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ED 435 740 TM 030 392
AUTHOR Olson, Martin N.TITLE Grounding Our Vision and Ambitions in 21st Century Reality:
Tools and Tangible Outcomes Which Exemplify OXY TeacherLeader Development and Achievement. Assessment Standards1st. OXY Teacher Leader Career Portfolio.
PUB DATE 1999-11-00NOTE 38p.; Paper presented at the Annual Meeting of the
California Educational Research Association (78th, Monterey,CA, November 18-19, 1999).
PUB TYPE Reports - Descriptive (141) Speeches/Meeting Papers (150)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Accountability; *Competence; Elementary Secondary
Education; *Personnel Data; *Portfolios (BackgroundMaterials); Qualifications; *Resumes (Personal); Standards
ABSTRACTIn both California and the United States as a whole, new
emphasis is being placed on greater accountability for all educators.Educators find that they are facing too many sets of standards, making itdifficult to focus on priorities. This paper provides five essential tools todemonstrate teaching competence. These tools can be the ways and means foreach prospective teacher to prepare for school employment, education careeradvancement, and performance assessments based on standards. The fiveessential tools are: (1) the resume; (2) academic subject matter preparation;(3) letters of reference; (4) a career portfolio; and (5) a cover letter.Process guidelines are presented to help teachers assemble and use thesetools. Attachments include the "California Standards for the TeachingProfession" and a sample teacher assessment form. (Contains 1 figure and 28references.) (SLD)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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1
GROUNDING OUR VISION AND AMBITIONSIN 21ST CENTURY REALITY:
Tools and Tangible OutcomesWhich Exemplify
Oxy Teacher Leader Development and Achievement
by
Dr. Martin N. OlsonProfessor and Education Chair
Presented at the California Educational Research Association (CERA)78th Annual Conference, November 18-19, 1999
Monterey, California
Department of EducationEducational Leader ProgramsOCCIDENTAL COLLEGEBooth Hall, Rooms 117-118
1600 Campus RoadLos Angeles, CA 90041
(323) 259-2781 FAX (323) 341-4894
3
California Educational Research Association (CERA)78th Annual Conference November 18-19, 1999
Abstract Form
Title of Presentation: Grounding Our Vision and Ambitions in 21" Century Reality:Tools and Tangible Outcomes which ExemplifyTeacher Leader Development and Achievement
PresenterAuthor: Dr. Martin N. (Norm) Olson Phone: 323-259-2781 Fax: 323-341-4894Institutional Affiliation: Occidental CollegeEstimated time desired for presentation: 30 minutes (overhead projector appreciated)Contact person: Dr. Martin N. (Norm) OlsonPosition: Professor and Chair, Department of Education email: [email protected] Address: Booth Hall, Room 110, 1600 Campus Road, Los Angeles, CA 90041
* * * * * * * * *Areas covered by presentation: El Assessment & Evaluation El Standards and Accountability
ElProfessional Training and DevelopmentAudience: CI General Pre - 6 El 7 - 12 El University/CollegeElHandouts will be available (3-hole punched)
ABSTRACTAs we enter the 21st century in California and American public education, we see tremendous
emphasis being placed on greater accountability of all of us in the profession. In particular, what we know andwhat we do to serve learners and schools are under careful scrutiny. Setting standards or establishing new,demanding benchmarks for teaching performance and the knowledge and skill achievements for learners: thesehave become the primary and increasing goal orientations for most state and national politicians, organizations,and agencies. Especially in the last five years, policymakers, researchers, and bureaucrats everywhere appearfixated and obsessed with promulgating stringent requirements, forcing implementation and compliance, andtesting, assessing, and reporting results to the public. The pressure to "measure-up" is being felt by publicschool students, experienced teachers seeking recertification, pre-service teachers earning their first credentials,individual schools and districts, and each of the states. Across the board now, no one is being left out, and thecurrent national assessment trend and the testing craze are likely to remain with us well into the century.
While there are obviously many benefits likely to be gained during this new age of accountability,educators are frustrated, confused and upset. Too many different sets of standards already compete now for ourattention. Numerous ones are thrown at us, forcing us either to choose or to comply with exhaustive lists ofmultiple standards, goals, objectives or outcomes. These latter terms are often used interchangeably. Are theythe same or are they different? In addition, descriptive statements for each may be quite similar in generalconcepts, but frequently use varied vocabulary, and are organized and enumerated under different categories.Analysis, comparing and contrasting similarities and differences, becomes more complicated as additional setsof standards are developed and implemented. Experienced educators, even those most committed to progressand improvement, find it difficult to keep up and to focus on priorities.
Thus, this presentation addresses these issues and provides "Five Essential Tools" to demonstrateteaching competency -- the ways and means for each prospective teacher to prepare for school employment,education career advancement, and performance assessments based on standards. A standards comparisonmatrix will show how ten Occidental College Personal and Professional Qualities and ten TeachingCompetencies (1976) align with three major sets of standards extant in teacher education in the state ofCalifornia: the California Standards for the Teaching Profession (1997), the Commission on TeacherCredentialing (CTC) Accreditation Standards for Professional Preparation Programs (1997), and Pathwise(1992), developed by ETS and used in California's Beginning Teacher Support and Assessment (BTSA)induction programs. By analyzing and comparing standards and criteria summarized in the matrix, eacheducator can see more clearly what the standards have in common, how they differ, and what some exclude.Present and future teacher leaders will experience a thinking, analytic process one can initiate independently orcooperatively to maintain sanity and integrity throughout a career.
DEADLINE Friday, OCTOBER 1, 1999Return Abstract to Chris Westphal, San Juan Unified SD, 3738 Walnut Ave., Carmichael, CA 95609 Fax 916/971-7014
4
GROUNDING OUR VISION AND AMBITIONS IN 21ST CENTURY REALITY:Tools and Tangible Outcomes
Which Exemplify Oxy Teacher Leader Development and Achievement
Introduction and Rationale
As we enter the 21st century in California and American public education, we see tremendousemphasis being placed on greater accountability of all of us in the profession. In particular, what we knowand what we do to serve learners and schools are under careful scrutiny. Setting standards or establishingnew, demanding benchmarks for teaching performance and the knowledge and skill achievements forlearners: these have become the primary and increasing goal orientations for most state and nationalpoliticians, organizations, and agencies. Especially in the last five years, policymakers, researchers, andbureaucrats everywhere appear fixated and obsessed with promulgating stringent requirements, forcingimplementation and compliance, and testing, assessing, and reporting results to the public. The pressure to"measure-up" is being felt by public school students, experienced teachers seeking recertification, pre-service teachers earning their first credentials, individual schools and districts, and each of the states. Acrossthe board now, no one is being left out, and the current national assessment trend (The Teaching Professor,April, 1999) and the "testing craze" (Rethinking Schools, spring, 1999) are likely to remain with us well intothe century.
While there are obviously many benefits likely to be gained during this new age of accountability,educators are frustrated, confused and upset. Too many different sets of standards already compete now forour attention. Numerous ones are thrown at us, forcing us either to choose or to comply with exhaustive listsof multiple standards, goals, objectives or outcomes. These latter terms are often used interchangeably. Arethey the same or are they different? In addition, descriptive statements for each may be quite similar ingeneral concepts, but frequently use varied vocabulary, and are organized and enumerated under differentcategories. Analysis, comparing and contrasting similarities and differences, becomes more complicatedas additional sets of standards are developed and implemented. Experienced educators, even those mostcommitted to progress and improvement, find it difficult to keep up and to focus on priorities. Small wonderthen, that those just entering the profession require assistance as they: (1) sort out their own learningobjectives, (2) make sense of the major sets of standards currently in vogue, (3) make decisions aboutcollecting and presenting evidence to document their successes in classrooms and schools, and (4) developan informed and relaxed attitude of acceptance, a way of thinking and coping successfully with continuingor future accountability frenzies.
Teacher candidates at Occidental College, both undergraduate and graduate students, will have manyopportunities and experiences within the multiple and single subject credential programs to developexpertise in this most challenging accountability and assessment arena. The purpose of this document is tolay a finite foundation of selected information and to set some parameters within which each individual canplan and achieve with greater confidence and security. (A detailed Table of Contents follows thisintroduction.) So, while I have focused on "five essential tools", the ways and means for each prospectiveteacher to prepare for school employment and education career advancement, I have also presented astandards comparison matrix. The matrix shows how our ten Occidental Personal and ProfessionalQualities and ten Teaching Competencies (1976) align with the three major sets of standards extant inteacher education in the state of California: the California Standards for the Teaching Profession (1997),the Commission on Teacher Credentialing (CTC) Accreditation Standards for Professional PreparationPrograms (1997), and Pathwise (1992). developed by Educational Testing Service and used in California's
GROUNDING OUR VISION AND AMBITIONS Introduction and Rationale
Beginning Teacher Support and Assessment (BTSA) induction programs. By analyzing and comparingstandards and criteria summarized in the matrix, each Oxy Teacher Leader can see more clearly what thestandards have in common, how they differ, and what some exclude. Such intimate familiarity is a majorstep to personal empowerment for better goal setting and higher achievement while at Occidental; it givesone direct experience with a thinking, self-discovery process one can initiate independently to maintainsanity and focus throughout a career.
Since teachers are awarded credentials by the Commission on Teacher Credentialing, the EducationDepartment at Occidental requires each candidate to organize their Career Portfolio contents by the CTCAccreditation Standards 11-20. Knowing this in advance, each education student will be able to develop,accumulate, and file "hard evidence" of professional growth and development and learner achievementsthroughout their diverse, voluntary and required fieldwork experiences in classrooms and schools. Ofcourse, during each undergraduate and graduate education course, one should follow a similar procedure,saving, filing, and presenting assignments, products, and formative or summative results, within thepertinent section/category matching each numbered standard. By the end of the credential program theresultant Career Portfolio (when submitted in Ed. 581) should be resplendent, filled with the betterexamples, illustrations, and evidence of success -- those which document and exemplify both the art andcraft of teaching along the path of growth and development chosen by each Oxy Teacher Leader.
Not only will such a product be a source of pride and accomplishment, a resource of ideas and toolsto be used after Oxy, it is also likely to help each credential graduate further strive for excellence, monitorself-growth and assessment, and provide a model and means to exhibit progress and achievement throughoutone's career in a high profile profession. We want each Teacher Leader to enjoy his/her career in educationand with less confusion and frustration as one deals with shifting priorities and standards.
Martin N. OlsonProfessor and Education ChairAugust, 1999
GROUNDING OUR VISION AND AMBITIONS Introduction and Rationale-ii-
6
GROUNDING OUR VISION AND AMBITIONS IN 21ST CENTURY REALITY:Tools and Tangible Outcomes
Which Exemplify Oxy Teacher Leader Development and Achievement
TABLE OF CONTENTS
Pages
Introduction
Table of Contents iii
I Occidental Teacher Leader Job Search Guidelines:Creating and managing your Educational placement File and Career Portfolio forProfessional Growth and Advancement. 1
II Commission on Teacher Credentialing (CTC)Accreditation Standards (11-20) for organizingOxy Teacher Leader "CAREER PORTFOLIO" Products:
Guides for Personal and Professional Development and career Advancement2
III CAREER PORTFOLIO GUIDELINES for Teacher Leaders:Occidental College 3
IV Education Standards Alignment:Comparison Matrix for Occidental Teacher Leaders our OccidentalFramework for Leadership and Teaching 4
V California Standards for the Teaching Profession:A Description of Professional Practice for California Teachers (1997) 5-12
VI Education Standards Alignment:Matrix for Occidental Teacher Leaders 13-14
VII Evaluation of Teacher CandidateOccidental College Form for Assessment of Student Teachers andRecommendation for Teaching Positions (1976) 15-16
VIII Pathwise Teacher Performance Assessment Domains and Criteria(Educational Testing Service, Dwyer [1993]) 17
IX Teacher LeadersOccidental College Department of Education Mission and Contacts 18
Standards:grounding8/ 10/99
GROUNDING OUR VISION AND AMBITIONS Table of Contents
-iii-
Occidental Teacher Leader Job Search Guidelines:CREATING & MANAGING YOUR EDUCATIONAL PLACEMENT FILE &
CAREER PORTFOLIO FOR PROFESSIONAL GROWTH & ADVANCEMENT
Directions: Follow these guidelines closely to prepare the "Five Essential Tools" (I- V) to facilitate your employmentand career success. Understand and use the valuable information and strategies in the Job Search Handbook forEducators (Booth 118) and the process guidelines (VI) below.
I. RESUMENormally limited to one page immediately following graduation. Maintain relevant information file for
periodic updating and accuracy of supervisors, addresses, phone numbers, etc.
Format requirements (six categories): Everything in reverse chronological order from education toexperiences (see examples) Objective (optional: cover letter may suffice) on Résumé, must be concise . . . nomore than 2-3 lines Education - Academic major, degree, teaching credential, date, month, year, school,GPA (if average to high) Honors and Achievements Teaching Experience Teaching positions, studentteaching assignments, Tyro, tutoring & T.A. positions, etc. Related Experiences such as college activities,travel, volunteer work, internships, paid jobs w/title, place of employment, inclusive dates and concisedescription of job using action verbs Skills and Interests
II. ACADEMIC SUBJECT MATTER PREPARATIONMaintain your own records on a document (one page) that could be a part of your file List course numbers
and titles shown (with semester units and grades?) under Major Subject Area and Supplementary Subject area(s)May have relevant listings on a separate page or sometimes provided in the district application Official
transcript may be required
DI. LETTERS OF REFERENCEUse "Evaluation of Teacher Candidate (or Student Teacher)" forms Maximum six to eight relevant letters
primarily written by individuals who have agreed to be contacted directly Provide separate sheet listing thenames, titles, phone #'s and addresses of "referees" for employer's convenience.
IV. CAREER PORTFOLIOIntroduction Table of Contents CTC Teacher Competency Standards 11-20 (plus entry & exit) brief
explanation of how they have been met Journal Reflections Philosophy of Education Present as graphicorganizer with one-two page description of your "Framework for Teaching and Learning" ClassroomManagement and Discipline Plan with class standards, positive incentives, limit-setting consequences,procedures and daily routines Self-video & analysis Unit and Lesson Plans Bulletin Boards (photos)
Evaluations Observations Photos Graphic Organizers Ed. course "Handouts" ProfessionalDevelopment Plan/checklist Preview example Portfolios on reserve in Booth 118 Should be reserved forthe interview unless samples requested in the original job listing for application
V. COVER LETTER (TEMPLATE)Use format and content as described in the current Job Search Handbook for Educators Pulls together,
succinctly and clearly, what you should have done and what you plan to do for school district contact personSets a positive, professional, productive tone
VI. PROCESS GUIDELINESConsult with Career Development Center and Education Department Follow "Best" job-hunting ideas in
What Color is Your Parachute? by Richard N. Bolles Keep original documents in personal files Makeextra copies for selected distribution (use 24# bond, linen paper and matching envelope: the professional touch)
Keep written record of who you have sent resume to, date mailed and any response/activity resultingNetwork, collaborate, follow-up & follow-through for success Persevere: Keep mailing, phoning, visitingschools, checking job announcements Keep smiling . . .
