appearance/Dress
- Confidentiality
- Honesty/Integrity
- Poise/Attitude/Self-Efficacy
- Cooperation/Rapport/Collaboration
- Communication
- Caring
- Sensitivity
to Individual Differences
- Sensitivity
to Cultural Differences
- Reflectiveness/Responsiveness
- Initiative/Leadership
- Active
Learner
Program’s Commitment to Technology and Diversity
Technology
In preparing educators as
scholars and leaders, Furman's Educator Preparation Program acknowledges the
crucial role of technology as a means to locate information, transmit
knowledge, gain conceptual understanding, and achieve occupational ambitions.
School leaders, teachers, and students must therefore acquire the knowledge,
skills, and dispositions that will enable them to solve problems and use
technology as a tool for collaborating and communicating effectively. This
objective is all the more urgent in light of the explosive growth of digital
media, as well as the impact of emerging technologies. Furman’s program aligns
to ISTE standards and candidates are assessed on the ability to use technology
for learning.
Diversity
Furman's
Educator Preparation Program is committed to preparing educators who, as
scholars and leaders, understand and appreciate the diverse nature of learners and
their cultures. Furman recognizes the continuing role that schools,
teachers, and school leaders play in fostering acceptance and celebration of
diversity, both individually and collectively. As a result, we are
committed to diversifying our own pool of teacher candidates, as well as their
field placements. Candidate dispositions, including Caring,
Sensitivity to Individual Differences, and Sensitivity to Cultural
Differences, are assessed at program transition points.
[i] ADEPT – Assisting, Developing, and Evaluating
Professional Training
[ii] PADEPP – Program for Assisting, Developing, and
Evaluating Principal Performance
[iii] InTASC – Interstate Teacher Assessment and
Support Consortium
[iv] ISTE – International Society for Technology in
Education
[v] NBPTS – National Board for Professional
Teaching Standards
[vi] CAEP – Council for the Accreditation of
Educator Preparation
[vii]
ISLLC – Interstate
School Leaders Licensure Consortium
[viii]
NCATE - National Council for
Accreditation of Teacher Education
- Learner
Development
- Learning
Differences
- Learning
Environments
- Content
Knowledge
- Application
of Content
- Assessment
- Planning
for Instruction
- Instructional
Strategies
- Professional
Learning and Ethical Practice
- Leadership
and Collaboration
[i] ADEPT – Assisting, Developing, and Evaluating
Professional Training
[ii] PADEPP – Program for Assisting, Developing, and
Evaluating Principal Performance
[iii] InTASC – Interstate Teacher Assessment and
Support Consortium
[iv] ISTE – International Society for Technology in
Education
[v] NBPTS – National Board for Professional
Teaching Standards
[vi] CAEP – Council for the Accreditation of
Educator Preparation
[vii]
ISLLC – Interstate
School Leaders Licensure Consortium
[viii]
NCATE - National Council for
Accreditation of Teacher Education
Course Description
EDU 452 Teaching English in Grades 9-12 (formerly ED-52)
Prerequisite: EDU-221 (ED-21)
Explores two of the major components in the secondary school English curriculum: language and composition. Emphasis placed on teaching the writing process. Examines strategies needed to learn from text materials included in the English classroom. Should be enrolled senior year concurrently with EDU-350 (ED-50). 4 credits.
Goals and Objectives
Coordinated with NCTE Program Standards (2012)
Content
Knowledge
I. Candidates demonstrate knowledge of English language arts subject
matter content that specifically includes literature and multimedia texts as
well as knowledge of the nature of adolescents as readers.
[ ] Element 1: Candidates are knowledgeable about texts—print and
non-print texts, media texts, classic texts and contemporary texts, including
young adult—that represent a range of world literatures, historical traditions,
genres, and the experiences of different genders, ethnicities, and social
classes; they are able to use literary theories to interpret and critique a
range of texts.
[ ] Element 2: Candidates are knowledgeable about how adolescents read
texts and make meaning through interaction with media environments.
II. Candidates demonstrate knowledge of English language arts subject
matter content that specifically includes language and writing as well as
knowledge of adolescents as language users.
