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SCHOOL OF EDUCATION

Location Address University Hall North On Brockton Avenue Bet!een University "treet # $rove "treet Phone *(0(+ 33,-.010 Mailing Address 1200 East Colton Avenue P.O. Box 30 0 %e&lan&s' CA (23)3 Fax *(0(+ 33,-,20.

COURSE S LLA!US
Course: Course Title: Term: Days/Times EDUC 500C (taken concurrently with EDUC 502 and EDUC 504) Single Subject Fieldwork Clinic Fall 20!" S #$%E SU&'EC( S(UDE#(S Concurrent with EDUC 502 and 504 0)*0"*!"+ 0)*2"*!"+ !0*0,*!"+ !0*22*!" - all .e..ion. /eet 40!5 1/ - 50!5 1/ (23 due date. (a.k 0 Friday+ 4ctober 25+ 20!" Class Location: $regory 250

Faculty: Phone: Office Fax: E-mail: Office ours:

$reg 6a/ilton+ Ed7D7 )0)854,8,)0" )0)8""585204 greg9ha/ilton:redland.7edu &y a11oint/ent through e8/ail+ o;;ice 1hone+ or cell0 "2"8"0,8)0)<

C!T!LO" COU#$E DE$C#%PT%O& Candidate. will ;ocu. on the .ucce..;ul co/1letion o; the (eacher 2er;or/ance 3..e../ent ((23) Task I: Principles of Content-Specific and Developmentally Appropriate Pedagogy =e.1on.e. will re>uire ob.er?ation in cla..roo/. and work with indi?idual .tudent learner.7 (hi. cour.e /u.t be taken with EDUC 502 and EDUC 5047 E>ui?alent to EDU$ 400C7 Co-re'uisite: EDUC 502 and EDUC 504 and 1er/i..ion ;ro/ the School o; Education7 3ll 1reli/inary teaching credential candidate. are /andated to do early ;ieldwork according to S&2042 Cali;ornia Standard. ;or (eacher 2re1aration7 EDUC 500D will be taken concurrently

with the .econd block o; cour.e. (EDUC 50< and EDUC 50,) in 1re1aration ;or the Single Subject (eaching Credential7 (he ;ieldwork e@1erience ha. been de.igned to co/1le/ent the content and a..ign/ent. o; the .econd /ethod. cour.e.7 (he three cour.e. together will ;or/ both the 1ractical and theoretical ;oundation in the candidate.A 1re1aration ;or the teaching 1ro;e..ion in Cali;ornia7 3..ign/ent. to be co/1leted in conjunction with EDUC <02 and EDUC <040 B &ackground*Conte@t B 2reli/inary diagno.tic data with analy.e. B =e.earch Cue.tion*(o1ic+ including 1ur1o.e and rationale (uly )0*+ PTC $tart "rou, - &ote for future calen.ar .ates (23 due date. will be0 (a.k 0 !0*25*!" 8 near the end o; EDUC 504 (a.k 0 0!*"!*!4 8 near the end o; EDUC 50, (a.k 0 0"*!4*!4 8 near the end o; ;ir.t 5 week. o; Student (eaching (a.k D0 05*02*!4 8 near the end o; .econd 5 week. o; Student (eaching TEC &OLOL"/ #E0U%#E1E&T$ (he objecti?e o; thi. one8unit cour.e i. to .u11ort the ac>ui.ition and 1ractice o; .trategie.+ techni>ue.+ and /ethodologie.+ including technology7 Candidate. will conduct ob.er?ation. that will ;ocu. their under.tanding o; .tandard.+ content+ technology+ e;;ecti?e teaching .trategie.+ and .1eci;ic area. related to cour.e. in which candidate. are concurrently enrolled7 (he technology re>uire/ent. deri?e ;ro/ tho.e cour.e.7 Candidate. will u.e the Eoodle EDUC 500 cour.e .ite and (a.kStrea/ to hel1 the/ acce..+ .tore in;or/ation+ and docu/ent their re.1on.e. to the (eacher 2er;or/ance. E@1ectation. ((2E) and the (eacher 2er;or/ance 3..e../ent. ((23)7 COU#$E 2%2L%O"#!P //3E2L%O"#!P / !7 %ala.+ ' and Solo/on+ E7+ /nstructional A&a0tation as an E1uity "olution 2or the En3lish 4earner # "0ecial Nee&s "tu&ents5 Practicin3 E&ucational 6ustice in the 7ainstrea8 Classroo8+ Fendall*6unt 2ubli.hing Co/1any+ 20057 (a?ailable in the Uo; =&ook.tore) 27 Cali;ornia De1art/ent o; Education7 www7cde7ca7go? Cali;ornia De1art/ent o; Education Curriculu/ Fra/ework. and Standard. ;or your content area7 (al.o a?ailable in (a.kStrea/) 3. (a.kStrea/7 www7ta.k.trea/7co/ Cali;ornia Standard. ;or Engli.h %anguage %earner.+ Cali;ornia Standard. ;or the (eaching 2ro;e..ion7 (a?ailable in (a.kStrea/) 47 See additional re.ource. in EDUC 500 Eoodle cour.e .ite htt10**/y7redland.7edu*Eoodle 57 Teacher Performance !ssessment Can.i.ate an.4oo5 (a?ailable on Eoodle cour.e web8.ite)7