Standards/portfolio7/23/99
Occidental Teacher Leader Job Search Guidelines Page 1 Five Essential Tools
*CTC ACCREDITATION STANDARDS (11-20) for OrganizingOxy Teacher Leader "CAREER PORTFOLIO" Products :
Guides for Personal and Professional Development and Career Advancement
10 Readiness for Diverse Responsibilities [Entry Standard]Each candidate for the Crosscultural, Language and Academic Development Credential (CLAD) teaches students of diverseages, abilities, and cultural, ethnic, linguistic, racial, socio-economic backgrounds. Each candidate assumes theresponsibilities of full-time teachers. The institution provides a well developed rationale for the sequence of fieldexperiences. Each candidate has at least one substantive field experience that includes student instruction in a public schoolclassroom. In their field experiences, candidates utilize recognized teaching strategies for language and content areainstruction.
* 11 Student Rapport and Classroom EnvironmentEach candidate establishes and sustains a level of student rapport and a classroom environment that promotes learning,multicultural understanding and equity, fosters mutual respect among the persons in a class, and fosters respect for linguisticdifferences.
* 12 Curricular and Instructional Planning SkillsEach candidate prepares at least one unit plan and several lesson plans that include goals, objectives, strategies, activities,materials and assessment plans that are well defined and coordinated with each other, reflect crosscultural and linguisticunderstandings, and provide equal access to the core curriculum.
* 13 Diverse and Appropriate TeachingEach candidate plans and uses instructional strategies, techniques, activities and materials that are free of bias and that fosterlearning and positive self-esteem among students of different cultural, linguistic, racial, ethnic and socio-economic backgrounds,and that capitalize on students' prior experience and learning styles.
* 14 Student Motivation, Involvement and ConductEach candidate motivates and sustains student interest, involvement and appropriate conduct equitably during a variety of classactivities, encouraging all students to excel and promoting the involvement of students of different cultural, linguistic, racial,ethnic, socio-economic backgrounds and with individual handicapping conditions.
* 14a (Middle Level Emphasis Student CitizenshipEach candidate organizes and maintains a classroom environment which contributes to the preparation of each student forparticipation as an active, responsible citizen in local, regional, national, and world societies.
* 15 Presentation SkillsEach candidate communicates effectively by presenting ideas and instructions clearly and meaningfully to students, adjustingthe complexity of his or her language to the linguistic abilities of all students in the class.
4( 16 Student Diagnosis, Achievement and EvaluationEach candidate identifies students' prior attainments, sets and achieves appropriate instructional objectives, and evaluates allstudents needs and achievements.
* 17 Cognitive Outcomes of TeachingEach candidate learns to provide optimal settings that increase the ability of students to evaluate, differentiate and integrateinformation, think analytically, problem solve, communicate and reach sound conclusions. Each candidate recognizes andaccepts diverse cognitive and communicative modalities.
* 18 Affective Outcomes of TeachingEach candidate fosters positive self esteem and student attitudes toward the subjects learned, the students themselves, andtheir capacity to become independent learners, and to reach their full potential.
* 19 Capacity to Teach Diverse StudentsEach candidate demonstrates compatibility with, and ability to teach students who are different from the candidate, encouragesrespect for human diversity through planned lessons and through personal interaction with students, parents and community, andunderstands prejudice and is able to implement strategies to prevent and/or reduce it. The differences between students and thecandidate should include ethnic, cultural, gender, linguistic and socio-economic differences.
* 20 Professional ObligationsEach candidate adheres to high standards of professional conduct, cooperates effectively with other adults in the schoolcommunity, and develops professionally through self-assessment and collegial interactions with other members of the profession.In addition, the candidate uses available resources to communicate with parents, and is sensitive to and respectful toward theculture of the community around the school.
21 Determination of Candidate Competence [Exit Standard]Prior to recommending each candidate for a teaching credential, one or more persons who are responsible for the programdetermine, on the basis of thorough documentation and written verification by at least one supervising teacher and oneinstitutional supervisor, that the candidate has satisfied each Standard in Category III. The institution determines that eachcandidate has attained Standards 10 through 19 as they relate to the teaching of (a) subjects to be authorized by the credentialand (b) communication skills including the integration of speaking, listening, reading and writing to ensure that students haveaccess to the core curriculum. Standards/portfoliop2 -7/23/99
CTC Standards 11 - 20 for Oxy Teacher Leaders Page 2 Entry (10) & Exit (21) Standards
Occidental CollegeCAREER PORTFOLIO GUIDELINES
for Teacher-Leaders
* Indicates Specific CTC Standards (11-20) which each candidate is required toaddress in a "Career Portfolio" product, prepared for personal and professionaldevelopment and career advancement. Students (credential candidates) areencouraged to prepare (accumulate and/or update) "evidence" of competence,organized by standards 11-20 during and following completion of each educationcourse at Occidental College. It may be presented in a large, 3- ring notebook/binderor in an "Electronic" form. Evidence may consist of (but certainly is not limited to)the following:
(1) Written statements, faculty-course handouts, graphic organizers,journal note summaries (Summary, Analysis, and Goals - SAG's),individual or group task outcomes or products, or other assignmentscompleted for fieldwork or course requirements; and
(2) Examples of successes in tyroing or teaching - units and lessonplans, transparencies, assignment sheets, classroom rules or discipline,standards, directions/explanations/procedures for student projects,group tasks, learning centers, bulletin boards (photographs?), "sponge"activities, or letters to parents; and
(3) Samples of student work or assessment outcomes demonstratingsuccess and achievement resulting from tyro or teaching guidance, -e.g., worksheets, written papers, illustrations, public recognition,*audio or *video tapes, *computer software, *charts, graphs, (graphicorganizers, structured overviews, and concept maps), photographs or*physical objects prepared. (*These items require terse writtensummaries which: describe the purpose, review 3-4 key features, andhighlight value and future use (applications); and
(4) Introduce readers to your portfolio in an invitational way byincluding as a minimum, each of the following: Title Page, Table ofContents (listed by CTC Standards 11-20), Foreword, (speak to keyelements, benefits/value to you, related to goals), your personalFramework for Leadership and Teaching (a 2 page statement of youreducational philosophy with illustrative graphic organizer), and yourone-page Résumé.
Standards/portfolio p2 - 7/23/99
Career Portfolio Guidelines Page 3 Format and Evidence
Dr. Martin N. OlsonEd. 210/510 (2) USE DIRECT
INSTRUCTION ANDCONSTRUCTIVIST
PRACTICES
(1) HELP INDIVIDUALS/GROUPS SUCCEED
(3) DEVELOPCROSSCULTURALKNOWLEDGE AND
RESPECT
Our Framework forLEADERSHIP and TEACHING
Teacher Leader ProgramsDepartment of Education
Occidental College
Our Mission: To Prepare Leaders in Education . . . Leaders in LifeOur Motto: We Exist to Lead, Assist and Serve
(6) RESEARCH, REFLECT,KNOW & IMPROVE
SELF
(4) TEACH THINKING,SUBJECT MATTER, &
PERFORMANCE SKILLS
(5) IMPROVE SCHOOL/CLASSROOM CULTURES, &
TECHNOLOGIES
Standards/framewor.ins
Framework for Leadership and Teaching Page 4
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prov
e th
eir
prof
essi
onal
pra
ctic
e.T
each
ers
com
mun
icat
e ef
fect
ivel
y w
ith f
amili
es a
ndin
volv
e th
em in
stu
dent
lear
ning
and
the
scho
ol c
om-
mun
ity. T
each
ers
cont
ribu
te to
sch
ool a
ctiv
ities
, pro
-m
ote
com
mon
sch
ool g
oals
and
impr
ove
prof
essi
onal
prac
tice
by w
orki
ng c
olle
gial
ly w
ith a
ll sc
hool
sta
ff.
Tea
cher
s ba
lanc
e pr
ofes
sion
al r
espo
nsib
ilitie
s an
d m
aint
ain
mot
ivat
ion
and
com
mitm
ent t
o al
l stu
dent
s.
II. S
tand
ard
for
crea
ting
and
mai
ntai
ning
effe
ctiv
e en
viro
n-m
ents
for
stud
ent l
earn
ing
Tea
cher
s cr
eate
phy
sica
l env
iron
men
ts th
at e
ngag
e A
LL
stu
dent
s in
pur
pose
ful l
earn
-in
g ac
tiviti
es, a
nd e
ncou
rage
con
stru
ctiv
e in
tera
ctio
ns a
mon
g st
uden
ts. T
each
ers
mai
ntai
n sa
fe le
arni
ng e
nvir
onm
ents
in w
hich
all
stud
ents
are
trea
ted
fair
ly a
nd r
e-sp
ectf
ully
as
they
ass
ume
resp
onsi
bilit
y fo
r th
emse
lves
and
one
ano
ther
. Tea
cher
s en
-co
urag
e al
l stu
dent
s to
par
ticip
ate
in m
akin
g de
cisi
ons
and
in w
orki
ng in
depe
nden
tlyan
d co
llabo
rativ
ely.
Exp
ecta
tions
for
stu
dent
beh
avio
r ar
e es
tabl
ishe
d ea
rly,
clea
rly
unde
rsto
od, a
nd c
onsi
sten
tly m
aint
aine
d. T
each
ers
mak
e ef
-fe
ctiv
e us
e of
inst
ruct
iona
l tim
e as
they
impl
emen
t cla
ss p
roce
-du
res
and
rout
ines
.
The
Cal
ifor
nia
Stan
dard
s fo
r th
e T
each
ing
Prof
essi
on p
rovi
de a
com
mon
lang
uage
and
a vi
sion
of
the
scop
e an
d co
mpl
exity
of te
achi
ng b
y w
hich
all
teac
hers
can
de-
fine
and
dev
elop
thei
r pr
actic
e. T
he S
tan-
dard
s ar
e to
be
used
by
teac
hers
topr
ompt
ref
lect
ion
abou
t tea
chin
g an
dle
arni
ng; d
evel
op p
rofe
ssio
nal g
oals
; and
guid
e, m
onito
r, a
nd a
sses
s th
e pr
ogre
ss o
fte
ache
r' pr
actic
e to
war
d pr
ofes
sion
algo
als.
The
Sta
ndar
ds a
ddre
ss th
e di
ver-
sity
of
the
stud
ent p
opul
atio
n in
Cal
ifor
-ni
a sc
hool
s to
day
and
refl
ect a
hol
istic
, de-
velo
pmen
tal v
iew
of
teac
hing
.
V. S
tand
ard
for
asse
ssin
g st
uden
t lea
rnin
gT
each
ers
esta
blis
h an
d cl
earl
y co
mm
unic
ate
lear
ning
goa
ls f
or s
tude
nts.
Tea
chei
s co
llect
info
rmat
ion
abou
t stu
dent
per
form
ance
fro
m a
var
iety
of
sour
ces.
Tea
cher
s in
volv
e al
l stu
dent
s in
ass
essi
ng th
eir
own
lear
ning
. Tea
cher
s us
e in
form
a-tio
n fr
om a
var
iety
of
ongo
ing
asse
ssm
ents
to p
lan
and
adju
st le
arni
ng o
ppor
tuni
ties
that
pro
mot
e ac
adem
ic a
chie
vem
ent a
nd p
erso
nal g
row
th f
or A
LL
stu
dent
s. T
each
ers
exch
ange
info
rmat
ion
abou
t stu
dent
lear
ning
with
stu
dent
s, f
amili
es, a
nd s
uppo
rt p
er-
sonn
el in
way
s th
at im
prov
e un
ders
tand
ing
and
enco
urag
e ac
adem
ic p
rogr
ess
III. S
tand
ard
for
unde
rsta
ndin
g an
d or
-ga
nizi
ng s
ubje
ct m
atte
r fo
r st
uden
tle
arni
ngT
each
ers
exhi
bit s
tron
g w
orki
ng k
now
ledg
e of
sub
-je
ct m
atte
r an
d st
uden
t dev
elop
men
t. T
each
ers
or-
gani
ze c
urri
culu
m to
fac
ilita
te s
tude
nts'
und
erst
and-
ing
of th
e ce
ntra
l the
mes
, con
cept
s, a
nd s
kills
in th
esu
bjec
t are
a. T
each
ers
inte
rrel
ate
idea
s an
d in
for-
mat
ion
with
in a
nd a
cros
s cu
rric
ular
are
as to
ext
end
stud
ents
' und
erst
andi
ng. T
each
ers
use
thei
r kn
owl-
edge
of
stud
ent d
evel
opm
ent,
subj
ect m
atte
r, in
stru
c-tio
nal r
esou
rces
and
teac
hing
str
ateg
ies
to m
ake
sub-
ject
mat
ter
acce
ssib
le to
all
stud
ents
.
IV. S
tand
ard
for
plan
ning
inst
ruct
ion
and
desi
gnin
g le
arni
ng e
xper
ienc
es fo
r al
l stu
-de
nts
Tea
cher
s pl
an in
stru
ctio
n th
at d
raw
s on
and
val
ues
stud
ents
' bac
kgro
unds
, pri
orkn
owle
dge,
and
inte
rest
s. T
each
ers
sequ
ence
cur
ricu
lum
and
des
ign
long
-ter
m a
ndsh
ort-
rang
e pl
ans
that
inco
rpor
ate
subj
ect m
atte
r kn
owle
dge,
ref
lect
gra
de le
vel c
ur-
ricu
lum
exp
ecta
tions
, and
incl
ude
a re
pert
oire
of
inst
ruct
iona
l str
ateg
ies.
Tea
cher
sse
quen
ce c
urri
culu
m a
nd u
se in
stru
ctio
nal a
ctiv
ities
that
pro
mot
e le
arni
ng g
oals
and
conn
ect w
ith s
tude
nt e
xper
ienc
es a
nd in
tere
sts.
Tea
cher
s m
odif
y an
d ad
just
inst
ruc-
tiona
l pla
ns a
ccor
ding
to s
tude
nt e
ngag
emen
t and
ach
ieve
men
t.
Cal
iforn
ia S
tand
ards
for
the
Tea
chin
g P
rofe
ssio
n (O
xy E
ditio
n)
14
Pag
e 6
Six
Nar
rativ
es
BE
ST C
OPY
AV
AIL
AB
LE
15
I. A
. Con
ng s
tude
nts'
pri
or k
now
ledg
e, li
fe e
xper
ienc
e, a
nd in
-te
rest
s w
itea
rnin
g go
als.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"Why
do
L.."
1. H
elp
stud
ents
to s
ee th
e co
nnec
tions
bet
wee
n w
hat t
hey
alre
ady
know
and
the
sub-
ject
mat
ter?
2. H
elp
stud
ents
con
nect
cla
ssro
om le
arni
ng to
thei
r lif
e ex
peri
ence
s an
d cu
ltura
l un-
ders
tand
ing?
3. S
uppo
rt a
ll st
uden
ts to
use
fir
st a
nd s
econ
d la
ngua
ge s
kills
to a
chie
ve le
arni
ng
goal
s?4.
Ope
n a
less
on o
r un
it to
cap
ture
stu
dent
atte
ntio
n an
d in
tere
st?
5. B
uild
on
stud
ents
' com
men
ts a
nd q
uest
ions
dur
ing
a le
sson
to e
xten
dth
eir
unde
rsta
ndin
g?6.
