Middle Childhood Education Addendum
Cleveland State University College of Education Items
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A. Use of student background information for planning instruction / Lesson plans make no reference to student background knowledge or interests. Plans do not incorporate strategies to vary instruction based on student background information. EST481 / Lesson plans include strategies to learn about student background knowledge, interests, or abilities relevant to the content, but plans do not contain specific strategies to incorporate this information as part of the lesson. / Lesson plans include strategies for learning about student background knowledge, interests, and abilities related to content. Plans demonstrate cultural competence by incorporating instructional content, resources, and strategies that are responsive to cultural, linguistic and gender differences as well as student disabilities. Strategies are responsive to the needs of English language learners and students with exceptionalities. / Lesson plans include strategies for learning about student background knowledge, interests, and abilities related to content. Plans demonstrate cultural competence by incorporating instructional content, resources, and strategies that are responsive to cultural, linguistic and gender differences as well as student disabilities. Strategies are responsive to the needs of English language learners and students with exceptionalities. Planned instructional strategies use student background information to extend and enrich the curriculum through differentiated learning opportunities.B. Fairness to students / The intern does not attempt to engage all students. The intern ignores individuals or groups of students. There may be evidence of negative behavior tolerated among students or between the intern and the students. / The intern makes attempts to engage all students but may pay unequal attention to students. The intern makes attempts to deter negative student to student behavior, and the students do not demonstrate any negative behavior towards the intern. / The intern engages all students actively in the lesson by making eye contact with all students and encouraging a fair level of participation among all students. Negative behavior is not exhibited or is immediately addressed, and the students do not demonstrate any negative behaviors towards the intern. / The intern successfully establishes and communicates the importance of each student through eye contact and impartial mechanisms for ensuring full participation by all. The intern establishes fairness among students including those with and without disabilities. The intern and students demonstrate genuine caring for one another as individuals by being responsive and supportive of each other.
C. Physical environment / The presence of any of the following situations results in an unsatisfactory rating for this item:
• There are safety concerns in the classroom that the intern is unaware of
• The furniture arrangement is not functional for the demands of the learning activities.
• Intern has not taken the initiative to develop displays in the classrooms.
• The intern does not use universal precautions to deal with students’ bodily fluids. / The classroom is safe, and the classroom furniture is adjusted for a lesson, but with limited effectiveness. Intern develops bulletin boards; however they are not related to classroom instruction. When told, the intern uses universal precautions such as wearing gloves to deal with students’ bodily fluids, wiping down areas with proper cleansers where bodily fluids have been. / The classroom is safe for students. The furniture arrangement is consistent with the demands of the learning activities and the needs of any students with disabilities. Intern develops and displays that enhance the instructional content.
When necessary, the intern uses universal precautions for dealing with bodily fluids, wiping down areas with proper cleansers where bodily fluids have been. / The intern identifies and corrects any unsafe conditions in the classroom. The furniture arrangement is consistent with the demands of the learning activities and the needs of any students with disabilities. The furniture is effectively rearranged as needed for different purposes. The intern uses evidence-based strategies to modify the learning environment for students with disabilities such as proper location of instruction, of seating, etc. for students with visual impairments, or for students with hearing impairments, or other environmental issues. Intern develops classroom displays that are interactive and enhance the instructional content. When necessary, intern uses universal precautions for dealing with bodily fluids and wiping down areas with proper cleansers where bodily fluids have been.
D. Communicating content / Intern provides inaccurate and/or confusing information about the content of the lesson. The intern’s voice is difficult to hear or written language is illegible. Intern only has one way to explain content so is unable to clarify student misunderstandings. / Intern communicates content accurately. However, some representations of content, oral or written, lead to confusion for students. Vocabulary may not be appropriate to students’ ages or interests. / Intern communicates content clearly and correctly through oral and written language. Vocabulary is appropriate to student ages and interests. / Intern communicates content clearly and correctly. Intern uses differentiated and varied representations of content to convey and clarify subject matter knowledge to students in different ways. Vocabulary is appropriate to student ages and interests.
E. Reflection and professional development / The intern does not recognize when a lesson is ineffective or provides a profound misjudgment of the lesson. When prompted, the intern is unable to cite specific evidence, positive or negative, to draw conclusions about the lesson. The intern focuses only on himself/herself and does not give any evidence of a focus on student achievement. / The intern is able to provide a general sense of a lesson’s effectiveness but not provide specific evidence to support the assessment. The intern does not have specific ideas of how the experience from this lesson informs future instruction. The intern focuses primarily on himself/herself and does not use student achievement as the primary basis for the reflection. / The intern is able to accurately assess a lesson’s effectiveness and can verbalize the extent to which it achieved its goal using specific examples to support the assessment. The intern is able to identify specific ways to use the experience from this lesson to inform future instruction. The intern focuses primarily on student achievement of the learning outcomes. / The intern accurately assesses a lesson’s effectiveness and can provide specific examples to support the assessment. The intern identifies specific ways to follow up with the specific lesson and identifies overall ways to improve his/her teaching. Drawing on a repertoire of skills, the intern offers specific alternative actions, complete with probable consequences of different approaches. All proposed approaches deal with ways to increase student achievement.