TP! CODE$ FO# (UL/ )0*+ $T!#T "#OUP

July 2013 Start Multiple & Single Subjects: Single Subjects: Task 1 Due: 10/25/13 For School of Education Students: 3$= CU%(U=E 3=( & 4%4$G &US #ESS C6EE S(=G E#$% S6 $E4SC E#CE 6E3%(6 SC E#CE 64EE EC4#4E CS #DUS(= 3% (EC6#4%4$G %3#$ 4(6E= (63# E#$% S6 E3(6 EUS C 2E 26GS CS SC E#CE F4U#D3( 4# S4C 3% SC E#CE Multiple & Single Subjects: Task 2 Due: 01/31/14 For School of Education Students: Multiple & Single Subjects: Task 3 Due: 03/14/14 For School of Education Students: Multiple & Single Subjects: Task 4 Due: 05/02/14 *+!"#%CULTU#E(UL/$$P *+!#T(UL/$$P *+2%O(UL/$$P *+2U$(UL/$$P *+C E1(UL/$$P *+E&"(UL/$$P *+"EO$C%(UL/$$P *+ E!LT $C%(UL/$$P *+ O1EECO&(UL/$$P *+%&DU$TTEC ED(UL/$$P *+L!&"(UL/$$P *+1!T (UL/$$P *+1U$%C(UL/$$P *+PE(UL/$$P *+P /$%C$(UL/$$P *+$C%E&CEF&D(UL/$$P *+$OC%!L$C%(UL/$$P

13JULYDI

13JULYAL

For School of Education Students:

13JULYCTE

T!$6$T#E!1 4ne re>uire/ent ;or thi. cla.. i. to .ub.cribe to (a.k.trea/+ an on8line 1rogra/ that i. re>uired to .ub/it (23.7 He reco//end a /oney8.a?ing one8year /e/ber.hi17 C!&D%D!TE !$$E$$1E&T *7 Fiel.8or5 hours: !2 hour. /ini/u/+ with log .ub/itted in ED500C+ Fieldwork Clinic 7 Sub/it Fieldwork Clinic %og and Fieldwork =e;lection =e1ort !828" to EDUC 500 %nstructor 4y the TP! Due .ate9 )) (23 Tas5 % Candidate. will de/on.trate their under.tanding o; the acti?itie. in (23 (a.k by su4mittin: (23 (a.k 0 De.cribe one or /ore co/bination. o; in.tructional .trategie. and .tudent acti?itie. that addre.. both the acade/ic content goal. and the de?elo1/ental need. o; .tudent. in a .cenario7 E@1lain why the in.tructional .trategie. and .tudent acti?itie. de.cribed are a11ro1riate ;or the .tudent.+ addre.. their de?elo1/ental need.+ and hel1 the/ /ake 1rogre.. toward achie?ing the .tate8ado1ted acade/ic content .tandard. ;or .tudent.7 Analyze an assessment plan, identifying the strengths and weaknesses of the plan in relation to the academic learning goals of the unit. De.cribe how an additional a..e../ent could i/1ro?e the 1lan and addre.. the teacherI. dile//a concerning a..e../ent7 denti;y two .1eci;ic learning need. a .tudent ha. an Engli.h learner7 denti;y a .trategy or acti?ity ;ro/ the outline o; 1lan. that would be challenging ;or the .tudent7 Sugge.t an ada1tation to the .trategy or acti?ity and e@1lain how it would be e;;ecti?e in .u11orting the .tudentI. acade/ic 1rogre.. and Engli.h language de?elo1/ent7 denti;y an a..e../ent you would u.e to /onitor the .tudentI. 1rogre.. and gi?e a rationale ;or your choice7 De.cribe the ne@t .te1. in ;acilitating the .tudentI. Engli.h language de?elo1/ent7 denti;y 1art. o; an in.tructional 1lan that would be challenging ;or a .tudent+ con.idering hi. learning di.ability and other learning need.7 De.cribe ada1tation. to the 1lan to /eet the need. o; the .tudent and e@1lain why they would be e;;ecti?e ;or thi. .tudent and thi. content7 denti;y an a..e../ent you would u.e to /onitor the .tudentI. 1rogre.. and gi?e a rationale ;or your choice7