Mak
e "o
n th
e sp
ot"
chan
ges
in m
y te
achi
ng b
ased
on
stu-
dent
s' in
tere
sts
and
ques
tions
?
I. E
. Pro
mot
ing
self
-dir
ecte
d, r
efle
ctiv
e le
arn-
ing
for
all s
tude
nts.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or "
Why
do
L.."
1. M
otiv
ate
stud
ents
to in
itiat
e th
eir
own
lear
ning
and
to s
triv
e fo
r ch
alle
ngin
g le
arni
ng g
oals
?2.
Enc
oura
ge a
ll st
uden
ts to
des
crib
e th
eir
own
lear
n-in
g pr
oces
ses
and
prog
ress
?3.
Exp
lain
cle
ar le
arni
ng g
oals
for
all
stud
ents
of
each
activ
ity o
r le
sson
.4.
Eng
age
all s
tude
nts
in o
ppor
tuni
ties
to e
xam
ine
and
eval
uate
thei
r ow
n w
ork
and
to le
arn
from
the
wor
k of
thei
r pe
ers?
5. H
elp
all s
tude
nts
to d
evel
op a
nd u
se s
trat
egie
s fo
r kn
ow-
ing
abou
t, re
flec
ting
on, a
nd m
onito
ring
thei
r ow
n le
arni
ng?
6. H
elp
all s
tude
nts
to d
evel
op a
nd u
se s
trat
egie
s fo
r ac
cess
-in
g kn
owle
dge
and
info
rmat
ion?
5. E
ncou
rage
all
stud
ents
to a
sk c
ritic
al q
uest
ions
and
con
side
r di
vers
e pe
rspe
c-tiv
es a
bout
sub
ject
mat
ter?
6. P
rovi
de o
ppor
tuni
ties
for
stud
ents
to le
arn
and
prac
tice
skill
s in
mea
ning
ful c
onte
xts?
7. H
elp
stud
ents
to a
naly
ze a
nd d
raw
val
id c
oncl
usio
ns a
bout
con
tent
bei
ng le
arne
d?
I. S
tand
ard
Supp
ortin
g A
l
IPB
Usi
ng a
var
iety
of
inst
ruct
iona
l str
ateg
ies
and
reso
. to
re-
pond
to s
tude
nts'
div
erse
nee
dsA
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o L
.." o
r "W
hy d
o L
.."1.
Eng
age
stud
ents
in a
var
iety
of
lear
ning
exp
erie
nces
to a
ddre
ss th
e di
ffer
ent w
ays
they
lear
n?2.
Use
a v
arie
ty o
f st
rate
gies
to in
trod
uce,
exp
lain
, and
res
tate
sub
ject
mat
ter
conc
epts
and
proc
ess
so th
at A
LL
stu
dent
s un
ders
tand
?3.
Cho
ose
stra
tegi
es th
at m
ake
the
com
plex
ity a
nd d
epth
of
subj
ect m
atte
r un
ders
tand
-ab
le to
all
stud
ents
, inc
ludi
ng s
econ
d la
ngua
ge le
arne
rs?
4. V
ary
my
inst
ruct
iona
l str
ateg
ies
to in
crea
se s
tude
nts'
act
ive
part
icip
atio
n in
lear
ning
?
for
Eng
agin
g an
d1
Stud
ents
in L
earn
ing
Tea
cher
s B
uild
on
stud
ents
' pri
or k
now
ledg
e, li
feex
peri
ence
, and
inte
rest
s to
ach
ieve
lear
ning
goa
lsfo
r al
l stu
dent
s. T
each
ers
use
a va
riet
y of
inst
ruc-
tiona
l str
ateg
ies
and
reso
urce
s th
at r
espo
nd to
stu
-de
nts'
div
erse
nee
ds. T
each
ers
faci
litat
e ch
alle
ngin
gle
arni
ng e
xper
ienc
e fo
r al
l stu
dent
s in
env
iron
-m
enta
l tha
t pro
mot
er a
uton
omy,
inte
ract
, and
choi
ce. T
each
ers
activ
ely
enga
ge a
ll st
uden
ts in
prob
lem
sol
ving
and
cri
tical
thin
king
with
in a
ndac
ross
sub
ject
mat
ter
area
s. C
once
pts
and
skill
s ar
eta
ught
in w
ays
that
enc
oura
ge s
tude
nts
to a
pply
them
in r
eal-
life
cont
exts
that
mak
e su
bjec
t mat
ter
mea
ning
ful.
Tea
cher
s as
sist
all
stud
ents
to b
ecom
ese
lf-d
irec
ted
lear
ners
who
are
abl
e to
dem
onst
rate
,ar
ticul
ate,
and
eva
luat
e w
hat t
hey
lear
n.
5. A
sk q
uest
ions
or
faci
litat
e di
scus
sion
to c
lari
fy o
r ex
-te
nd s
tude
nts'
thin
king
?6.
Mak
e us
e of
une
xpec
ted
even
ts to
aug
men
t stu
dent
lear
ning
?7.
Rec
ogni
ze w
hen
a le
sson
is f
allin
g ap
art a
nd w
hat d
oI
do a
bout
it?
I. C
. Fac
ilita
ting
lear
ning
exp
erie
nces
that
pro
mot
e au
tono
my,
inte
ract
ion,
and
choi
ce.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"Why
do
I..."
1. U
se th
e cl
assr
oom
env
iron
men
t to
prov
ide
oppo
r-tu
nitie
s fo
r in
depe
nden
t and
col
labo
rativ
e le
arni
ng?
2. P
artic
ipat
e in
and
pro
mot
e po
sitiv
e in
tera
ctio
ns b
e-tw
een
all s
tude
nts?
3. S
uppo
rt a
nd m
onito
r st
uden
t col
labo
ratio
n du
ring
lear
ning
act
iviti
es?
4. S
uppo
rt a
nd m
onito
r st
uden
t col
labo
ratio
n du
ring
lear
n-in
g ac
tiviti
es?
5. H
elp
stud
ents
mak
e de
cisi
ons
abou
t man
agin
g tim
e an
d m
ater
ials
duri
ng le
arni
ng a
ctiv
ities
?
I. D
. Eng
agin
g st
uden
ts in
pro
blem
sol
ving
, cri
tical
thin
king
, and
oth
er a
ctiv
ities
that
mak
e su
bjec
t mat
ter
mea
ning
ful.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
I..."
1. P
rovi
de o
ppor
tuni
ties
for
stud
ents
to th
ink,
dis
cuss
, int
erac
t, re
flec
t, an
d ev
alua
te c
onte
nt?
2. H
elp
stud
ents
to le
arn,
pra
ctic
e, in
tern
aliz
e, a
nd a
pply
sub
ject
-spe
cifi
c, le
arni
ng s
trat
egie
s an
d pr
oced
ures
?3.
Sup
port
all
stud
ents
in c
ritic
ally
inve
stig
atin
g su
bjec
t mat
ter
conc
epts
and
que
stio
ns?
4. E
ngag
e al
l stu
dent
s in
pro
blem
sol
ving
act
iviti
es a
nd e
ncou
rage
mul
tiple
app
roac
hes
and
solu
tions
?B
ES
T C
OP
YA
VA
ILA
BLE
Cal
iforn
iaS
tand
ardl
ftthe
Tea
chin
g P
rofe
ssio
n (O
xy E
ditio
n)Pa
ge 7
1.E
ngag
ing
Stu
dent
s in
Lea
rnin
g
1 '7
II. A
. Cre
atin
g a
phys
ical
env
iron
men
t tha
t eng
ages
all
stud
ents
.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o L
.." o
r "W
hy d
o L
.."1.
Arr
ange
the
room
to f
acili
tate
pos
itive
cla
ssro
om in
tera
ctio
ns?
2. A
rran
ge a
nd a
dapt
cla
ssro
om s
eatin
g to
acc
omm
odat
e in
divi
dual
and
gro
up le
arni
ngne
eds?
3. M
anag
e st
uden
t and
teac
her
acce
ss to
mat
eria
ls, t
echn
olog
y, a
nd r
esou
rces
to p
ro-
mot
e le
arni
ng?
4. C
reat
e a
clas
sroo
m e
nvir
onm
ent t
hat r
efle
cts
and
prom
otes
stu
dent
lear
ning
?5.
mak
e th
e cl
assr
oom
env
iron
men
t saf
e an
d ac
cess
ible
for
all
stud
ents
?
II. F
. Usi
ng in
stru
ctio
nal t
ime
effe
ctiv
ely.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
L.."
1. S
truc
ture
tim
e w
ith s
tude
nts
to s
uppo
rt th
eir
lear
ning
?2.
Hel
p st
uden
ts m
ove
from
one
inst
ruct
iona
l act
ivity
toth
e ne
xt?
3. P
ace
and
adju
st in
stru
ctio
nal t
ime
so th
at s
tude
nts
rem
ain
enga
ged?
4. R
edir
ect s
tude
nt b
ehav
ior
in th
e m
ost p
rodu
ctiv
ean
d tim
e ef
fect
ive
way
?5.
Ens
ure
that
ade
quat
e tim
e is
pro
vide
d fo
r st
uden
tsto
com
plet
e le
arni
ng a
ctiv
ities
?6.
Pro
vide
tim
e fo
r st
uden
ts to
ref
lect
on
thei
r le
arni
ngan
d pr
oces
s of
inst
ruct
ion?
7. S
truc
ture
tim
e fo
r da
y to
day
man
ager
ial a
nd a
dmin
is-
trat
ive
task
s?
II. B
. Est
ablis
hing
a c
limat
e th
at p
rom
otes
fai
rnes
s an
d re
spec
t.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o I.
.." o
r "W
hy d
o L
.."1.
Hel
p al
l stu
dent
s be
com
e re
spec
tful
of
othe
rs w
ho m
ay b
e di
ffer
ent f
rom
them
?2.
Mod
el a
nd p
rom
ote
fair
ness
, equ
ity, a
nd r
espe
ct in
the
clas
sroo
m?
3. E
ncou
rage
, sup
port
, and
rec
ogni
ze th
e ac
hiev
emen
ts a
nd c
ontr
ibut
ions
of
all s
tu-
dent
s?4.
Enc
oura
ge s
tude
nts
to ta
ke r
isks
and
be
crea
tive?
5. U
nder
stan
d an
d re
spon
d to
inap
prop
riat
e be
havi
ors
in a
fai
r, e
quita
ble
way
?
II. C
. Pro
mot
ing
soci
al d
evel
opm
ent a
nd r
espo
nsib
il-ity
.
II. S
tand
ard
for
Cre
atin
g an
d M
aint
aini
ngE
ffec
tive
Env
iron
men
ts f
or S
tude
ntL
earn
ing
Tea
cher
s cr
eate
phy
sica
l env
iron
men
ts ta
t eng
age
all
stud
ents
in p
urpo
sefu
l lea
rnin
g ac
tiviti
es a
nd e
ncou
r-ag
e co
nstr
uctiv
e in
tera
ctio
ns a
mon
g st
uden
ts.
Tea
cher
enc
oura
ge a
ll th
emse
lves
and
one
ano
ther
.T
each
ers
enco
urag
e al
l stu
dent
s to
c pa
rtic
ipat
e in
mak
ing
deci
sion
s an
d in
wor
king
inde
pend
ently
and
colla
bora
tivel
y . E
xpec
tatio
ns f
or s
tude
nt b
ehav
ior
as e
stab
lishe
d ea
rly,
cle
arly
und
erst
ood,
and
con
sis-
tent
ly m
aint
aine
d. T
each
ers
mak
e ef
fect
ive
use
ofin
stru
ctio
nal t
ime
as th
ey im
plem
ent c
lass
pro
cedu
res
and
rout
ines
.
II. E
. Pla
nnin
g an
d im
plem
entin
g cl
assr
oom
proc
edur
es a
nd r
outin
es th
at s
uppo
rt s
tude
nt le
arn-
ing.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
L.."
1. D
evel
op a
dai
ly s
ched
ule,
tim
e lin
es, c
lass
room
rou
tines
, and
cla
ssro
om r
ules
?2.
Inv
olve
all
stud
ents
in th
e de
velo
pmen
t of
clas
sroo
m p
roce
dure
s an
d ro
utin
es?
3. S
uppo
rt s
tude
nts
to in
tern
aliz
e cl
assr
oom
rul
es, r
outin
es, a
nd p
roce
dure
s to
bec
ome
self
-dir
ecte
d le
arne
rs?
4. D
evel
op c
lass
room
pro
cedu
res
and
rout
ines
that
pro
mot
e an
d m
aint
ain
a cl
imat
e of
fair
ness
and
res
pect
?5.
Mak
e de
cisi
ons
abou
t mod
ifyi
ng p
roce
dure
s an
d ru
les
to s
uppo
rt s
tude
nt le
arni
ng?
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"Why
do
L.."
1. H
elp
all s
tude
nts
acce
pt a
nd r
espe
ct d
iffe
rent
exp
eri-
ence
s, id
eas,
bac
kgro
unds
, fee
lings
, and
poi
nts
ofvi
ew?
2. G
roup
stu
dent
s to
pro
mot
e so
cial
dev
elop
men
tan
d le
arni
ng?
3. F
acili
tate
the
deve
lopm
ent o
f ea
ch s
tude
nt's
sel
fes
teem
?4.
Cre
ate
oppo
rtun
ities
for
stu
dent
s to
com
mun
icat
ean
d w
ork
with
one
ano
ther
?5.
Tea
ch le
ader
ship
ski
lls a
nd p
rovi
de o
ppor
tuni
ties
for
all s
tude
nts
to u
se th
em?
6 U
se c
lass
room
rul
es to
sup
port
all
stud
ents
in a
s-su
min
g re
spon
sibi
lity
for
them
selv
es a
nd o
ne a
noth
er?
7. C
reat
e op
port
uniti
es f
or a
ll st
uden
ts to
bec
ome
self
-di
rect
ed le
arne
rs?
II. D
. Est
ablis
hing
and
mai
ntai
ning
sta
ndar
ds f
orst
uden
t beh
avio
r.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o I.
.." o
r "W
hy d
o L
.."1.
Und
erst
and
the
reas
ons
for
stud
ent b
ehav
ior?
2. E
stab
lish
and
cons
iste
ntly
mai
ntai
n st
anda
rds
for
beha
vior
that
ref
lect
my
stud
ents
'de
velo
pmen
tal a
nd p
erso
nal n
eeds
?3.
Int
erve
ne w
hen
stud
ent b
ehav
ior
does
not
mee
t agr
eed-
upon
cla
ssro
om s
tand
ards
?4.
Fac
ilita
te s
tude
nt p
artic
ipat
ion
in c
lass
room
dec
isio
n-m
akin
g?5.
Hel
p al
l stu
dent
s le
arn
to s
olve
pro
blem
s an
d re
solv
e co
nflic
ts?
6. S
uppo
rt s
tude
nts
as th
ey d
evel
op r
espo
nsib
ility
for
thei
r ow
n be
havi
or?
7. W
ork
colla
bora
tivel
y w
ith f
amili
es to
mai
ntai
n st
anda
rds
for
stud
ent b
ehav
ior?