[ ] Element 1: Candidates can compose a
range of formal and informal texts taking into consideration the
interrelationships among form, audience, context, and purpose; candidates
understand that writing is a recursive process; candidates can use contemporary
technologies and/or digital media to compose multimodal discourse.
[ ] Element 2: Candidates know the
conventions of English language as they relate to various rhetorical situations
(grammar, usage, and mechanics); they understand the concept of dialect and are
familiar with relevant grammar systems (e.g., descriptive and prescriptive);
they understand principles of language acquisition; they recognize the
influence of English language history on ELA content; and they understand the
impact of language on society.
[ ] Element 3: Candidates are knowledgeable
about how adolescents compose texts and make meaning through interaction with
media environments.
Content
Pedagogy:
Planning
Literature and Reading Instruction in ELA
III. Candidates plan instruction and design assessments for reading and
the study of literature to promote learning for all students.
[ ] Element 1: Candidates use their
knowledge of theory, research, and practice in English Language Arts to plan
standards- based, coherent and relevant learning experiences utilizing a range
of different texts—across genres, periods, forms, authors, cultures, and
various forms of media—and instructional strategies that are motivating and
accessible to all students, including English language learners, students with
special needs, students from diverse language and learning backgrounds, those
designated as high achieving, and those at risk of failure.
[ ] Element 2: Candidates design a range of
authentic assessments (e.g., formal and informal, formative and summative) of
reading and literature that demonstrate an understanding of how learners develop
and that address interpretive, critical, and evaluative abilities in reading,
writing, speaking, listening, viewing, and presenting.
[ ] Element 3: Candidates plan
standards-based, coherent and relevant learning experiences in reading that
reflect knowledge of current theory and research about the teaching and
learning of reading and that utilize individual and collaborative approaches
and a variety of reading strategies.
[ ] Element 4: Candidates design or
knowledgeably select appropriate reading assessments that inform instruction by
providing data about student interests, reading proficiencies, and reading
processes.
[ ] Element 5: Candidates plan instruction
that incorporates knowledge of language—structure, history, and conventions—to
facilitate students’ comprehension and interpretation of print and non-print
texts.
[ ] Element 6: Candidates plan instruction
which, when appropriate, reflects curriculum integration and incorporates
interdisciplinary teaching methods and materials.
Content Pedagogy:
Planning Composition Instruction in ELA
IV. Candidates plan instruction and design assessments for composing
texts (i.e., oral, written, and visual) to promote learning for all students.
[ ] Element 1: Candidates use their
knowledge of theory, research, and practice in English Language Arts to plan
standards- based, coherent and relevant composing experiences that utilize
individual and collaborative approaches and contemporary technologies and
reflect an understanding of writing processes and strategies in different
genres for a variety of purposes and audiences.
[ ] Element 2: Candidates design a range of
assessments for students that promote their development as writers, are
appropriate to the writing task, and are consistent with current research and
theory. Candidates are able to respond to student writing in process and to
finished texts in ways that engage students’ ideas and encourage their growth
as writers over time.
[ ] Element 3: Candidates design
instruction related to the strategic use of language conventions (grammar,
usage, and mechanics) in the context of students’ writing for different
audiences, purposes, and modalities.
[ ] Element 4: Candidates design
instruction that incorporates students’ home and community languages to enable
skillful control over their rhetorical choices and language practices for a
variety of audiences and purposes.
Learners and
Learning:
Implementing
English Language Arts Instruction
V. Candidates plan, implement, assess, and reflect on research-based
instruction that increases motivation and active student engagement, builds
sustained learning of English language arts, and responds to diverse students’
context-based needs.
[ ] Element 1: Candidates plan and implement
instruction based on ELA curricular requirements and standards, school and
community contexts, and knowledge about students’ linguistic and cultural
backgrounds.
[ ] Element 2: Candidates use data about
their students’ individual differences, identities, and funds of knowledge for
literacy learning to create inclusive learning environments that contextualize
curriculum and instruction and help students participate actively in their own
learning in ELA.
[ ] Element 3: Candidates differentiate instruction
based on students’ self-assessments and formal and informal assessments of
learning in English language arts; candidates communicate with students about
their performance in ways that actively involve them in their own learning.
[ ] Element 4: Candidates select, create,
and use a variety of instructional strategies and teaching resources, including
contemporary technologies and digital media, consistent with what is currently
known about student learning in English Language Arts.