"#!D%&" $/$TE1 (hi. i. a credit*no credit cour.e7 Credit will be ba.ed on ha?ing .ub/itted (23 (a.k and docu/enting and re;lecting on at lea.t !2 hour. o; ob.er?ation in cla..roo/. at the a11ro1riate le?el7 Single .ubject candidate. /u.t /ake at lea.t one o; each o; the ;ollowing grade8le?el ?i.it.0 < - ,+ ) - !0+ and !! - !2 during their total /ini/u/ o; 24 ob.er?ation hour.7 3ll .ingle .ubject candidate. /u.t ?i.it at lea.t one o; each o; the ;ollowing ;our core .ubject area.0 /ath+ .cience+ .ocial .tudie.*hi.tory+ and Engli.h*language art.7 C!&D%D!TE E;PECT!T%O&$
Gou will be re.1onding to one o; the ?er.ion. o; (a.k de1icted in the chart below7 (here are /any content ?er.ion. o; (a.k a?ailable0 one ;or Eulti1le Subject. candidate.+ and one each ;or Single Subject candidate. in 3rt+ &u.ine..+ Engli.h*%anguage+ 3rt.+ French+ $er/an+ 6ealth+ 6i.tory*Social Science+ Eathe/atic.+ Eu.ic+ Science+ S1ani.h+ or (echnology7 Gou will re.1ond to each o; the ;our .cenario. within the ?er.ion that /atche. your content area7 (he ;ollowing are e@a/1le. o; the .cenario area.7
Tas5 %: Content-$,ecific an. De<elo,mentally !,,ro,riate Pe.a:o:y $in:le $u4>ect: En:lish/Lan:ua:e !rts $cenario *: De<elo,mentally !,,ro,riate Pe.a:o:y $cenario ): !ssessment Practices $cenario +: !.a,tation of Content-$,ecific Pe.a:o:y for En:lish Learners Content !rea: Engli.h*%anguage 3rt. $u4>ect 1atter: Hriting B %i.tening and S1eaking Content !rea: 6i.tory*Social Science $u4>ect 1atter: Horld 6i.tory+ Culture+ and $eogra1hy Content !rea: Eathe/atic. $u4>ect 1atter: Eathe/atical 3naly.i. Content !rea: Science $u4>ect 1atter: $eneral Science0 $cenario =: !.a,tation of Content-$,ecific Pe.a:o:y for $tu.ents 8ith $,ecial &ee.s Content !rea: Engli.h*%anguage 3rt. $u4>ect 1atter: =eading B Hriting B %i.tening and S1eaking Content !rea: 6i.tory*Social Science $u4>ect 1atter: Horld 6i.tory+ Culture+ and $eogra1hy Content !rea: Eathe/atic. $u4>ect 1atter: 2robability and Stati.tic. Content !rea: Science $u4>ect 1atter: $eneral Science0

Content !rea: Engli.h*%anguage 3rt. $u4>ect 1atter: =eading

Content !rea: Engli.h*%anguag e 3rt. $u4>ect 1atter: %i.tening and S1eaking Content !rea: 6i.tory*Social Science $u4>ect 1atter: Horld 6i.tory+ Culture+ and $eogra1hy Content !rea:

$in:le $u4>ect: istory/$ocial $cience

Content !rea: 6i.tory*Social Science $u4>ect 1atter: US 6i.tory and $eogra1hy

$in:le $u4>ect: 1athematics

Content !rea: Eathe/atic. $u4>ect 1atter: $eo/etry

1athematics
$u4>ect 1atter: 3lgebra Content !rea: Science $u4>ect 1atter: $eneral Science0

$in:le $u4>ect:

Content !rea: Science $u4>ect 1atter: $eneral Science0

Che/i.try

&iology*%i; e Science.