Cal
iforn
ia S
tand
ards
for
the
Tea
chin
g P
rofe
ssio
n (O
xy E
ditio
n)
18
Pag
e 8
II. E
ffect
ive
Env
ironm
ent
BE
ST
CO
PY
AV
AIL
AB
LE19
III.
A. D
emon
stra
ting
know
ledg
e of
sub
ject
mat
ter
cont
ent a
nd s
tu-
dent
dev
elop
men
t.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o L
.." o
r "W
hy d
o L
.."1.
Ide
ntif
y an
d un
ders
tand
the
key
conc
epts
and
und
erly
ing
them
es a
nd r
elat
ions
hips
inth
e su
bjec
t are
a(s)
to b
e ta
ught
?2.
Ens
ure
that
my
know
ledg
e of
the
subj
ect m
atte
r in
corp
orat
es d
iffe
rent
per
spec
tives
?3.
Con
tinue
to k
eep
my
subj
ect m
atte
r kn
owle
dge
curr
ent?
4. E
nsur
e th
at m
y su
bjec
t mat
ter
know
ledg
e is
suf
fici
ent t
o su
ppor
t stu
dent
lear
ning
?5.
Bui
ld u
nder
stan
ding
of
my
stud
ents
' cog
nitiv
e an
d lin
guis
tic d
evel
op-
men
t?6.
Bui
ld u
nder
stan
ding
of
my
stud
ents
' soc
ial,
emot
iona
l, an
dph
ysic
al d
evel
opm
ent?
III.
E. U
sing
mat
eria
ls, r
esou
rces
, and
tech
-no
logi
es to
mak
e su
bjec
t mat
ter
acce
ssib
leto
stu
dent
s.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o I.
.."or
"W
hy d
o L
.."1.
Use
sub
ject
mat
ter
reso
urce
s, m
ater
ials
, and
tech
-no
logi
es to
org
aniz
e th
e cu
rric
ulum
?2.
Sel
ect a
nd u
se in
stru
ctio
nal m
ater
ials
and
res
ourc
esth
at p
rom
ote
stud
ents
' und
erst
andi
ng o
f su
bjec
t mat
-te
r?3.
Sel
ect a
nd u
se le
arni
ng m
ater
ials
, res
ourc
es, a
nd te
ch-
nolo
gies
to s
uppo
rt th
eir
lear
ning
of
subj
ect m
atte
r?4.
Use
tech
nolo
gies
to c
onve
y ke
y co
ncep
ts in
the
sub-
ject
mat
ter
area
?5.
Hel
p al
l stu
dent
s ga
in a
cces
s to
use
ful m
ater
ials
, re-
sour
ces,
and
tech
nolo
gies
to s
uppo
rt th
eir
lear
ning
of
subj
ect m
at-
ter?
III.
Sta
ndar
d fo
r U
nd
III.
B. O
rgan
izin
g cu
rric
ulum
to s
uppo
rt s
tude
nt u
nder
stan
ding
of
subj
ect m
atte
r.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o I.
.." o
r "W
hy d
o I.
.."1.
Use
my
know
ledg
e of
dev
elop
men
t to
orga
nize
and
seq
uenc
e th
e cu
rric
ulum
to in
-cr
ease
stu
dent
und
erst
andi
ng?
2. U
se m
y su
bjec
t mat
ter
know
ledg
e to
org
aniz
e an
d se
quen
ce th
e cu
rric
ulum
to in
-cr
ease
stu
dent
und
erst
andi
ng?
3. U
se m
y kn
owle
dge
of th
e su
bjec
t to
plan
uni
ts a
n in
stru
ctio
nal a
ctiv
ities
that
dem
on-
stra
te k
ey c
once
pts
and
thei
r in
terr
elat
ions
hips
?4.
Org
aniz
e su
bjec
t mat
ter
effe
ctiv
ely
to r
evea
l and
val
ue d
iffe
rent
cultu
ral p
ersp
ectiv
es?
5. I
ncor
pora
te s
ubje
ct o
r gr
ade
leve
l exp
ecta
tions
and
cur
-ri
culu
m f
ram
ewor
ks in
org
aniz
ing
subj
ect m
atte
r?6.
Org
aniz
e cu
rric
ulum
to e
nsur
e th
at s
tude
nts
de-
velo
p a
deep
und
erst
andi
ng o
f co
re c
once
pts
in e
ach
subj
ect m
atte
r ar
ea?
erst
andi
ng a
nd O
rgan
izin
gSu
bjec
t Mat
ter
for
Stud
ent L
earn
ing
Tea
cher
s ex
hibi
t str
ong
wor
king
kno
wle
dge
of s
ubje
ct m
at-
ter
and
stud
ent d
evel
opm
ent.
Tea
cher
s or
gani
ze c
urri
culu
mto
fac
ilita
te s
tude
nts'
und
erst
andi
ng o
f th
e ce
ntra
l the
mes
,co
ncep
ts, a
nd s
kills
in th
e su
bjec
t are
a. T
each
ers
inte
rrel
ate
idea
s an
d in
form
atio
n w
ithin
and
acr
oss
curr
icul
ar a
reas
toex
tend
stu
dent
s' u
nder
stan
ding
. Tea
cher
s us
e th
eir
know
l-ed
ge o
f st
uden
t dev
elop
men
t, su
bjec
t mat
ter,
inst
ruct
iona
lre
sour
ces,
and
teac
hing
str
ateg
ies
to m
ake
subj
ect m
atte
rac
cess
ible
to a
ll st
uden
ts.
III.
C. I
nter
rela
ting
idea
s an
d in
form
a-tio
n w
ithin
and
acr
oss
subj
ect m
atte
rar
eas.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"Why
do
L.."
1. I
dent
ify
and
inte
grat
e ke
y co
ncep
ts a
nd r
elat
ion-
ship
s ac
ross
sub
ject
mat
ter
area
s?2.
Hel
p al
l stu
dent
s to
rel
ate
subj
ect m
atte
r co
ncep
tsto
pre
viou
s le
sson
s an
d th
eir
own
lives
?3.
hel
p al
l stu
dent
s to
see
the
rela
tions
hips
and
con
-ne
ctio
ns a
cros
s su
bjec
t mat
ter
area
s?4.
Hel
p al
l stu
dent
s to
app
ly le
arni
ng f
rom
dif
fere
nt c
urri
cula
rar
eas
to s
olve
pro
blem
s?5.
Dev
elop
uni
ts a
nd le
sson
s th
at h
ighl
ight
them
es w
ithin
and
acr
oss
sub-
ject
mat
ter
area
s?
III.
D. D
evel
opin
g st
uden
t und
erst
andi
ng th
roug
h in
stru
ctio
nal s
trat
egie
s th
at a
re a
ppro
pria
te to
the
subj
ect m
atte
r.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o I.
.." o
r "W
hy d
o I.
.."1.
Dev
elop
and
use
a r
eper
toir
e of
inst
ruct
iona
l str
ateg
ies
that
we
are
wel
l sui
ted
to te
achi
ng a
par
ticul
ar s
ubje
ct m
atte
r?2.
Use
my
know
ledg
e of
sub
ject
mat
ter
to h
elp
stud
ents
con
stru
ct th
eir
own
know
ledg
e?3.
Cha
lleng
e al
l stu
dent
s to
thin
k cr
itica
lly in
eac
h su
bjec
t are
a?4.
Bui
ld o
n st
uden
t lif
e ex
peri
ence
, pri
or k
now
ledg
e, a
nd in
tere
sts
to m
ake
the
cont
ent r
elev
ant a
nd m
eani
ngfu
l to
them
?5.
Use
a v
arie
ty o
f in
stru
ctio
nal s
trat
egie
s an
d ap
proa
ches
to il
lust
rate
a c
once
pt a
nd it
s co
nnec
tions
with
in a
nd a
cros
s su
bjec
t are
as?
6. H
elp
all s
tude
nts
deve
lop
enth
usia
sm f
or a
nd a
dee
p kn
owle
dge
of th
e su
bjec
t mat
ter?
Cal
iforn
ia S
tand
ards
for
the
Tea
chin
g P
rofe
ssio
n (O
xy E
ditio
n)P
age
9
20B
ES
T C
OP
Y A
VA
ILA
BLE
III. O
rgan
izin
g S
ubje
ct M
atte
r
21
IV. A
. Dra
win
g on
and
val
uing
stu
dent
s' b
ackg
roun
ds, i
nter
ests
,an
d de
velo
pmen
tal l
earn
ing
need
s.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o L
.." o
r "W
hy d
o 1.
.."1.
Inc
orpo
rate
stu
dent
s' k
now
ledg
e an
d ex
peri
ence
in m
y cu
rric
ulum
and
inst
ruct
iona
lpl
anni
ng?
2. U
se k
now
ledg
e ab
out s
tude
nts'
live
s an
d th
eir
fam
ilies
and
com
mun
ities
to in
form
my
plan
ning
of
curr
icul
um a
nd in
stru
ctio
n?3.
Rec
ogni
ze a
n in
corp
orat
e st
uden
t div
ersi
ty a
s an
inte
gral
par
t of
my
plan
ning
?4.
Pla
n le
sson
s an
d un
its th
at p
rom
ote
acce
ss to
aca
dem
ic c
onte
nt f
or a
llst
uden
ts?
5. D
esig
n le
sson
s th
at p
rom
ote
subj
ect m
atte
r kn
owle
dge
and
lan-
guag
e de
velo
pmen
t for
sec
ond
lang
uage
lear
ners
?6.
Use
wha
t I k
now
abo
ut c
ogni
tive
and
lingu
istic
dev
elop
-m
ent t
o pl
an in
stru
ctio
n th
at s
uppo
rts
stud
ent l
earn
ing?
IV. E
. Mod
ifyi
ng in
stru
ctio
nal p
lans
toad
just
for
stu
dent
nee
ds.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
L.."
1. A
djus
t the
less
on p
lan
to m
ake
cont
ent r
elev
ant a
ndac
cess
ible
to e
ach
stud
ent?
2. R
evis
e pl
ans
base
d on
for
mal
and
info
rmal
stu
dent
asse
ssm
ent?
3. A
djus
t my
plan
s to
allo
w e
noug
h tim
e fo
r st
uden
t lea
rn-
ing?
4. M
odif
y m
y pl
ans
to e
nsur
e op
port
uniti
es f
or a
ll st
uden
tsto
lear
n an
d sy
nthe
size
info
rmat
ion?
5. R
efle
ct o
n m
y te
achi
ng to
info
rm s
hort
-ter
m a
nd lo
ng-t
erm
ning
?
IV. B
. Est
ablis
hing
and
art
icul
atin
g go
als
for
stud
ent l
earn
ing.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
1..."
or
"Why
do
L.."
1. E
stab
lish
shor
t-te
rm a
nd lo
ng-t
erm
goa
ls f
or s
tude
nt le
arni
ng?
2. E
nsur
e th
at e
ach
inst
ruct
iona
l act
ivity
is r
elat
ed to
lear
ning
goa
ls?
3. B
uild
on
the
stre
ngth
s, in
tere
sts,
and
nee
ds o
f al
l stu
dent
s to
est
ablis
h hi
gh e
xpec
ta-
tions
for
lear
ning
?4.
Est
ablis
h le
arni
ng g
oals
that
add
ress
all
stud
ents
' lan
guag
e, e
xper
ienc
e, a
nd h
ome
and
scho
ol e
xpec
tatio
ns?
5. D
esig
n in
stru
ctio
nal a
ctiv
ities
so
that
all
stud
ents
par
ticip
ate
in s
ettin
gan
d ac
hiev
ing
lear
ning
goa
ls?
6. E
nsur
e th
at g
oals
for
stu
dent
lear
ning
pro
mot
e cr
itica
l thi
nkin
gan
d pr
oble
m s
olvi
ng?
IV. S
tand
ard
for
Plan
ning
Ins
truc
tion
and
Des
igni
ngL
earn
ing
Exp
erie
nces
for
All
Stud
ents
Tea
cher
s pl
an in
stru
ctio
n th
at d
raw
s on
and
val
ues
stud
ents
' bac
kgro
unds
, pri
or k
now
ledg
e, a
nd in
ter-
ests
. Tea
cher
s es
tabl
ish
chal
leng
ing
lear
ning
goa
ls f
oral
l stu
dent
s ba
sed
on s
tude
nt e
xper
ienc
e, la
ngua
ge,
deve
lopm
ent,
and
hom
e an
d sc
hool
exp
ecta
tions
.T
each
ers
sequ
ence
cur
ricu
lum
and
des
ign
long
-ter
man
d sh
ort r
ange
pla
ns th
at in
corp
orat
e su
bjec
t mat
ter
know
ledg
e, r
efle
ct g
rade
-lev
el c
urri
culu
m e
xpec
ta-
tions
, and
incl
ude
a re
pert
oire
of
inst
ruct
iona
l str
ate-
gies
. Tea
cher
s us
e in
stru
ctio
nal a
ctiv
ities
that
pro
-m
oter
lear
ning
goa
ls a
nd c
onne
ct w
ith s
tude
nt e
xper
i-en
ces
and
inte
rest
s. T
each
ers
mod
ify
and
adju
st in
-st
ruct
iona
l pla
ns a
ccor
ding
to s
tude
nt e
ngag
emen
tan
d ac
hiev
emen
t.
plan
-
IV. C
. Dev
elop
ing
and
sequ
enci
ng in
stru
c-tio
nal a
ctiv
ities
and
mat
eria
ls f
or s
tude
ntle
arni
ng.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L..
or W
hy d
o I.
..1.
Seq
uenc
e su
bjec
t mat
ter
conc
epts
to s
uppo
rt s
tu-
dent
lear
ning
?2.
Use
for
mal
and
info
rmal
stu
dent
ass
essm
ent i
nsh
ort-
term
and
long
-ter
m p
lann
ing?
3. P
lan
to u
se in
stru
ctio
nal s
trat
egie
s ap
prop
riat
e to
the
com
plex
ity o
f th
e le
sson
con
tent
and
stu
dent
lear
ning
nee
ds?
4. S
elec
t and
seq
uenc
e cu
rric
ulum
to p
rom
ote
unde
r-st
andi
ng a
nd c
ritic
al th
inki
ng f
or a
ll st
uden
ts?
5. S
eque
nce
inst
ruct
ion
to h
elp
stud
ents
see
rel
atio
nshi
psan
d co
nnec
tions
acr
oss
subj
ect m
atte
r ar
eas?
6. C
hoos
e an
d ad
apt i
nstr
uctio
nal m
ater
ials
to m
ake
sub-
ject
mat
ter
rele
vant
to s
tude
nts'
exp
erie
nce
and
inte
rest
s?7.
Dev
elop
seq
uenc
e in
stru
ctio
n th
at s
uppo
rts
stud
ents
' sec
ond
lang
uage
lear
ning
sub
ject
mat
ter
know
ledg
e?
IV. D
. Des
igni
ng s
hort
-ter
m a
nd lo
ng-t
erm
pla
ns to
fos
ter
stud
ent l
earn
ing.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
L.."
1. D
evel
op s
hort
-ter
m a
nd lo
ng-t
erm
pla
ns th
at b
uild
on
and
exte
nd s
tude
nts'
und
erst
andi
ng o
f su
bjec
t mat
ter?