Professional Knowledge
and Skills
VI. Candidates demonstrate knowledge of how theories and research about
social justice, diversity, equity, student identities, and schools as
institutions can enhance students’ opportunities to learn in English Language
Arts.
[ ] Element 1: Candidates plan and
implement English language arts and literacy instruction that promotes social
justice and critical engagement with complex issues related to maintaining a
diverse, inclusive, equitable society.
[ ] Element 2: Candidates use knowledge of
theories and research to plan instruction responsive to students’ local,
national and international histories, individual identities (e.g., race,
ethnicity, gender expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and community environment), and
languages/dialects as they affect students’ opportunities to learn in ELA.
VII. Candidates are prepared to interact knowledgeably with students,
families, and colleagues based on social needs and institutional roles, engage
in leadership and/or collaborative roles in English Language Arts professional
learning communities, and actively develop as professional educators.
[ ] Element 1: Candidates model literate
and ethical practices in ELA teaching, and engage in/reflect on a variety of
experiences related to ELA.
[
] Element 2:
Candidates engage in and reflect on a variety of experiences related to ELA
that demonstrate understanding of and readiness for leadership, collaboration,
ongoing professional development, and community engagement.
TEACHER CANDIDATE ASSIGNMENTS
* Please note that candidates should be prepared to prepare and submit a full portfolio of all required work by the end of the Senior Block session.
Click links for explanations:
Click links for explanations:
Tentative Schedule
Appendix 2
Rationale: Courses Taught by P. L. Thomas—
Welcome to the Occupation
Paulo Freire (1993) establishes early in his Pedagogy of the Oppressed, “One of the basic elements of the relationship between oppressor and oppressed is prescription. Every prescription represents the imposition of one individual’s choice upon another, transforming the consciousness of the person prescribed to into one that conforms with the prescriber’s consciousness” (pp. 28-29).
The course before you, your course, will be guided by some essential principles, beliefs, and research concerning the nature of learning and teaching along with the commitments I have to the dignity of each person’s humanity and to the sacredness of intellectual freedom within a democracy. The practices and expectations of this course are informed by many educators, writers, and researchers—many of who are referenced at the end. But the guiding philosophies and theories of this course can be fairly represented as critical pedagogy, critical constructivism, and authentic assessment.
Now that I am in my third decade as a teacher, my classroom practices and expectations for students are all highly purposeful—although most of my practices and expectations are non-traditional and may create the perception that they are “informal.” For you, the student, this will be somewhat disorienting (a valuable state for learning) and some times frustrating. Since I recognize the unusual nature of my classes, I will offer here some clarity and some commitments as the teacher in this course.
In all of my courses, I practice “critical pedagogy.” This educational philosophy asks students to question and identify the balance of power in all situations—an act necessary to raise a your awareness of social justice. I also emphasize “critical constructivist” learning theory. Constructivism challenges students (with the guidance of the teacher) to forge their own understanding of various concepts by formulating and testing hypotheses, and by utilizing inductive, not just deductive, reasoning. A constructivist stance asks students to recognize and build upon their prior knowledge while facing their own assumptions and expectations as an avenue to deeper and more meaningful learning. My practices avoid traditional forms of assessment (selected-response tests), strive to ask students to create authentic representations of their learning, and require revision of that student work.
Some of the primary structures of this course include the following:
• I delay traditional grades on student work to encourage you to focus on learning instead of seeking an “A” and to discourage you from being “finishers” instead of engaged in assignments. At any point in the course, you can receive oral identification of on-going grades if you arrange an individual conference concerning you work. However, this course functions under the expectation that no student work is complete until the last day of the course; therefore, technically all students have no formal grade until the submission of the final portfolio. One of the primary goals of this course is to encourage you to move away from thinking and acting as a student and toward thinking and acting in authentic ways that manifest themselves in the world outside of school.
