ECH 480 Importance of Caring for the Pandas Habitat

Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium(InTASC) standards. Please complete each standard with “Candidate’s Evidence” by considering what evidence can be provided to demonstrate progression of each standard.

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Clinical Practice Evaluation 2 Teacher Candidate Self-Evaluation Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium (InTASC) standards. Please complete each standard with “Candidate’s Evidence” by considering what evidence can be provided to demonstrate progression of each standard. ***This form is to be used for Teacher Candidate’s reflection only. It is not to be accepted by faculty as the official Clinical Practice Evaluation*** InTASC Standards Standard 1: Student Development 1.1 Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and enables each student to advance and accelerate his or her learning. 1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and development. Candidate’s Evidence: The first thing I do is do a need assessment to see where the students stand. Then once I find out where the students stand start to develop a lesson around what interest, strength and approach. I also would talk with the parents and families at home to see what their routine are. Also, to see to learn more about their background or culture. Working together with other colleagues and other professional to be able to do training and be able to give and get ideas with for lesson planning Standard 2: Learning Differences 2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways. 2.2 Teacher candidates incorporate language development tools into planning and instruction, including strategies for making content accessible to English language students and for evaluating and supporting their development of English proficiency. 2.3ECH 480 Importance of Caring for the Pandas Habitat

Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. Candidate’s Evidence: Standard 3: Learning Environments 3.1 Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention. 3.2 Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives students bring to the learning environment. Candidate’s Evidence: Standard 4: Content Knowledge 4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections to students’ experiences. 4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. Candidate’s Evidence: © June 2020 Grand Canyon University. All rights reserved. Standard 5: Application of Content 5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy). 5.2 Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems. Candidate’s Evidence: Standard 6: Assessment 6.1 Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can distort assessment results. 6.2 Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s progress and to guide planning. 6.3 Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in assessments or testing conditions especially for students with disabilities and language learning needs Candidate’s Evidence: Standard 7: Planning for Instruction 7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of students. 7.2 Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to demonstrate knowledge and skill. 7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. Candidate’s Evidence: Standard 8: Instructional Strategies 8.1 ECH 480 Importance of Caring for the Pandas Habitat

Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, purpose of instruction, and student needs. 8.2 Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information. 8.3 Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question). Candidate’s Evidence: Standard 9: Professional Learning and Ethical Practice 9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice. 9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving. Candidate’s Evidence: Standard 10: Leadership and Collaboration © 2020. Grand Canyon University. All Rights Reserved. 10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that engage students, families, and colleagues. 10.2 Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. ECH 480 Importance of Caring for the Pandas Habitat