2. M
ake
deci
sion
s ab
out o
rgan
izin
g cu
rric
ulum
to a
llow
eno
ugh
time
for
stud
ent l
earn
ing,
rev
iew
, and
ass
essm
ent?
3. T
hink
ahe
ad to
war
d lo
ng-t
erm
goa
ls f
or s
tude
nt le
arni
ng?
4. U
se m
y kn
owle
dge
of s
ubje
ct m
atte
r an
d m
y st
uden
ts to
pla
n an
d pa
ce in
stru
ctio
nal a
ctiv
ities
ove
r tim
e?5.
Pla
n to
ens
ure
acce
ss to
cha
lleng
ing,
div
erse
, aca
dem
ic c
onte
nt f
or a
ll st
uden
ts?
6. P
rovi
de o
ppor
tuni
ties
for
all s
tude
nts
to le
arn
at th
eir
own
pace
in m
y da
ily, w
eekl
y, a
nd u
nit p
lans
?7.
Inc
orpo
rate
div
erse
sub
ject
mat
ter
pers
pect
ives
in m
y pl
anni
ng?
PP"
PI
Cal
iforn
ia S
tand
ards
for
the
Tea
chin
g P
rofe
ssio
n (O
xy E
ditio
n)P
age
10
22IV
. Pla
nnin
g In
stru
ctio
n
0 0
V. A
. Est
ablis
hing
and
com
mun
icat
ing
lear
ning
goa
ls f
or a
ll st
u-de
nts.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"Why
do
L.."
1. U
se s
ubje
ct m
atte
r st
anda
rds
from
dis
tric
t, st
ate,
and
oth
er s
ourc
es to
gui
de h
ow I
esta
blis
h le
arni
ng g
oals
for
eac
h st
uden
t?2.
Inv
olve
all
stud
ents
and
fam
ilies
in e
stab
lishi
ng g
oals
for
lear
ning
?3.
Rev
iew
and
rev
ise
lear
ning
that
with
eve
ry s
tude
nt o
ver
time?
4. E
nsur
e th
at s
tude
nts
and
fam
ilies
in e
stab
lishi
ng g
oals
for
lear
ning
?5.
Ens
ure
that
goa
ls f
or le
arni
ng a
re a
ppro
pria
te to
my
stud
ents
' dev
elop
-m
ent,
lang
uage
acq
uisi
tion,
or
othe
r sp
ecia
l nee
ds?
6. E
nsur
e th
at m
y gr
adin
g sy
stem
ref
lect
s go
als
for
stud
ent l
earn
-in
g?7.
Wor
k w
ith o
ther
edu
cato
rs to
est
ablis
h le
arni
ng g
oals
and
asse
ssm
ent t
ools
that
pro
mot
e st
uden
t lea
rnin
g?
V. E
. Col
lect
ing
and
usin
g m
ultip
leso
urce
s of
info
rmat
ion
to a
sses
s st
uden
tle
arni
ngA
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
oI.
.." o
r "W
hy d
ot...
"1.
Use
a v
arie
ty o
f as
sess
men
ts to
det
erm
ine
wha
t stu
-de
nts
know
and
are
abl
e to
do?
2. S
elec
t, de
sign
, and
use
ass
essm
ent t
ools
app
ropr
iate
tow
hat i
s be
ing
asse
ssed
?3.
Kno
w th
at th
e as
sess
men
t too
ls I
use
are
mat
ched
to a
ndsu
ppor
t my
goal
s fo
r st
uden
t lea
rnin
g?4.
Col
lect
, sel
ect,
and
refl
ect u
pon
evid
ence
of
stud
ent l
earn
ing?
5. W
ork
with
fam
ilies
to g
athe
r in
form
atio
n ab
out a
ll st
uden
ts a
ndth
eir
lear
ning
?6.
Ens
ure
that
my
grad
es a
re b
ased
on
mul
tiple
sou
rces
of
info
rmat
ion?
7. A
sses
s m
y st
uden
ts to
sup
port
stu
dent
lear
ning
goa
ls, d
istr
ict s
tand
ards
, and
fam
ilyex
pect
atio
ns?
8. U
se s
tand
ardi
zed
test
, dia
gnos
tic to
ols,
and
dev
elop
men
tal a
sses
smen
ts to
und
er-
stan
d st
uden
t pro
gres
s?9.
Use
a r
ange
of
asse
ssm
ent s
trat
egie
s to
impl
emen
t and
mon
itor
indi
vidu
aliz
ed s
tu-
dent
lear
ning
goa
ls (
incl
udin
g IE
P go
als)
?
10.B
. Inv
olvi
ng a
nd g
uidi
ng a
ll st
uden
ts in
ass
essi
ng th
eir
own
lear
n-in
g.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o I.
.." o
r "W
hy d
o L
.."1.
Mak
e as
sess
men
t int
egra
l to
the
lear
ning
pro
cess
?2.
Mod
el a
sses
smen
t str
ateg
ies
for
all s
tude
nts?
3. D
evel
op a
nd u
se to
ols
and
guid
elin
es th
at h
elp
all s
tude
nts
asse
ss th
eir
own
wor
k?4.
Hel
p al
l stu
dent
s to
bui
ld th
eir
skill
sin
sel
f-re
flec
tion?
5. P
rovi
de o
ppor
tuni
ties
for
all s
tude
nts
to e
ngag
e in
pee
r di
scus
sion
of
thei
r w
ork?
6. H
elp
all s
tude
nts
to u
nder
stan
d an
d m
onito
r th
eir
own
lear
ning
goa
ls?
7. P
rovi
de o
ppor
tuni
ties
for
all s
tude
nts
to d
emon
stra
te a
nd r
efle
cton
thei
r le
arni
ng in
side
and
out
side
of
the
clas
sroo
m?
V. S
tand
ard
for
Ass
essi
ng S
tude
nt L
earn
ing
Tea
cher
s es
tabl
ish
and
clea
rly
com
mun
icat
e le
arni
nggo
als
for
all s
tude
nts.
Tea
cher
s co
llect
info
rmat
ion
abou
t stu
dent
per
form
ance
fro
m a
var
iety
of
sour
ces.
Tea
cher
s in
volv
e al
l stu
dent
s in
ass
essi
ng th
eir
own
lear
ning
. Tea
cher
s us
e in
form
atio
n fr
om a
var
iety
of
ongo
ing
asse
ssm
ents
to p
lan
and
adju
st le
arni
ng o
ppor
-tu
nitie
s th
at p
rom
ote
acad
emic
ach
ieve
men
t and
per
-so
nal g
row
th f
or a
ll st
uden
ts. T
each
ers
exch
ange
info
r-m
atio
n ab
out s
tude
nt le
arni
ng w
ith s
tude
nts,
fam
ilies
,an
d su
ppor
t per
sonn
el in
way
s th
at im
prov
e un
der-
stan
ding
and
enc
oura
ge f
urth
er a
cade
mic
pro
gres
s.
V. C
. Usi
ng th
e re
sults
of
asse
ssm
ents
togu
ide
inst
ruct
ion.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
I..."
1. U
se a
sses
smen
t to
guid
e m
y pl
anni
ng?
2. U
se in
form
al a
sses
smen
ts o
f st
uden
t lea
rnin
g to
adju
st in
stru
ctio
n w
hile
teac
hing
?3.
Use
ass
essm
ent d
ata
to p
lan
mor
e ef
fect
ive
way
sof
teac
hing
sub
ject
mat
ter
conc
epts
and
pro
cess
es?
4. U
se a
sses
smen
t inf
orm
atio
n to
det
erm
ine
whe
n an
dho
w to
rev
isit
cont
ent t
hat h
as b
een
taug
ht?
5. U
se a
sses
smen
t dat
a to
mee
t stu
dent
s' in
divi
dual
need
s?6.
Use
ass
essm
ent r
esul
ts to
pla
n in
stru
ctio
n to
sup
port
stud
ents
' ind
ivid
ual e
duca
tion
plan
s(IE
P)?
V. D
. Com
mun
icat
ing
with
stu
dent
s, f
amili
es, a
nd o
ther
aud
ienc
esab
out s
tude
nt p
rogr
ess.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I..."
or
"Why
do
I..."
1. P
rovi
de a
ll st
uden
ts w
ith in
form
atio
n ab
out t
heir
pro
gres
s as
they
eng
age
in le
arni
ngac
tiviti
es?
2. P
rovi
de o
ppor
tuni
ties
for
all s
tude
nts
to s
hare
thei
r pr
ogre
ss w
ith o
ther
s?3.
Com
mun
icat
e le
arni
ng g
oals
to a
ll st
uden
ts a
nd th
eir
fam
ilies
?4.
Ini
tiate
and
mai
ntai
n re
gula
r co
ntac
t with
fam
ilies
ad
reso
urce
pro
vide
rs a
bout
stu
-de
nt p
rogr
ess?
5. C
omm
unic
ate
the
resu
lts o
f as
sess
men
ts w
ith m
y st
uden
ts a
nd th
eir
fam
ilies
?6.
Inv
olve
fam
ilies
as
part
ners
in th
e as
sess
men
t pro
cess
?
Cal
ifor
nia
Stan
dard
s fo
r th
e T
each
ing
Prof
essi
on (
Oxy
Edi
tion)
9dPa
ge 1
1V
. Ass
essi
ng L
earn
ing
25
VI.
A. R
efle
ctin
g on
teac
hing
pra
ctic
e an
d pl
anni
ng p
rofe
ssio
nal d
evel
op-
men
t.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o L
.." o
r "W
hy d
o L
.."1.
Ass
ess
my
grow
th a
s a
teac
her
over
tim
e?2.
Lea
rn a
bout
teac
hing
as
I obs
erve
and
inte
ract
with
my
stud
ents
?3.
Ref
lect
on
my
inst
ruct
iona
l suc
cess
es a
nd d
ilem
mas
to m
ove
my
prac
tice
forw
ard?
4. A
naly
ze m
y te
achi
ng to
und
erst
and
wha
t con
trib
utes
to s
tude
nt le
arni
ng?
5. F
orm
ulat
e pr
ofes
sion
al d
evel
opm
ent p
lans
that
are
bas
ed o
n m
y re
flect
ion
and
anal
ysis
?
VI.
F. E
stab
lishi
ng p
rofe
ssio
nal g
oals
and
purs
uing
opp
ortu
nitie
s to
gro
w p
rofe
ssio
n-al
ly.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"'W
hy d
o L
.."1.
Mai
ntai
n an
atti
tude
of l
ifelo
ng le
arni
ng?
2. L
earn
mor
e ab
out m
y ow
n pr
ofes
sion
al r
oles
and
res
pon-
sibi
litie
s?3.
Est
ablis
h go
als
and
seek
out
opp
ortu
nitie
s fo
r pr
ofes
-si
onal
gro
wth
and
dev
elop
men
t?4.
Use
pro
fess
iona
l lite
ratu
re, s
choo
l dis
tric
t, an
d ot
her
pro-
fess
iona
l dev
elop
men
t opp
ortu
nitie
s to
incr
ease
my
unde
r-st
andi
ng o
f tea
chin
g an
d le
arni
ng?
5. C
ontin
ue to
see
k ou
t and
ref
ine
appr
oach
es th
at m
ake
the
curr
icul
um a
cces
sibl
e to
eve
ry s
tude
nt?
6. E
xpan
d m
y kn
owle
dge
of n
ew in
stru
ctio
nal m
etho
ds a
ndte
chno
logi
es?
7. B
enef
it fr
om a
nd c
ontr
ibut
e to
pro
fess
iona
l org
aniz
atio
ns to
impr
ove
my
teac
hing
?
VI.
B. W
orki
ng w
ith f
amili
es to
impr
ove
prof
essi
onal
pra
ctic
e.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
o L
.." o
r "W
hy d
o L
.."1.
Val
ue a
nd r
espe
ct s
tude
nts'
fam
ilies
and
app
reci
ate
thei
r ro
le in
stu
dent
lear
ning
?2.
Dev
elop
an
unde
rsta
ndin
g of
fam
ilies
' rac
ial,
cultu
ral,
lingu
istic
and
soc
ioec
onom
ic b
ack-
grou
nds?
3. E
ngag
e in
thou
ghtfu
l dia
logu
e an
d re
flect
ion
with
col
leag
ues
to s
olve
teac
hing
-rel
ated
pro
b-le
ms?
4. P
rom
ote
posi
tive
dial
ogue
and
inte
ract
ions
with
all
fam
ilies
and
res
pond
to th
eir
conc
erns
abou
t stu
dent
pro
gres
s?5.
Ens
ure
that
com
mun
icat
ion
with
all
stud
ents
and
thei
r fa
mili
es is
und
erst
ood?
6. P
rovi
de o
ppor
tuni
ties
for
all f
amili
es to
par
ticip
ate
in th
e cl
assr
oom
and
scho
ol c
omm
unity
?7.
Pre
sent
the
educ
atio
nal p
rogr
am to
all
fam
ilies
?V
I. S
tand
ard
for
Dev
elop
ing
as a
Pro
fess
iona
l Edu
cato
r
Tea
cher
s re
flec
t on
thei
r te
achi
ng p
ract
ice
and
activ
ely
enga
ge in
pla
nnin
g th
eir
prof
essi
onal
dev
elop
men
t.T
each
ers
esta
blis
h pr
ofes
sion
al le
arni
ng g
oals
, pur
sue
oppo
rtun
ities
to d
evel
op p
rofe
ssio
nal k
now
ledg
e an
dsk
ill, a
nd p
artic
ipat
e in
the
exte
nded
pro
fess
iona
l com
mu-
nity
. Tea
cher
s le
arn
abou
t and
wor
k th
at lo
cal c
omm
uni-
ties
to im
prov
e th
eir
prof
essi
onal
pra
ctic
e. T
each
ers
com
mun
icat
e ef
fect
ivel
y th
at f
amili
es a
nd in
volv
e th
em in
stud
ent l
earn
ing
an th
e sc
hool
com
mun
ity. T
each
ers
con-
trib
ute
to s
choo
l act
iviti
es, p
rom
ote
scho
ol g
oals
, and
im-
prov
e pr
ofes
sion
al p
ract
ice
by w
orki
ng c
olle
gial
ly w
ithal
l sch
ool s
taff
. Tea
cher
s ba
lanc
e pr
ofes
sion
al r
espo
nsi-
bilit
ies
and
mai
ntai
n m
otiv
atio
n an
d co
mm
itmen
t to
all
stud
ents
.
VI.
E. W
orki
ng w
ith c
omm
uniti
es to
impr
ove
prof
es-
sion
al p
ract
ice.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
L.."
or
"Why
do
L.."
I. V
alue
and
res
pect
the
stud
ent's
com
mun
ity a
nd a
ppre
ciat
e its
rol
e in
stu
dent
lear
ning
?2.
Incr
ease
my
unde
rsta
ndin
g of
the
cultu
res
and
dyna
mic
s of
my
stud
ents
' com
mun
ities
?3.
Pro
mot
e co
llabo
ratio
n be
twee
n sc
hool
and
com
mun
ity?
4. Id
entif
y an
d us
e sc
hool
, dis
tric
t, an
d lo
cal c
omm
unity
soc
ial s
ervi
ce r
esou
rces
to b
enef
it st
u-de
nts
and
thei
r fa
mili
es?