&iology*%i;e Science.

2hy.ic.

%1PO#T!&T: The tem,lates for content area scenarios are a<aila4le on the EDUC 500 8e4site Un.er the TP! area un.er Course #esources $ee Tas5 *

C EC6L%$T FO# T!$6 %: Princi,les of Content-$,ecific an. De<elo,mentally !,,ro,riate Pe.a:o:y Com,letin: /our #es,onse $cenario * De<elo,mentally !,,ro,riate Pe.a:o:y =ead the JEle/ent. o; a %earning E@1erience in a Unit+K JCla.. De.cri1tion+K and JDe?elo1/ental #eed. o; the Student.K which are 1ro?ided7 De.cribe .trategie. and acti?itie. that addre.. the learning goal. and the de?elo1/ental need. o; the .tudent.7 E@1lain why the .trategie. and acti?itie. are a11ro1riate ;or the .tudent. and the content7 =ead the JEle/ent. o; a %earning E@1erience in a Unit+K J(eacherI. Dile//a+K and J3..e../ent 2lanK which are 1ro?ided7 3nalyLe the a..e../ent 1lan+ identi;ying .trength. and weakne..e. o; the 1lan7 =ead the J3dditional 3..e../entK 1ro?ided7 De.cribe how the additional a..e../ent could be u.ed to i/1ro?e the 1lan and to addre.. the teacherI. dile//a7 =ead the JEle/ent. o; a %earning E@1erience ;or 2 Day. in a Unit+K J4utline o; 2lan. ;or Day. " and 4+K and the JStudent De.cri1tion+K including the JHritten =e.1on.eK and the J(ran.cri1t o; 4ral =e.1on.eK 1ro?ided7 denti;y two .1eci;ic learning need. o; the .tudent7 denti;y a .trategy or acti?ity that would be challenging ;or the .tudent7 Sugge.t an ada1tation to the .trategy or acti?ity and e@1lain how it would be e;;ecti?e in .u11orting the .tudentI.

$cenario ) !ssessment Practices

$cenario + !.a,tation of Content$,ecific Pe.a:o:y for En:lish Learners

acade/ic 1rogre.. and Engli.h language de?elo1/ent7 denti;y an a..e../ent you would u.e to /onitor the .tudentI. 1rogre.. and gi?e a rationale ;or your choice7 De.cribe the ne@t .te1. in ;acilitating the .tudentI. Engli.h language de?elo1/ent7

After Completing Your Response =e/o?e all la.t na/e. and identi;ying re;erence. to children and adult. on the re.1on.e and arti;act.7 (o .ub/it your re.1on.e .ee the co?er .heet o; the (3SF docu/ent7

3 !T %$ 2E%&" 1E!$U#ED (he ;ollowing .i@ (eaching 2er;or/ance E@1ectation. are /ea.ured in thi. ta.k0 37 Eaking Subject Eatter Co/1rehen.ible to Student. (2E !8 S1eci;ic 2edagogical Skill. ;or Subject Eatter n.truction &7 3..e..ing Student %earning (2E "8 nter1retation and U.e o; 3..e../ent. C7 Engaging and Su11orting Student. in %earning (2E 4 8 Eaking Content 3cce..ible (2E < 8 De?elo1/entally 311ro1riate (eaching 2ractice. (2E 5 8 (eaching Engli.h %earner. D7 2lanning n.truction and De.igning %earning E@1erience. ;or Student. (2E ) 8 n.tructional 2lanning &ote: =e?iew the co/1lete te@t o; the.e .i@ (eaching 2er;or/ance E@1ectation. be;ore you begin+ 1eriodically a. you 1re1are your re.1on.e to thi. ta.k and a. a ;inal check be;ore .ub/itting your work7