• I include individual conferences for all students at mid-term (and any time one is requested), based on a self-evaluation, a mid-course evaluation, and an identification of student concerns for the remainder of the course. You will receive a significant amount of oral feedback (“feedback” and “grades” are not the same, and I consider “grades” much less useful than feedback), but much of my feedback comes in the form of probing questions that require you to make informed decisions instead of seeking to fulfill a requirement established by me or some other authority. Your learning experience is not a game of “got you”; thus, you have no reason to distrust the process. I value and support student experimentation, along with the necessity of error and mistakes during those experiments. My classroom is not a place where you need to mask misunderstandings and mistakes. I do not equate learning with a student fulfilling clearly defined performances (see Freire’s commentary on prescription above), but I do equate learning with students creating their own parameters for their work and then presenting their work in sincere and faithful ways.
• I include portfolio assessment in my courses, requiring students to draft work throughout the course, to seek peer and professor feedback through conferences, and to compile at the end all of their assignments in a course with a reflection on that work; my final assessments are weighted for students and guided by expectations for those assignments, but those weights and expectations are tentative and offered for negotiation with each student. Ultimately, the final grade is calculated holistically and based on that cumulative portfolio. All major assignments in this course must be drafted in order to be eligible for a final grade of “A.” The drafting process must include at least two weeks of dedication to the assignment, student-solicited feedback from the professor, and peer feedback. Assignments must be submitted in final forms in the culminating portfolio, but documentation of the drafting process must also be submitted with the final products. Any major assignments that do not fulfill the expectation of drafting will not receive a grade higher than a “B.” Revision is a necessary aspect of completing academic work.
Welcome to the occupation. This is your class, a series of moments of your life—where you make your decisions and act in ways you choose. Freedom and choice, actually, are frightening things because with them come responsibility. We are often unaccustomed to freedom, choose, and responsibility, especially in the years we spend in school. So if you are nervous about being given the freedom to speak and the responsibility for making your own choices, that is to be expected. But I am here to help—not prescribe, not to judge. That too will make you a bit nervous. I am glad to have this opportunity in your life, and I will not take it lightly. I would be honored if you choose not to take it lightly either.
References
Ayres, W. (2001). To teach: The journey of a teacher. New York: Teachers College Press.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1938/1997). Experience and education. New York: Free Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon and Schuster.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
hooks, b. (1999). remembered rapture: the writer at work. New York: Henry Holt and Company.
———. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Kincheloe, J. L. (2005a). Critical constructivism primer. New York: Peter Lang.
Kincheloe, J. L. (2005b). Critical pedagogy primer. New York: Peter Lang.
Pinker, S. (1994). The language instinct. New York: Harper Perennial.
———. (1999). Words and rules: The ingredients of language. New York: Basic Books.
Popham, W. J. (2001). The Truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: Today’s standards for teaching and learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.
ADEPT Domain 1: Planning
|
Expanded ADEPT SCTS 4.0
|
ADEPT Domain 1: Planning Methods of
Data Collection:
•
Long-Range Plan
• Unit Work Sample
|
Example
methods of data collection relative to
Planning:
•
Long Range Plan (LRP)
•
Unit Plans
•
Daily Lesson Plans
•
Classroom Observations
• Post-Conference Coaching Sessions
|
ADEPT Domain 1: Planning Key
Elements (11)
|
SCTS
DOMAINS and Standards Indicators aligned to ADEPT Domain Planning APS 1-3:
|
ADEPT
Performance Standard 1.A: The
teacher obtains student information, analyzes this information to determine
the learning needs of all students, and uses this information to guide
instructional planning.
|
PLANNING: Instructional Plans
|
ADEPT
Performance Standard 1.B: The
teacher establishes appropriate standards-based long-range learning and
developmental goals for all students.
|
PLANNING: Instructional
Plans
INSTRUCTION: Standards and Objectives
|
ADEPT
Performance Standard 1.C: The
teacher identifies and sequences instructional units in a manner that
facilitates the accomplishment of the long-range goals.
|
PLANNING: Instructional Plans
PLANNING: Student Work
|
ADEPT
Performance Standard 1.D: The
teacher develops appropriate processes for evaluating and recording students’
progress and achievement.
|
PLANNING: Student Work
|
ADEPT
Performance Standard 1.E: The
teacher plans appropriate procedures for managing the classroom.