5. S
eek
out a
nd u
se r
esou
rces
from
the
loca
l com
mun
ity a
nd b
usin
esse
s to
sup
port
stu
dent
lear
ning
?6.
Pro
vide
my
stud
ents
with
com
mun
ity-b
ased
exp
erie
nces
that
sup
port
thei
r le
arni
ng?
7. In
tera
ct w
ith s
tude
nts
in a
ctiv
ities
out
side
cla
ssro
om?
VI.
C. W
orki
ng w
ith c
olle
ague
s to
impr
ove
prof
essi
onal
pra
ctic
e.A
s te
ache
rs d
evel
op, t
hey
may
ask
, "H
ow d
oI.
.." o
r "W
hy d
o L
.."1.
Cre
ate
oppo
rtun
ities
to c
olla
bora
te w
ith m
y co
lleag
ues?
2. C
olla
bora
te w
ith te
ache
rs, a
dmin
istr
ator
s, e
duca
tion
spec
ialis
ts, a
nd p
arap
rofe
ssio
nals
to e
nsur
e th
at a
ll st
u-de
nts'
div
erse
lear
ning
nee
ds a
re m
et?
3. E
ngag
e in
thou
ghtfu
l dia
logu
e an
d re
flect
ion
with
col
-le
ague
s to
sol
ve te
achi
ng-r
elat
ed p
robl
ems?
4. P
artic
ipat
e in
mak
ing
impl
emen
ting
scho
olw
ide
deci
-si
ons?
5. C
ontr
ibut
e to
sch
ool-w
ide
even
ts a
nd le
arni
ng a
ctiv
ities
?6.
Est
ablis
h an
d m
aint
ain
rela
tions
hips
with
oth
er s
choo
lst
aff t
o be
com
e a
visi
ble
and
valu
ed m
embe
r of
the
scho
olco
mm
unity
?7.
Use
obs
erva
tions
of c
olle
ague
s to
impr
ove
my
teac
hing
?8.
Pre
vent
and
res
olve
per
sona
l and
pro
fess
iona
l con
flict
sw
ith c
olle
ague
s?9.
Con
trib
ute
to th
e le
arni
ng o
f oth
er e
duca
tors
?
VI.
D. B
alan
cing
pro
fess
iona
l res
pons
ibili
ties
and
mai
ntai
ning
mo-
tivat
ion.
As
teac
hers
dev
elop
, the
y m
ay a
sk, "
How
do
I...
" or
"W
hy d
o I.
.."1.
Red
uce
stre
ss a
nd m
aint
ain
a po
sitiv
e at
titud
e w
ith s
tude
nts
and
colle
ague
s?2.
Cha
lleng
e m
ysel
f int
elle
ctua
lly a
nd c
reat
ivel
y th
roug
hout
my
care
er?
3. D
eal w
ith th
e is
olat
ion
of te
achi
ng?
4. F
ind
supp
ort t
o ba
lanc
e pr
ofes
sion
al r
espo
nsib
ilitie
s w
ith m
y pe
rson
al n
eeds
?5.
Dem
onst
rate
pro
fess
iona
l con
duct
and
inte
grity
in th
e cl
assr
oom
and
sch
ool c
omm
unity
?6.
Ext
end
my
know
ledg
e ab
out m
y pr
ofes
sion
al a
nd le
gal r
espo
nsib
ilitie
s fo
r st
uden
ts' l
earn
ing,
beha
vior
and
saf
ety?
Sta
ndar
ds/s
tand
ards
pub
9/I/9
9
Cal
ifor
nia
Stan
dard
s fo
r th
e T
each
ing
Prof
essi
on (
Oxy
Edi
tion)
26Pa
ge 1
2V
I. D
evel
opin
g as
a P
rofe
ssio
nal
ED
UC
AT
ION
ST
AS
AL
IGN
ME
NT
CO
MPA
RIS
ON
MA
TR
IX f
iI
ccid
enta
l Tea
cher
Lea
ders
Cal
ifor
nia
Stan
dard
s Fo
r T
he T
each
ing
Prof
essi
on:
A D
escr
iptio
n of
Pro
fess
iona
l Pra
ctic
es f
or C
alif
orni
a T
each
ers
(199
7)*
CT
C S
tand
ards
for
Acc
redi
tatio
n an
d O
xy(1
997)
Occ
iden
tal C
olle
ge-
10Pr
ofes
sion
al Q
ualit
ies
and
10 T
each
ing
Com
pete
ncie
s (1
976)
Path
wis
e:E
duca
tiona
l Tes
ting
Serv
ice
(199
3) -
BT
SA
I.St
anda
rd f
or E
ngag
ing
and
Supp
ortin
g A
ll St
uden
ts in
Lea
rnin
g
A.
Con
nect
ing
stud
ents
' pri
or k
now
ledg
e, li
fe e
xper
ienc
e an
d in
tere
sts
with
lear
ning
goa
ls.
B.
Usi
ng a
var
iety
of
inst
ruct
iona
l str
ateg
ies
and
reso
urce
s to
res
pond
to s
tude
nts'
div
erse
nee
ds.
C.
Faci
litat
ing
lear
ning
exp
erie
nces
that
pro
mot
e au
tono
my,
inte
ract
ion,
and
cho
ice.
D.
Eng
agin
g st
uden
ts in
pro
blem
sol
ving
, cri
tical
thin
king
, and
oth
er a
ctiv
ities
that
mak
e su
bjec
tm
atte
r m
eani
ngfu
l.
E.
Prom
otin
g se
lf-d
irec
ted,
ref
lect
ive
lear
ning
for
all
stud
ents
.
11St
uden
t Rap
port
and
Cla
ssro
omE
nvir
onm
ent
13 D
iver
se &
App
ropr
iate
Tea
chin
g14
Stu
dent
Mot
ivat
ion,
Invo
lvem
ent &
Con
duct
17 C
ogni
tive
Out
com
esof
Tea
chin
g18
Aff
ectiv
e O
utco
mes
of T
each
ing
19 C
apac
ity to
Tea
chD
iver
se S
tude
nts
13D
isci
plin
e &
Mor
ale
15 P
lann
ing
17 M
otiv
atin
g &
Insp
irin
g18
Ind
ivid
ual
Dif
fere
nces
19 C
reat
ivity
Al S
tude
nt B
ackg
roun
dK
now
ledg
eA
2 C
lear
Lea
rnin
g G
oals
A3
Prev
ious
, Pre
sent
and
Futu
re C
onte
ntA
4 A
ppro
pria
teM
etho
ds, A
ctiv
ities
,R
esou
rces
II.
Stan
dard
for
Cre
atin
g an
d M
aint
aini
ng E
ffec
tive
Env
iron
men
ts f
or S
tude
nt L
earn
ing
A.
Cre
atin
g a
phys
ical
env
iron
men
t tha
t eng
ages
all
stud
ents
.
B.
Est
ablis
hing
a c
limat
e th
at p
rom
otes
fai
rnes
s an
d re
spec
t.
C.
Prom
otin
g so
cial
dev
elop
men
t and
res
pons
ibili
ty.
D.
Est
ablis
hing
and
mai
ntai
ning
sta
ndar
ds f
or s
tude
nt b
ehav
ior.
E.
Plan
ning
and
impl
emen
ting
clas
sroo
m p
roce
dure
s an
d ro
utin
es th
at s
uppo
rt s
tude
nt le
arni
ng.
F.U
sing
inst
ruct
iona
l tim
e ef
fect
ivel
y.
11St
uden
t Rap
port
and
Cla
ssro
omE
nvir
onm
ent
13D
iver
se &
App
ropr
iate
Tea
chin
g14
Stud
ent M
otiv
atio
nIn
volv
emen
t &C
ondu
ct17
Cog
nitiv
eO
utco
mes
of
Tea
chin
g19
Cap
acity
to T
each
Div
erse
Stu
dent
s
1A
ppea
ranc
e3
Pois
e5
Posi
tive
Out
look
& E
nthu
sias
m6
Res
pons
ibili
ty &
Initi
ativ
e8
Lan
guag
e U
se10
Coo
pera
tive
12E
nvir
onm
ent
13D
isci
plin
e &
Mor
ale
14M
anag
emen
t19
Cre
ativ
ity
B1
Clim
ate,
Fai
rnes
sB
2 R
appo
rtB
3C
halle
ngin
gE
xpec
tatio
nsB
4 C
lass
room
Beh
avio
rSt
anda
rds
B5
Safe
Env
iron
men
tC
5 U
sing
Tim
eE
ffec
tivel
y
III.
Sta
ndar
d fo
r U
nder
stan
ding
and
Org
aniz
ing
Subj
ect M
atte
r fo
r St
uden
t Lea
rnin
g-
A.
Dem
onst
ratin
g kn
owle
dge
of s
ubje
ct m
atte
r co
nten
t and
stu
dent
dev
elop
men
t.
B.
Org
aniz
ing
curr
icul
um to
sup
port
stu
dent
und
erst
andi
ng o
f su
bjec
t mat
ter.
C.
Inte
rrel
atin
g id
eas
and
info
rmat
ion
with
in a
nd a
cros
s su
bjec
t mat
ter
area
s.
D.
Dev
elop
ing
stud
ent u
nder
stan
ding
thro
ugh
inst
ruct
iona
l str
ateg
ies
appr
opri
ate
to s
ubje
ctm
atte
r.
E.
Usi
ng m
ater
ials
, res
ourc
es, t
echn
olog
ies
to m
ake
subj
ect m
atte
r ac
cess
ible
to a
ll st
uden
ts.
12C
urri
cula
r an
dIn
stru
ctio
nal
Plan
ning
Ski
lls14
Stud
ent M
otiv
atio
n,In
volv
emen
t &C
ondu
ct15
Pres
enta
tion
Skill
s17
Cog
nitiv
e O
utco
mes
of T
each
ing
11K
now
ledg
e of
Con
tent
15Pl
anni
ng L
esso
ns16
Met
hods
&T
echn
ique
s19
Cre
ativ
ity
Al
Stud
ent B
ackg
roun
dK
now
ledg
eA
2 C
lear
Lea
rnin
gG
oals
A3
Prev
ious
, Pre
sent
and
Futu
re C
onte
ntA
4 A
ppro
pria
teM
etho
ds, A
ctiv
ities
,R
esou
rces
A5
Eva
luat
ion
Stra
tegi
es -
Goa
lA
lignm
ent
J
Cal
ifor
nia
Stan
dard
s fo
r th
e T
each
ing
Prof
essi
on (
Oxy
Edi
tion)
28
Page
13
ED
UC
AT
ION
ST
AN
DA
RD
S A
LIG
NM
EN
T M
AT
RIX
BE
ST C
OPY
AV
AIL
AB
LE
29
Cal
ifor
nta
ndar
ds F
or T
he T
each
ing
Prof
essi
on:
A D
escr
iptio
n of
Pro
fess
iona
l Pra
ctic
es f
or C
alif
orni
a T
each
ers
(199
7)
* C
TC
Sta
ndar
ds f
orA
ccre
dita
tion
and
Oxy
Ver
ific
atio
n (1
997)
Occ
iden
tal C
olle
ge-
10Pr
ofes
sion
al Q
ualit
ies
and
10 T
each
ing
Com
pete
ncie
s (1
976)
Pat
.
Edu
onal
Tes
ting
Serv
ice
(199
3) -
BT
SA
IV. S
tand
ard
for
Plan
ning
Ins
truc
tion
and
Des
igni
ng L
earn
ing
Exp
erie
nces
for
All
Stud
ents
A. D
raw
ing
on a
nd v
alui
ng s
tude
nts'
bac
kgro
unds
, int
eres
ts, a
nd d
evel
opm
enta
l lea
rnin
g ne
eds.
B.
Est
ablis
hing
and
art
icul
atin
g go
als
for
stud
ent l
earn
ing.
C. D
evel
opin
g an
d se
quen
cing
inst
ruct
iona
l act
iviti
es a
nd m
ater
ials
for
stu
dent
lear
ning
.
D. D
esig
ning
sho
rt-t
erm
and
long
-ter
m p
lans
to f
oste
r st
uden
t lea
rnin
g.
E.
Mod
ifyi
ng in
stru
ctio
nal p
lans
to a
djus
t for
stu
dent
nee
ds.
10R
eadi
ness
for
Div
erse
Res
pons
ibili
ties
12C
urri
cula
r an
dIn
stru
ctio
nal
Plan
ning
Ski
lls13
Div
erse
&A
ppro
pria
tep
Tea
ppch
ing
14St
uden
t Mot
ivat
ion
Invo
lvem
ent &
Con
duct
15Pr
esen
tatio
n Sk
ills
17C
ogni
tive
Out
com
esof
Tea
chin
g18
Aff
ectiv
e O
utco
mes
of T
each
ing
19C
apac
ity to
Tea
chD
iver
se S
tude
nts
6R
espo
nsib
ility
&In
itiat
ive
15 P
lann
ing
Les
sons
16 M
etho
ds &
Tec
hniq
ues
19 C
reat
ivity
Al S
tude
nt B
ackg
roun
dK
now
ledg
eA
2 C
lear
Lea
rnin
g G
oals
A3
Prev
ious
, Pre
sent
and
Futu
re C
onte
ntA
4 A
ppro
pria
teM
etho
ds, A
ctiv
ities
,R
esou
rces
AS
Eva
luat
ion
Stra
tegi
es-
Goa
l Alig
nmen
tC
l Cle
ar G
oals
,Pr
oced
ures
C2
Com
preh
ensi
ble
Con
tent
C3
Ext
endi
ng T
hink
ing
C4
Mon
itori
ng C
onte
nt,
Prov
idin
g Fe
edba
ckU
sing
Tim
eE
ffec
tivel
y
V. S
tand
ard
for
Ass
essi
ng S
tude
nt L
earn
ing
A. E
stab
lishi
ng a
nd c
omm
unic
atin
g le
arni
ng g
oals
for
all
stud
ents
.
B.
Invo
lvin
g an
d gu
idin
g al
l stu
dent
s in
ass
essi
ng th
eir
own
lear
ning
.
C.
Usi
ng th
e re
sults
of
asse
ssm
ents
to g
uide
inst
ruct
ion.
D. C
omm
unic
atin
g w
ith s
tude
nts,
fam
ilies
, and
oth
er a
udie
nces
abo
ut s
tude
nt p
rogr
ess.
E.
Col
lect
ing
ans
usin
g m
ultip
le s
ourc
es o
f in
form
atio
n to
ass
ess
stud
ent l
earn
ing.
10 R
eadi
ness
for
Div
erse
Res
pons
ibili
ties
16 S
tude
nt D
iagn
osis
,A
chie
vem
ent &
Eva
luat
ion
17 C
ogni
tive
Out
com
esof
Tea
chin
g18
Aff
ectiv
e O
utco
mes
of CT
each
ing
19 C
apac
ity to
Tea
chD
iver
se S
tude
nts
7G
oal S
ettin
g9
Acc
epts
/Use
sC
onst
ruct
ive
Cri
ticis
m17
Mot
ivat
ing
&In
spir
ing
19 C
reat
ivity
1
AS
Eva
luat
ion
Stra
tegi
es-
Goa
l Alig
nmen
tC
l Cle
ar G
oals
,Pr
oced
ures
C4
Mon
itori
ng C
onte
nt,
Prov
idin
g Fe
edba
ckD
I R
efle
ctin
g on
Lea
rnin
g G
oals
D4
Com
mun
icat
ing
with
Pare
nts
VI.