COMPLETING YOUR RESPONSE

&ote: 2efore com,letin: your res,onse? rea. throu:h all of these .irections an. all of the ,rom,ts 8ithin the tas57 For Scenario !0 JDe?elo1/entally 311ro1riate 2edagogy+K you will de/on.trate your ability to under.tand the connection between in;or/ation about a cla.. and de.igning de?elo1/entally a11ro1riate acti?itie.7 n order ;or you to co/1lete thi. .te1 o; your re.1on.e+ you will0 =ead the JEle/ent. o; a %earning E@1erience in a Unit+K JCla.. De.cri1tion+K and JDe?elo1/ental #eed. o; the Student.K which are 1ro?ided7 De.cribe one or /ore co/bination. o; in.tructional .trategie. and .tudent acti?itie. that addre.. both the acade/ic content goal. and the de?elo1/ental need. o; the .tudent. in thi. .cenario7 Note that the M"lti#le S"$%ect Tas& as&s 'o" to de(elo# t)o *+ ,in"te lessons to $e "sed on the sa,e da' and the Single S"$%ect Tas& as&s 'o" to de(elo# t)o lessons to $e "sed on t)o consec"ti(e da's E@1lain why the in.tructional .trategie. and .tudent acti?itie. that you ha?e de.cribed are a11ro1riate ;or the .tudent.+ addre.. their de?elo1/ental need.+ and hel1 the/ /ake 1rogre.. toward achie?ing the .tate8ado1ted acade/ic content .tandard. ;or .tudent.7 For Scenario 20 J3..e../ent 2ractice.+K you will de/on.trate your ability to under.tand and u.e a ?ariety o; in;or/al and ;or/al+ a. well a. ;or/ati?e and .u//ati?e a..e../ent.+ to deter/ine .tudent.I 1rogre.. and 1lan in.truction a. well a. your ability to u.e /ulti1le /ea.ure. to a..e.. .tudent knowledge+ .kill.+ and beha?ior.7 n order ;or you to co/1lete thi. .te1 o; your re.1on.e+ you will0 =ead the JEle/ent. o; a %earning E@1erience in a Unit+K J(eacherI. Dile//a+K and J3..e../ent 2lanK which are 1ro?ided7 3nalyLe the a..e../ent 1lan+ identi;ying the .trength. and weakne..e. o; the 1lan in relation to the acade/ic learning goal. o; the unit7 =ead the J3dditional 3..e../entK 1ro?ided7 De.cribe how the additional a..e../ent could i/1ro?e the 1lan and addre.. the teacherI. dile//a concerning a..e../ent7 For Scenario "0 J3da1tation o; Content8S1eci;ic 2edagogy ;or Engli.h %earner.+K you will de/on.trate your knowledge o; 1edagogical theorie.+ 1rinci1le.+ and in.tructional 1ractice. ;or ad?ancing Engli.h language de?elo1/ent and your ability to analyLe a .tudentI. .1eci;ic learning need. and to 1lan di;;erentiated in.truction to /eet tho.e need.7 *"ee the section 97akin3 Choices: 2or 3ui&ance in selectin3 the lesson.+ n order ;or you to co/1lete thi. .te1 o; your re.1on.e+ you will0 =ead the JEle/ent. o; a %earning E@1erience ;or 2 Day. in a Unit+K J4utline o; 2lan. ;or Day. " and 4+K and the JStudent De.cri1tion+K including the JHritten =e.1on.eK and the J(ran.cri1t o; 4ral =e.1on.eK 1ro?ided7 denti;y two .1eci;ic learning need. the .tudent ha. an Engli.h learner7 denti;y a .trategy or acti?ity ;ro/ the outline o; 1lan. that would be challenging ;or the .tudent7 Sugge.t an ada1tation to the .trategy or acti?ity and e@1lain how it would be e;;ecti?e in .u11orting the .tudentI. acade/ic 1rogre.. and Engli.h language de?elo1/ent7

denti;y an a..e../ent you would u.e to /onitor the .tudentI. 1rogre.. and gi?e a rationale ;or your choice7 De.cribe the ne@t .te1. in ;acilitating the .tudentI. Engli.h language de?elo1/ent7