|
ENVIRONMENT: Managing Student Behavior
INSTRUCTION: Motivating Students
|
ADEPT Domain 1: Planning Key
Elements (11)
|
SCTS
DOMAINS and Standards Indicators aligned to ADEPT Domain Planning APS 1-3:
|
ADEPT
Performance Standard 2.A: The
teacher develops unit objectives that facilitate student achievement of
appropriate academic standards and long-range learning and developmental
goals.
|
PLANNING: Instructional Plans
INSTRUCTION:
Standards and Objectives
|
ADEPT
Performance Standard 2.B: The
teacher develops instructional plans that include content, strategies,
materials, and resources that are appropriate for the particular students.
|
PLANNING: Instructional Plans
INSTRUCTION:
Activities and Materials
INSTRUCTION:
Teacher Knowledge of Students
|
ADEPT
Performance Standard 2.C: The
teacher routinely uses student performance data to guide short-range planning
of instruction.
|
PLANNING: Student Work
PLANNING: Assessment
|
ADEPT
Performance Standard 3.A: The
teacher develops/selects and administers a variety of appropriate
assessments.
|
PLANNING: Assessment
|
ADEPT
Performance Standard 3.B: At
appropriate intervals, the teacher gathers and accurately analyzes student
performance data and uses this information to guide instructional planning.
|
PLANNING: Student Work
PLANNING: Assessment
|
ADEPT
Performance Standard 3.C: The
teacher uses assessment data to assign grades (or other appropriate
indicators) that accurately reflect student progress and achievement.
|
PLANNING: Assessment
|
ADEPT Domain 2: Instruction
|
Expanded ADEPT SCTS 4.0
|
ADEPT Domain 2: Instruction Methods
of Data Collection:
•
Classroom Observations
• Teacher Reflections on Instruction and Student Learning
|
Example
methods of data collection relative to
Instruction:
•
Classroom Observations
• Post-Conference Coaching Sessions
|
ADEPT Domain 2: Instruction Key
Elements (12)
|
SCTS
DOMAINS and Standards Indicators aligned to ADEPT Domain Instruction APS
4-7:
|
ADEPT
Performance Standard 4.A: The
teacher establishes, communicates, and maintains high expectations for
student achievement.
|
ENVIRONMENT:
Expectations
INSTRUCTION:
Standards and Objectives
|
ADEPT
Performance Standard 4.B: The
teacher establishes, communicates, and maintains high expectations for
student participation.
|
ENVIRONMENT:
Expectations
INSTRUCTION:
Motivating Students
|
ADEPT
Performance Standard 4.C: The
teacher helps students assume responsibility for their own participation and
learning.
|
INSTRUCTION:
Motivating Students
|
ADEPT
Performance Standard 5.A: The
teacher uses appropriate instructional strategies.
|
INSTRUCTION:
Presenting Instructional Content
INSTRUCTION:
Teacher Content Knowledge
INSTRUCTION:
Teacher Knowledge of Students
|
ADEPT
Performance Standard 5.B: The
teacher uses a variety of instructional strategies.
|
INSTRUCTION:
Activities and Materials
INSTRUCTION:
Thinking
INSTRUCTION:
Problem Solving
INSTRUCTION:
Grouping Students
|
ADEPT
Performance Standard 5.C: The
teacher uses instructional strategies effectively.
|
INSTRUCTION:
Presenting Instructional Content
INSTRUCTION:
Activities and Materials
INSTRUCTION:
Questioning
INSTRUCTION:
Grouping Students
|
ADEPT
Performance Standard 6.A: The
teacher demonstrates a thorough command of the discipline that he or she
teaches.
|
INSTRUCTION:
Teacher Content Knowledge
|
ADEPT
Performance Standard 6.B: The
teacher provides appropriate content.
|
INSTRUCTION:
Presenting
Instructional Content
INSTRUCTION:
Teacher Knowledge
of Students INSTRUCTION:
Teacher Content Knowledge
|
ADEPT Domain 2: Instruction Key
Elements (12)
|
SCTS
DOMAINS and Standards Indicators aligned to ADEPT Domain Instruction APS
4-7:
|
ADEPT
Performance Standard 6.C: The
teacher structures the content to promote meaningful learning
|
INSTRUCTION:
Motivating Students
INSTRUCTION:
Activities and Materials
INSTRUCTION:
Presenting Instructional Content
INSTRUCTION:
Lesson Structure and Pacing
|
ADEPT
Performance Standard 7.A: The
teacher continually monitors student learning during instruction by using a
variety of informal and formal assessment strategies.