Sta
ndar
d fo
r D
evel
opin
g as
a P
rofe
ssio
nal E
duca
tor
A. R
efle
ctin
g on
teac
hing
pra
ctic
e an
d pl
anni
ng p
rofe
ssio
nal d
evel
opm
ent.
B. W
orki
ng w
ith f
amili
es to
impr
ove
prof
essi
onal
pra
ctic
e.
C.
Wor
king
with
col
leag
ues
to im
prov
e pr
ofes
sion
al p
ract
ice.
D. B
alan
cing
pro
fess
iona
l res
pons
ibili
ties
and
mai
ntai
ning
mot
ivat
ion.
E.
Wor
king
with
com
mun
ities
to im
prov
e pr
ofes
sion
al p
ract
ice.
F.E
stab
lishi
ng p
rofe
ssio
nal g
oals
and
pur
suin
g op
port
uniti
es to
gro
w p
rofe
ssio
nally
.
10 R
eadi
ness
for
Div
erse
Res
pons
ibili
ties
15 P
rese
ntat
ion
Skill
sl
i20
Pro
fess
iona
lfe
sson
aO
blig
atio
ns21
Com
pete
nce
2H
ealth
& V
italit
y5
Posi
tive
Out
look
&E
nthu
sias
m9
Acc
epts
/Use
sC
onst
ruct
ive
Cri
ticis
m10
Coo
pera
tive
19 C
reat
ivity
20 C
ontr
ibut
es to
Tot
alPr
ogra
m
D1
Ref
lect
ing
onL
earn
ing
Goa
lsD
2 D
emon
stra
ting
Eff
icac
yD
3 R
elat
ions
hips
with
Col
leag
ues
D4
Com
mun
icat
ing
with
Pare
nts
Stan
dard
s/co
mps
tnd.
7/23
/99
Cal
iforn
ia S
tand
ards
for
the
Tea
chin
g P
rofe
ssio
n (O
xy E
ditio
n)P
age
14
BE
ST
CO
PY
AV
AIL
AB
LES
TA
ND
AR
DS
ALI
GN
ME
NT
MA
TR
IX
31
Education Department OfficeOccidental College, Los Angeles, CA 90041
Candidate
Sub'ect/Grade
rom / / to / / Total hours per week No. Of weeks Times absent Times tardy
EVALUATION OF TEACHER CANDIDATE
Date
District/School
Supervisor
DIRECTIONS TO AUTHOR OF REFERENCE: The Teacher Candidate must read and sign the following statement before you return this evaluation form:I hereby certify that I have not waived my right to review this evaluative recommendation t be submitted to my educational department file.
Mail or return the completed evaluation in the envelope provided.(Signature of candidate)
PART I: For each of the twenty Personal and Professional Qualities and Teaching Competencies listed below, check the appropriate boxes to the right to indicate thedegree of quality which best characterizes the teacher candidate at this time of evaluation. Examples and descriptions f behavior and achievements indicative ofINADEQUATE, SATISFACTORY, and OUTSTANDING quality are provided on the reverse side of this form. Please use this information to help mark the mostappropriate box on the 0-9 point scale for each of the twenty categories. If you have no evidence whatsoever for a particular category, simply checkNO BASIS FORJUDGEMENT.
PERSONAL AND PROFESSIONAL QUALITIES (10) Numerical Point Values
1. Impress others with appearance, manner and bearing
2. Possesses health and vitality
3. Shows emotional poise and self-control
4. Plays mental alertness and sound judgement
5. Maintains a positive outlook and shows enthusiasm
6. Assumes responsibility, takes initiative, and works hard
7. Sets important goals and achieves them
8 es effective use of oral and written language
9. ccepts and uses constructive criticism
10. Works cooperatively and harmoniously with others(students, parents, teachers, administrators, etc..)
TEACHING COMPETENCIES (10)
11. Knows and applies subject matter content and skills
12. Maintains attractive classroom learning environment
13. Develops pupil discipline and morale
14. Manages classroom procedures and school routines
15. Plans effective lessons and units of instruction
16. Uses appropriate teaching methods and questioning techniques
17. Motivates and inspires students
18. Provides or individual student differences
19. Exhibits creativity and imagination
20. Contributes to the total school program
O
tal
El
a
44.44 DEGREE OF QUALITYF
0 1
D C B A I A+
8 I 9
PART II: Please provide below some descriptive details about the student teachers general effectiveness, accomplishments or problems. Cite specific examplesof especially strong points or weaknesses noted in Part I above and indicate what degree of success you would predict for this person in thefirst or subsequentyears of teaching.
0N1 Evaluator (printed)
(Space reduced for this form replica]
Signature Position
Business Address Phone ( )Slandards/evattchaV7/26/99
Evaluation of Teacher Candidate BEST COPY AVAILABLE Page 15 32 Oxy Recommendation Forn
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RS
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SS
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AL
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IALM
INA
DE
QU
AT
E2
3T
ISF
AC
TO
RY
67
OU
TS
TA
ND
ING
04
58
9
1.A
ppea
ranc
e, M
anne
r,B
earin
g
Def
icie
nt in
sod
al a
men
ities
; sel
f-co
nsci
ous
with
ner
vous
man
neris
ms;
abr
asiv
e or
j Tac
tful,
cour
teou
s an
d so
cial
ly a
war
e; o
pen
and
out-
goin
g, a
nd c
onfid
ent w
ithI V
ery
self-
conf
iden
t and
forc
eful
with
out u
ndue
agg
ress
iven
ess:
ope
nly
inso
lent
; with
draw
n or
tent
ativ
e; in
appr
opria
te o
r sl
oven
ly in
per
sona
l dre
ss a
nd1
peop
le a
nd a
ctio
ns; a
ccep
tabl
e dr
ess
and
groo
min
g st
anda
rds.
I res
pect
ed b
y al
l; dr
ess,
bod
y la
ngua
ge a
nd g
room
ing
caus
e un
usua
llygr
oom
ing.
II
favo
rabl
e re
actio
ns.
2. H
ealth
& V
italit
y'O
ften
too
ill to
atte
nd to
dut
ies;
ene
rgy
and
vita
lity
rare
ly s
how
n.1
Reg
ular
in a
ttend
ance
; ene
rgy
and
vita
lity
norm
ally
goo
d; o
nly
occa
sion
alI R
arel
y ab
sent
; exu
bera
nce,
ene
rgy
and
vita
lity
cons
iste
ntly
at h
igh
leve
ls1
II l
apse
s.I d
aily
, wee
kly;
laps
es a
re r
are.
3. P
oise
& S
elf-
Con
trol
I1
Inse
cure
, ten
se, o
r un
cert
ain;
pro
ne to
ext
rem
essh
outin
g, c
ryin
g, s
elf-
I Usu
ally
res
pons
ive,
con
trol
led
and
rela
xed
befo
re th
e gr
oup;
mak
es fe
wI P
oise
d, d
ecis
ive,
and
com
fort
able
as
lead
er, g
ood
sens
e of
hum
or:
cons
ciou
snes
s, w
orry
, ind
ecis
iven
ess;
ofte
n ov
er-
or u
nder
rea
cts.
I lea
ders
hip
erro
rs; r
arel
y ap
pear
s do
ubtfu
l.1
resp
onds
to p
robl
ems
grac
ious
ly a
nd w
ith s
elf-
assu
ranc
e; n
ever
app
ears
1pu
zzle
d or
con
fuse
d.I
4.M
enta
l Ale
rtne
ss &
Judg
emen
t
11
Thi
nks
slow
ly; l
imite
d co
mpr
ehen
sion
; slo
w to
res
pond
/take
cha
rge
or d
oes
so in
i Sou
nd in
judg
emen
t; m
akes
few
err
ors
in le
ader
ship
and
lear
ns e
asily
; kno
ws
1 R
esou
rcef
ul a
nd e
xcep
tiona
lly q
uick
to u
nder
stan
d: a
lway
s re
spon
ds to
erro
r; u
naw
are.
Iw
hen
to a
ct, w
hen
to li
sten
.I s
ituat
ions
judi
ciou
sly
and
with
fore
sigh
t; al
way
s aw
are.
5.P
ositi
ve O
utlo
ok &
Ent
husi
asm
Gen
eral
ly a
neg
ativ
e po
int o
f vie
w; e
asily
dis
cour
aged
or
depr
esse
d; s
ees
mor
eI
Out
look
mor
e po
sitiv
e th
an n
egat
ive;
dis
cour
agem
ent m
omen
tary
or
1 I Con
sist
ently
opt
imis
tic; f
illed
with
hop
e an
d hi
gh a
spira
tions
for
self
and
prob
lem
s th
an s
olut
ions
; rar
ely
smile
s or
pra
ises
oth
ers.
I inf
requ
ent;
prom
otes
goo
d fe
elin
gs, c
oope
ratio
n an
d pr
ide
amon
g st
uden
ts.
I oth
ers;
ent
husi
asm
and
suc
cess
per
vade
cla
ssro
om; c
omm
itted
to p
erso
nal
1! g
row
th a
nd li
fetim
e of
lear
ning
.i
±
6.R
espo
nsib
ility
, Ini
tiativ
e &
Effo
rt
grow
th
Avo
ids
resp
onsi
bilit
y; e
vade
s m
akin
g co
mm
itmen
ts; w
aits
to b
e to
ld; b
arel
y m
eets
1 T
ries
hard
; see
ks e
arly
invo
lvem
ent;
need
s in
freq
uent
gui
danc
e; m
aint
ains
I Rar
ely
has
to b
e as
ked;
nev
er le
ts d
own;
arr
ives
ear
lyst
ays
late
; doe
sI
time,
pla
nnin
g or
wor
k re
quire
men
ts.
1 co
nsta
nt e
ffort
/res
pons
ibili
ty b
eyon
d m
inim
um; d
epen
dabl
e.I p
aper
wor
k ea
rly; m
akes
freq
uent
sug
gest
ions
; trie
s ne
w id
eas;
offe
rs to
do
II
mor
e.
7.G
oals
& A
chie
vem
ent
11
Vag
ue, a
mbi
guou
s go
als
dete
r pr
ogre
ss; a
chie
vem
ent b
elow
exp
ecta
tion;
eva
luat
ion
1 A
chie
vem
ent s
atis
fact
ory;
obj
ectiv
es u
sual
ly a
ppro
pria
te a
nd e
arly
sta
ted;
1 O
bjec
tives
for
self
and
stud
ents
ext
rem
ely
dear
, spe
cific
, im
port
ant,
and
feed
back
to s
elf a
nd s
tude
nts
is im
prec
ise
and
irreg
ular
.1
pers
onal
and
cla
ss p
rogr
ess
are
revi
ewed
and
eva
luat
ed w
ith fa
ir ac
cura
cyI m
easu
rabl
e an
d at
tain
ed c
onsi
sten
tly: f
orm
al a
nd in
form
al e
valu
atio
ns fo
ran
d co
nsis
tenc
y.! s
elf a
nd s
tude
nts
are
thor
ough
and
occ
ur o
ften.
8.O
ral &
Writ
ten
Lang
uage
IIn
effe
ctiv
e w
ith s
peec
h an
d ex
pres
sive
ness
; poo
r qu
ality
in p
aper
or
boar
d w
ritin
g;1
Acc
epta
ble
voic
e; s
peak
s w
ith c
onvi
ctio
n; s
uita
ble
voca
bula
ry, g
ram
mar
1 E
xcep
tiOna
l com
mun
icat
ion
skill
s; s
uper
ior
in e
xpre
ssiv
enes
s, v
oice
and
II
unco
mm
unic
ativ
e: in
appr
opria
te la
ngua
ge; i
ncor
rect
pro
nunc
iatio
n.1
usag
e: d
escr
iptiv
e, w
ell o
rgan
ized
writ
ing;
boa
rd w
ritin
g is
acc
epta
ble,
I writ
ing
qual
ity; g
reat
var
iety
into
ne, p
itch
stre
ss, v
ocab
ular
y, a
nd u
se o
f
Ire
adab
le.
Ilo
gic,
boa
rd w
ritin
g is
attr
activ
e, le
gibl
e an
d co
rrec
t.I
9.C
ritic
ism
- A
ccep
tanc
e &
Use
II
Tak
es c
ritic
ism
per
sona
lly; m
akes
exc
uses
; bec
omes
def
ensi
ve; b
lam
es o
ther
s.I A
ccep
ts c
ritic
ism
wel
l; re
cogn
izes
str
engt
hs a
nd w
eakn
esse
s; u
sual
ly fo
llow
sI A
ctiv
ely
seek
s fe
edba
ck a
nd in
vite
s cr
itici
sm; a
ccep
ts s
ugge
stio
ns; s
uper
ior
! thr
ough
.i
in fo
llow
thro
ugh
and
self-
impr
ovem
ent.
I. 10
. Coo
pera
tion
Ant
agon
izes
oth
ers;
rel
ucta
nt to
par
ticip
ate;
dis
agre
eabl
e an
d un
der
coop
erat
ive.
I Wor
ks h
arm
onio
usly
with
oth
ers;
coo
pera
tes
and
part
icip
ates
of o
wn
volit
ion.
t I
Frie
ndly
and
per
sona
ble;
pro
mot
es g
ood
rela
tions
hips
; enl
ists
coo
pera
tion
and
enco
urag
es in
volv
emen
t of o
ther
s.
TE
AC
HIN
G C
OM
PE
TE
NC
IES
I
11. S
ubje
ct K
now
ledg
e &
Use
I1
Inad
equa
te; n
arro
wly
spe
cial
ized
sup
erfic
ial k
now
ledg
e; c
anno
t ide
ntify
maj
ori I
nfor
med
in s
ever
al fi
elds
; tea
ches
con
cept
ually
; app
lies
subj
ects
to s
tude
nts'
i Exc
eptio
nal b
road
and
app
ropr
iate
kno
wle
dge;
enr
iche
s cl
assr
oom
with
conc
epts
; pro
vide
s fe
w e
xam
ples
, illu
stra
tions
, con
nect
ions
with
dai
ly li
fe.
I liv
es a
nd e
xper
ienc
es.
! con
cept
s. id
eas,
ski
lls, a
nd p
ract
ice
in v
ersa
tile,
cre
ativ
e w
ays.
I
12. C
lass
room
Env
ironm
ent
1I
Inse
nsiti
ve to
ligh
ting,
spa
ce, h
eat,
vent
ilatio
n, b
ulle
tin b
oard
s, d
ispl
ays,
cle
anlin
ess.
1 E
nviro
nmen
t hea
lthfu
l, fu
nctio
nal,
and
inte
rest
ing;
arr
ange
men
t of f
urni
ture
I Env
ironm
ent i
s re
sple
nden
t, st
imul
atin
g an
d cr
eativ
ely
disp
laye
d or
Ian
d re
sour
ces
faci
litat
es le
arni
ng.
I arr
ange
d; in
spire
s st
uden
t prid
e an
d re
spec
t for
the
clas
sroo
m.