For Scenario 40 J3da1tation o; Content8S1eci;ic 2edagogy ;or Student. with S1ecial #eed.+K you will de/on.trate your ability to under.tand the connection between in;or/ation about a .tudent and ada1ting le..on. ;or thi. .tudent7 n order ;or you to co/1lete thi. .te1 o; your re.1on.e+ you will0 =ead the JEle/ent. o; a %earning E@1erience ;or " Day. in a Unit+K the J4utline o; 2lan. ;or Day. "+ 4+ and 5+K and the JStudent De.cri1tionK 1ro?ided7 denti;y 1art. o; the 1lan that would be challenging ;or the .tudent+ con.idering hi. learning di.ability and other learning need.7 De.cribe ada1tation. to the 1lan to /eet the need. o; the .tudent and e@1lain why they would be e;;ecti?e ;or thi. .tudent and thi. content7 denti;y an a..e../ent you would u.e to /onitor the .tudentI. 1rogre.. and gi?e a rationale ;or your choice7 $CO#%&" /OU# #E$PO&$E Gour re.1on.e to thi. ta.k will be judged on the e@tent to which it 1ro?ide. clear? consistent? an. con<incin: e<i.ence o; your ability to connect .tudent characteri.tic. to in.tructional 1lanning7 (he criteria are re;lected in the (a.k =ubric7 For additional in;or/ation regarding the .coring o; the C3 (23 ta.k.+ 1lea.e re;er to the .ection entitled J6ow the 3..e../ent. are ScoredK in the introductory .ection o; thi. 6andbook7 #u4ric for Tas5 %: Princi,les of Content-$,ecific an. De<elo,mentally !,,ro,riate Pe.a:o:y
SCORE 4: The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate's ability to understand the connection between information about a class and designing developmentally appropriate activities, to understand and use a variety of assessments to determine students progress and to plan instruction, and to adapt lessons for an English learner and for a student with special needs based on information given. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.

Engaging and Supporting Students in Learning (TPE 4, 6, 7) The candidate uses and adapts strategies and activities for instruction as evidenced by: incorporating relevant and developmentally appropriate instructional strategies, student activities, procedures, and experiences that address state-adopted academic content standards knowing and applying relevant and appropriate instructional practices for English Language Development

adapting relevant and appropriate instructional strategies to provide access to the state-adopted academic content standards for students

Making Subject Matter Comprehensible to Students (TPE 1) The candidate knows the state-adopted content standards for students as evidenced by: demonstrating relevant, detailed, and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards to all students Assessing Student Learning (TPE 3) The candidate uses assessment to inform instruction and feedback strategies as evidenced by: understanding clearly and accurately the purposes and relevant uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction demonstrating an appropriate and relevant understanding of multiple measures that can be used to assess students knowledge, skills, and behaviors Planning Instruction and Designing Learning Experiences for Students (TPE 9) The candidate uses student information to plan instruction as evidenced by: planning relevant and appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students selecting or adapting relevant and appropriate instructional strategies and student activities that assist students to achieve learning goals and meet all students needs SCORE 3: The response provides evidence that clearly demonstrates the teacher candidate's ability to understand the connection between information about a class and designing developmentally appropriate activities, to understand and use a variety of assessments to determine students progress and to plan instruction, and to adapt lessons for an English learner and for a student with special needs based on information given. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Engaging and Supporting Students in Learning (TPE 4, 6, 7) The candidate uses and adapts strategies and activities for instruction as evidenced by: incorporating developmentally appropriate instructional strategies, student activities, procedures, and experiences that address state-adopted academic content standards knowing and applying appropriate instructional practices for English Language Development adapting appropriate instructional strategies to provide access to the state-adopted academic content standards for students

Making Subject Matter Comprehensible to Students (TPE 1) The candidate knows the state-adopted content standards for students as evidenced by: demonstrating accurate understanding of subject-specific pedagogical skills for teaching the stateadopted academic content standards to all students Assessing Student Learning (TPE 3) The candidate uses assessment to inform instruction and feedback strategies as evidenced by:

understanding accurately the purposes and uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction demonstrating a relevant understanding of multiple measures that can be used to assess students knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students (TPE 9) The candidate uses student information to plan instruction as evidenced by: planning appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students selecting or adapting appropriate instructional strategies and student activities that assist students to achieve learning goals and meet students needs