|
INSTRUCTION:
Standards and Objectives
INSTRUCTION:
Questioning
|
ADEPT
Performance Standard 7.B: The
teacher enhances student learning by using information from informal and
formal assessments to guide instruction.
|
INSTRUCTION:
Academic Feedback
PLANNING:
Assessment
|
ADEPT
Performance Standard 7.C: The
teacher enhances student learning by providing appropriate instructional
feedback to students.
|
INSTRUCTION:
Academic Feedback
|
ADEPT Domain 3: Environment
|
Expanded ADEPT SCTS 4.0
|
ADEPT Domain 3: Environment Methods
of Data Collection:
•
Classroom Observations
• Teacher Reflections on Instruction and Student Learning
|
Example
methods of data collection relative to the
Environment:
•
Classroom Observations
• Post-Conference Coaching Sessions
|
ADEPT Domain 3: Environment Key
Elements (6)
|
SCTS
DOMAINS and Standards Indicators aligned to ADEPT Environment APS 8, 9
|
ADEPT
Performance Standard 8.A: The
teacher creates and maintains the physical environment of his or her
classroom as a safe place that is conducive to learning.
|
ENVIRONMENT:
Environment
|
ADEPT
Performance Standard 8.B: The
teacher creates and maintains a positive affective climate in his or her
classroom.
|
ENVIRONMENT:
Respectful
Culture
ENVIRONMENT:
Environment
ENVIRONMENT:
Managing
Student Behavior
|
ADEPT Domain 3: Environment Key
Elements (6)
|
SCTS
DOMAINS and Standards Indicators aligned to ADEPT Environment APS 8, 9
|
ADEPT
Performance Standard 8.C: The
teacher creates and maintains a culture of learning in his or her classroom.
|
ENVIRONMENT:
Expectations
ENVIRONMENT:
Respectful
Culture
|
ADEPT
Performance Standard 9.A: The
teacher manages student behavior appropriately
|
ENVIRONMENT:
Managing
Student Behavior
ENVIRONMENT:
Respectful
Culture
|
ADEPT
Performance Standard 9.B: The
teacher makes maximal use of instructional time.
|
INSTRUCTION:
Lesson Structure and Pacing
ENVIRONMENT:
Expectations
|
ADEPT Performance Standard
9.C: The teacher manages essential
noninstructional routines in an efficient manner.
|
INSTRUCTION:
Lesson Structure and Pacing
|
ADEPT Domain 4: Professionalism
|
Expanded ADEPT SCTS 4.0
|
ADEPT Domain 4: Professionalism
Methods of Data Collection:
•
Professional
Performance Review
• Teacher Self-Assessment & Goal-Setting
|
Example
methods of data collection relative to
Professionalism:
•
Professional
Performance Review
• Teacher Self-Assessment & Goal-Setting
|
ADEPT Domain 4: Professionalism Key
Elements (5)
|
SCTS
Standards and Indicators relative to
aligned
to ADEPT Domain Professionalism APS 10:
|
ADEPT
Performance Standard 10.A: The
teacher is an advocate for the students.
|
PROFESSIONALISM: Reflecting on Teaching
|
ADEPT
Performance Standard 10.B: The
teacher works to achieve organizational goals in order to make the entire
school a positive and productive learning environment for the students.
|
PROFESSIONALISM: School Responsibilities
PROFESSIONALISM: Reflecting on Teaching
|
ADEPT
Performance Standard 10.C: The
teacher is an effective communicator.
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PROFESSIONALISM: School Responsibilities
PROFESSIONALISM: Growing and Developing Professionally
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ADEPT
Performance Standard 10.D: The
teacher exhibits professional demeanor and behavior.
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PROFESSIONALISM: Growing and Developing Professionally
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ADEPT Domain 4: Professionalism Key
Elements (5)
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SCTS
Standards and Indicators relative to
aligned
to ADEPT Domain Professionalism APS 10:
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ADEPT
Performance Standard 10.E: The
teacher is an active learner.
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PROFESSIONALISM: Growing and Developing Professionally
PROFESSIONALISM: Reflecting on Teaching
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