13. D
isci
plin
e &
Mor
ale
1I
Con
trol
wea
k an
d co
nsis
tent
, lac
ks a
sser
tiven
ess;
stu
dent
s of
ten
rude
, dis
resp
ectfu
l1
Ave
rage
or
bette
r co
ntro
l of i
ndiv
idua
ls a
nd th
e gr
oup;
goo
d st
uden
t wor
k,I E
xtre
mel
y po
sitiv
e, a
sser
tive
cont
rol o
f ind
ivid
uals
and
the
grou
p; h
igh
and
disr
uptiv
e; m
oral
e fa
ir to
poo
r.I
attit
ude
and
mor
ale.
I deg
ree
of s
tude
nt s
elf-
disc
iplin
e: m
oral
e hi
gh.
14. O
rgan
izat
ion
&M
anag
emen
tU
nfam
iliar
with
all
rout
ines
or
proc
edur
es; c
onfu
sion
and
del
ays
befo
re, d
urin
g an
d1
Rou
tines
and
sup
plie
s ha
ndle
d sy
stem
atic
ally
; tim
e us
ually
use
d w
ell;
1 O
rgan
izat
ion
supe
rb; d
irect
ions
alw
ays
dear
, a m
inim
um o
f del
ays;
II
afte
r in
stru
ctio
n; m
uch
time
was
ted.
1 pr
oced
ures
rar
ely
inte
rfer
e w
ith te
achi
ng.
I eve
ryth
ing
read
y w
hen
need
ed; s
moo
th tr
ansi
tions
bef
ore,
dur
ing
and
afte
rI
Iin
stru
ctio
n.
15. P
lann
ing
Inst
ruct
ion
Insu
ffici
ent p
lann
ing;
late
dai
ly a
nd u
nit p
lans
; lac
king
det
ail;
less
ons
wea
k in
war
m-
up, m
otiv
atio
n, s
tude
nt in
volv
emen
t and
inte
grat
ion.
t Pla
ns d
one
adeq
uate
ly a
nd o
n tim
e; fo
cus
is u
sual
ly o
n st
uden
t nee
ds,
I I beh
avio
r an
d in
volv
emen
t; ad
equa
te le
sson
war
m-u
p an
d in
tegr
atio
n.
1 1 S
uper
ior
plan
s; g
reat
det
ail a
nd a
lway
s do
ne in
adv
ance
; cre
ativ
e id
eas;
all
I les
son
elem
ents
con
sist
ently
don
e w
ell.
18. M
etho
ds &
Que
stio
nsO
ver
relia
nce
on a
ssig
n-st
udy-
reci
te p
roce
dure
s; d
ittoe
d w
orks
heet
s or
text
stu
died
ques
tions
dom
inat
e, a
nd s
eat w
ork
prev
ails
; con
cept
s an
d fa
cts
rare
ly e
xplo
red
inde
pth;
teac
her
talk
s/te
lls r
athe
r th
an q
uest
ions
.
Ach
ieve
s go
od b
alan
ce b
etw
een
teac
her
and
stud
ent t
alk.
Pre
sent
atio
n an
dre
cita
tion
met
hods
use
d m
ore
ofte
n, b
ut a
ltem
ated
with
mor
e in
tera
ctiv
em
etho
ds; s
elec
tive
use
of q
uest
ions
ext
ends
lear
ning
, req
uire
s st
uden
ts to
thin
k an
d ap
ply
know
ledg
e.
Var
ied
use
of m
etho
ds a
nd q
uest
ions
res
ult i
n ex
tens
ive
oral
and
writ
ten
part
icip
atio
n, s
pecu
lativ
e an
d cr
eativ
e th
inki
ng; e
mph
asis
is o
nde
mon
stra
tion,
inqu
iry, t
ask
orie
nted
sm
all g
roup
, dis
cuss
ion,
rol
e pl
ayin
g,in
divi
dual
ized
or
stim
ulat
ion
stra
tegi
es.
17. M
otiv
atio
nS
tude
nts
disl
ike
com
ing
to c
lass
; ins
truc
tion
is o
ften
borin
g, ir
rele
vant
. unc
halle
ngin
g;sa
rcas
m, t
hrea
ts o
r am
bigu
ity a
ppea
r in
teac
her
talk
/act
ion.
Usu
ally
cap
ture
s st
uden
t int
eres
ts a
nd a
ttent
ion;
pro
vide
s va
riety
in d
aily
rout
ine,
lear
ning
exp
erie
nces
; lis
tens
to s
tude
nt id
eas
and
sugg
estio
ns.
Mod
els
beha
vior
whi
ch e
arns
per
sona
l/pro
fess
iona
l res
pect
; use
s re
leva
ntob
ject
s, v
isua
ls e
xam
ples
, and
illu
stra
tions
to s
timul
ate
stud
ent i
nter
est;
fully
expl
ores
rat
iona
le fo
r le
arni
ng, w
ork,
and
con
sequ
ence
s; s
ets
posi
tive,
hig
hex
pect
atio
ns fo
r ac
hiev
emen
t.
18. I
ndiv
idua
lizat
ion
ILi
ttle
know
n ab
out s
tude
nt b
ackg
roun
d, h
ome
life,
inte
rest
s; e
mph
asis
on
cont
ent
I Kno
ws
and
unde
rsta
nd m
ost s
tude
nts;
inst
ruct
ion
usua
lly a
dapt
ed to
nee
ds o
f I D
eep
unde
rsta
ndin
g of
all
stud
ents
inte
rest
s, a
bilit
ies
and
back
grou
nds;
teac
hing
, not
teac
hing
peo
ple;
ass
ignm
ents
/req
uire
men
ts/m
ater
ials
rar
ely
mod
ified
I ind
ivid
uals
; mat
eria
ls/a
ssig
nmen
ts g
iven
on
mor
e th
an o
ne le
vel.
1 ge
nuin
ely
likes
and
res
pect
s th
em; t
ailo
rs g
roup
inst
ruct
ion
and
for
indi
vidu
als;
sam
e th
ings
for
all.
II
proj
ects
/ass
ignm
ents
/mat
eria
ls to
indi
vidu
al n
eeds
and
con
cern
s.
19. C
reat
ivity
Rar
ely
trie
s an
ythi
ng n
ew o
r di
ffere
nt; w
aits
to b
e to
ld w
hat t
o do
and
how
to d
o it:
II C
onsi
ders
and
impl
emen
ts a
ltern
ativ
es o
n ow
n, b
ut r
elie
s on
ILo
ts o
f ide
as a
nd a
ctiv
ities
sug
gest
ed a
nd tr
ied;
less
ons
and
spar
e m
omen
tsse
es th
ings
from
one
per
spec
tive;
a 'p
lodd
er; a
t bes
t.i g
uida
nce/
dire
ctio
n; n
ot g
ifted
with
cre
ativ
e sk
ills
or th
inki
ng, b
ut w
orks
har
d to
Itr
uly
enric
hed
by m
etho
ds, m
ater
ials
and
pro
cess
es b
eyon
d th
ose
in b
asic
! ach
ieve
var
iety
and
div
erge
nt a
ctiv
ities
.I t
exts
or
sugg
este
d by
reg
ular
teac
her.
20. S
choo
l-wid
e C
ontr
ibut
ions
IP
rovi
des
min
imal
ser
vice
; ofte
n do
es n
ot a
ttend
or
part
icip
ate;
crit
iciz
es p
olic
y,1
Atte
nds
mee
tings
and
eve
nts
regu
larly
but
may
not
take
act
ive
role
; usu
ally
IV
olun
teer
s to
wor
k on
man
y sc
hool
/com
mun
ity p
roje
cts;
par
ticip
ates
prog
ram
s, e
vent
s, y
et m
akes
littl
e ef
fort
to c
ontr
ibut
e pe
rson
ally
.1
supp
orts
sch
ool p
rogr
ams/
pol
icy
or m
ay o
ffer
cons
truc
tive
criti
cism
; per
form
sI p
ositi
vely
at m
ost f
acul
ty, d
epar
tmen
t and
par
ent m
eetin
gs a
nd e
vent
s;as
sign
ed d
utie
s.l l
ooks
for
way
s to
hel
p an
d im
prov
e th
e sc
hool
.
oB
ES
T C
OP
Y A
VA
ILA
BLE
11A
Pathwise Teacher Performance Assessment Domains and Criteria© Educational Testing Service (1993)
Domain A Organizing Content Knowledge for Student Learning.
Al: Becoming familiar with relevant aspects of student's background knowledge and experiences.A2: Articulating clear learning goals for the lesson that are appropriate to the students.A3. Demonstrating an understanding of the connections between the content that was learned previously,
the current content, and the content that remains to be learned in the future.A4: Creating or selecting teaching methods, learning activities, and instructional materials or other
resources that are appropriate to the students and that are aligned with the goals of the lesson.A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned
with the goals of the lesson.
Domain B Creating an Environment for Student Learning
B1 : Creating a climate that promotes fairness.B2: Establishing and maintaining rapport with students.B3: Communicating challenging learning expectations to each student.B4: Establishing and maintaining consistent standards of classroom behavior.B5: Making the physical environment as safe and conducive to learning as possible.
Domain C Teaching For Student Learning
Cl: Making learning goals and instructional procedures clear to students.C2: Making content comprehensible to students.C3: Encouraging students to extend their thinking.C4: Monitoring students' understanding of content through a variety of means, providing feedback to
students to assist learning, and adjusting learning activities as the situation demands.C5: Using instructional time effectively.
Domain D Teacher Professionalism
Dl: Reflecting on the extent to which the learning goals were met.D2: Demonstrating a sense of efficacy.D3: Building professional relationships with colleagues to share teaching insights and to coordinate
learning activities for students.D4: Communicating with parents or guardians about student learning.
Standards/pathwise7/26/99
Pathwise Domains and Standards Page 17
35Educational Testing Service
Occidental College Department of Education1600 Campus Road Booth Hall 117 and 118Los Angeles, CA 90041 (323) 259-2781; fax: (323) 341-4894
II
o I I
OUR MISSION: TO PREPARE LEADERS IN EDUCATION ... LEADERS IN LIFE
The Department of Education at Occidental College has two major goals: (1) preparing educational leaders by offering a rigorousand thorough professional preparation program for a select number of prospective teachers; and (2) developing future parent,citizen, business or professional leaders who understand contemporary society and education and who exercise essential personalor group leadership skills. Both goals require a thoughtful, reflective leader who is knowledgeable of and sensitive to the diverseneeds of students in our public schools and adults in our increasingly more global American society. The greater Los Angelesurban metropolis, with its vast human and institutional resources and rich cross-cultural diversity, greatly enhances the learningof students with either goal.
Occidental College offers teaching credential programs or courses during fall and spring semesters of the regular academic yearand in two 5-week terms of summer session. Refer to the current schedule of Education courses available from Booth 117. Furthercourse or program information is available from the instructors and offices provided below. Feel free to communicate with anyof them by letter, phone or e-mail. Our motto is "We exist to Lead, Assist and Serve."
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Curriculum Library
Position OpenDirector, Occidental Community Literacy Center
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FAX
COLLEGE ADMINISTRATION
Dr. Theodore R. Mitchell [email protected] Coons Third FloorPresident (323) 259-2691
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Website http://wmv.oxy.edu
Standards.mission9/1199
Mission: Educational Leaders Program Page 18 Department of Education
Occidental College1600 Campus RoadLos Angeles, CA 90041
Department of EducationBooth Hall 117 and 118
(323) 259-2781; fax (323) 341-4894
Standards, Assessment, and Product Presentation Guidelines forStudents in the Department of Education: Research, Evaluation,
Measurement, Statistics, and APA Form/Style Resources
Bibliography
Airasian, P., & Gullickson, A. (1997). Teacher Self-Evaluation Tool Kit. Thousand Oaks:Corwin Press, Inc.
Bloom, B., Hastings, J., & Madaus, G. (1971). Handbook on Formative and SummativeEvaluation of Student Learning, Fourth Edition. New York: McGraw-Hill Book Co.
Bruning, J., & Kintz, B. (1997). Computational Handbook of Statistics. New York: AddisonWesley Longman, Inc.
Charles, C. (1998). Introduction to Educational Research, Third Edition. New York: AddisonWesley Longman, Inc.
Elmore, P., & Woehlke, P. (1997). Basic Statistics. New York: Addison Wesley Longman, Inc.
Fraenkel, Jack, Norman Wallen and Enoch I. Sawin(1999). Visual Statistics. Needham Heights,MA: Allyn & Bacon.
Gall, M., Borg, W., & Gall, J. (1996). Educational Research: An Introduction, Sixth Edition.White Plains: Longman Publishers.
Gibaldi, J. (1995). MLA Handbook for Writers of Research Papers, Fourth Edition. New York:The Modern Language Association of America.
Green, T. (1997). Predicting the Behavior of the Educational System. Troy: Educator'sInternational Press, Inc.
Gronlund, Norman E. (1998). Assessment of Student Achievement. Needham Heights, MA:Allyn & Bacon.
*Hacker, D. (1997). A Pocket Style Manual, Second Edition. Boston: Bedford Books.
Hopkins, Kenneth D. (1998) Educational and Psychological Measurement and Evaluation.Needham Heights, MA: Allyn & Bacon.
Kincheloe, J. (1991). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment.London: The Falmer Press.
(over)
37
Standards, Assessment, and Product Presentation Guidelines Page 2
Krathwohl, David R.(1998). Methods of Educational & Social Science Research. New York:Addison Wesley Longman, Inc.
Kubiszyn, T., & Borich, G. (1996). Educational Testing and Measurement, Fifth Edition. NewYork: Harper Collins College Publishers.
McMillan, J., & Schumacher, S. (1997). Research in Education: A Conceptual Introduction. NewYork: Longman Publishers.
Mueller, Delbert (1992). An Interactive Guide to Educational Research. Needham Heights, MA:Allyn & Bacon.
Oosterhof, Albert (1999). Developing and Using Classroom Assessments. Upper Saddle River,New Jersey: Merrill/Prentice Hall.
Pisani, Robert (1985). Statistics: A Tutorial Workbook. New York: W.W. Norton Company
Popham, W. James (1999). Classroom Assessment: What Teachers Need to Know. NeedhamHeights, MA: Allyn & Bacon.
Robins, A. (1996). The Analytical Writer: A College Rhetoric. Second Edition. San Diego:Collegiate Press.
Schmuck, R. (1997). Practical Action Research for Change. Arlington Heights: Skylight.
Schipper, Beth and Joanne Rossi (1997). Portfolios in the Classroom. York, Maine: Stenhouse
*Slade, C. (2000). Form and Style: Research Papers, Reports, Theses. Eleventh Edition.Boston: Houghton Mifflin Co.
*Strunk Jr., W., & White, E.B. (1979). The Elements of Style. Third Edition. Boston:Allyn and Bacon.
Suter, W. Newton (1998). Primer of Educational Research. Needham Heights, MA: Allyn &Bacon.
Tombari, Martin and Gary Borich (1999). Authentic Assessment in the Classroom. UpperSaddle River, New Jersey: Merrill/Prentice Hall.
Ward, Annie W. and Mildred Murray-Ward(1999). Assessment in the Classroom. Belmont,CA: Wadsworth Publishing Company.
*Nola Bene: Education Department standard APA Style references required for all coursepapers and written products.
38210/510#Biblio8/16/99
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