SCORE 2: The response provides evidence that partially demonstrates the teacher candidate's ability to understand the connection between information about a class and designing developmentally appropriate activities, to understand and use a variety of assessments to determine students progress and to plan instruction, and to adapt lessons for an English learner and for a student with special needs based on information given. The preponderance of evidence provided for each of the following domains is minimal, limited, cursory, inconsistent, and/or ambiguous. Evidence is weakly connected across the response and may be inconsistent. Engaging and Supporting Students in Learning (TPE 4, 6, 7) The candidate uses and adapts strategies and activities for instruction as evidenced by: incorporating instructional strategies, student activities, procedures, and experiences that address state-adopted academic content standards in an ambiguous or minimal manner a limited knowledge and/or ambiguous application of instructional practices for English Language Development adapting instructional strategies to provide access to the state-adopted academic content standards for students in an ambiguous or inconsistent manner Making Subject Matter Comprehensible to Students (TPE 1) The candidate knows the state-adopted content standards for students as evidenced by: demonstrating cursory or limited understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards to students Assessing Student Learning (TPE 3) The candidate uses assessment to inform instruction and feedback strategies as evidenced by: a minimal or vague understanding of the purposes and uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction demonstrating a cursory or limited understanding of multiple measures that can be used to assess students knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students (TPE 9) The candidate uses student information to plan instruction as evidenced by: planning instruction that is not clearly or coherently related to the content area and subject matter to be taught and/or is minimally in accordance with state-adopted academic content standards for students selecting or adapting instructional strategies and student activities that minimally assist students in achieving learning goals or that are inconsistent in meeting students needs

SCORE 1: The response provides evidence that does little or nothing to demonstrate the teacher candidate's ability to understand the connection between information about a class and designing developmentally appropriate activities, to understand and use a variety of assessments to determine students progress and to plan instruction, and to adapt lessons for an English learner and for a student with special needs based on information given. The preponderance of evidence provided for each of the following domains is inappropriate, irrelevant, inaccurate, or missing. Evidence is unconnected across the response. Engaging and Supporting Students in Learning (TPE 4, 6, 7) The candidate uses and adapts strategies and activities for instruction as evidenced by: incorporating developmentally inappropriate or no instructional strategies, student activities, procedures, and experiences that address state-adopted academic content standards knowing and applying inappropriate or no instructional practices for English Language Development adapting inappropriate or no instructional strategies to provide access to the state-adopted academic content standards for students Making Subject Matter Comprehensible to Students (TPE 1) The candidate knows the state-adopted content standards for students as evidenced by: demonstrating inaccurate or no understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards to students Assessing Student Learning (TPE 3) The candidate uses assessment to inform instruction and feedback strategies as evidenced by: understanding inaccurately or not at all the purposes and uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction demonstrating an irrelevant or no understanding of multiple measures that can be used to assess students knowledge, skills, and behaviors Planning Instruction and Designing Learning Experiences for Students (TPE 9) The candidate uses student information to plan instruction as evidenced by: planning inappropriate or no instruction related to the content area and subject matter to be taught and/or is not in accordance with state-adopted academic content standards for students selecting or adapting inappropriate or no instructional strategies and student activities that assist students to achieve learning goals and do not meet students needs

FIELDWORK CLINIC LOG THIS MUST BE SUBMITTED TO YOUR FIELDWORK INSTRUCTOR

Fieldwork log, EDUC 500 for______________________________________________ Teacher candidate The University of Redlands, School of Education has implemented a teacher preparation program as a response to standards adopted by the California Commission for Teacher Credentialing, based on SB 2042. The new California standards require teacher candidates to experience a developmental sequence of carefully planned and supervised school based experiences. The School of Education has thoughtfully planned a progressive sequence to balance the theory of education with effective practice and real experiences in schools. In this course the classroom observation hours (10 minimum) are combined with a teacher assessment task including teacher adaptations for language learners and a special needs student. I observed at _____________________________________________________ School in grade __________ with teacher ________________________________________ . Date hours Example 8.31.13 8 noon (4 hrs) Main activities 2 biology classes, 1 AP Physics. Teacher signature J. Lowe

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