Specialized Program Area Items
AA. Young Adolescent Development (AMLE 1) / •Plans demonstrate intern’s knowledge of concepts, principles, theories and research related to young adolescent development. (AMLE 1a)•Plans reflect intern’s knowledge of the intellectual, physical, social and moral characteristics, needs, and interests of young adolescents to create a healthy, respectful, supportive, and challenging learning environment. (AMLE 1a)
BB. Young Adolescent Development (AMLE 1) / •Plans reflect responsiveness to young adolescents’ cultural, language, and individual identities (e.g., race, ethnicity, gender, socioeconomic status, etc.) (AMLE 1b)
Plans reflect interns understanding of school organization and components of middle school programs and practice. (AMLE 1d)
CC.Middle Level Curriculum (AMLE 2) / •Plans demonstrate intern’s depth and breadth of subject matter content knowledge. (AMLE 2a)
•Plans demonstrate intern’s knowledge of content specific teaching strategies. (AMLE 2b)
•Plans reflect intern’s knowledge of local, state, national, and common core standards to frame teaching. (AMLE 2b)
DD.Middle Level Instruction and Assessment (AMLE 4) / •Plans demonstrate intern’s knowledge of instruction and assessment strategies that are especially effective in the subjects (content-specific) they teach. (AMLE 4a)
EE.Middle Level Instruction and Assessment (AMLE 4) / •Plans encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained). (AMLE 4b)
•Plans reflect learning experiences that are challenging, culturally sensitive and developmentally responsive. (AMLE 4b)
FF. Middle Level Instruction and Assessment (AMLE 4) / •Plans reflect a wide variety of assessments that are data driven to inform instruction (e.g., assess prior knowledge, reflect on young adolescent learning, and adjust instruction based on knowledge gained). (AMLE 4c)
•Assessments and instructional goals are aligned with the standards. (AMLE 4c)
•Plans demonstrate knowledge of content specific assessment strategies. (AMLE 4c)
GG. Middle Level Instruction and Assessment (AMLE 4) / •Plans reflect a wide variety of developmentally responsive materials and resources (e.g., technological resources and contemporary media) (AMLE 4d)
•Plans increase motivation for learning by establishing productive learning environments for all students (e.g., one that is inclusive and caring, employs research based methodologies, fosters trusting relationships, sets rigorous academic expectations, and includes the skilled use of technology). (AMLE 4d)
HH.Young adolescent development (AMLE 1a) / Middle level teacher candidate creates a healthy, respectful, supportive and challenging learning environment based on knowledge of the intellectual, physical, social and moral characteristics, needs, and interests of young adolescents. (AMLE 1a)
II.Middle Level Philosophy and School Organization (AMLE 3) / •Middle level teacher candidate utilizes knowledge of the effective components of middle level programs and schools (e.g., team organization, advisory programs, flexible scheduling, etc.) to foster equitable educational practices and to enhance learning for all students. (AMLE 3b)
JJ.Middle Level Curriculum (AMLE 2) / •Middle level teacher candidate demonstrate depth and breadth of subject matter content knowledge in the subjects they teach (AMLE 2a)
•Middle Level teacher candidate incorporates information literacy skills and technologies into teaching their subjects. (AMLE 2a)
•Middle level teacher candidate demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. Facilitates relationships among content, ideas, interests, and experiences by developing and implementing relevant, challenging, integrative, and exploratory curriculum (AMLE 2c).
KK.Middle Level Instruction and Assessment (AMLE 4) / •Middle Level teacher candidate demonstrates knowledge of and uses a variety of content-specific teaching and assessment strategies (AMLE 4a)
LL.Middle Level Instruction and Assessment (AMLE 4) / •Middle Level teacher candidate encourages exploration, creativity, critical thinking, and problem solving skills. (AMLE 4b)
•Intern uses instruction that is responsive to the diversity of young adolescents. (AMLE 4b)
MM.Middle Level Instruction and Assessment (AMLE 4) / •Middle Level teacher candidate demonstrates knowledge of and uses content specific assessment strategies. (AMLE 4c)
•Middle level teacher candidate develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained (AMLE 4c)
NN.Middle Level Instruction and Assessment (AMLE 4) / •Middle level teacher candidate demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (AMLE 4d)
OO. Young Adolescent Development (AMLE 1) / •Middle Level teacher candidate uses knowledge of developmental levels of students to select assessment strategies and make curricular decisions. (AMLE 1c)
•Middle Level teacher candidate reflects on curricular decisions and revises their practice to enhance teaching effectiveness and to increase student learning. (AMLE 1c)
PP.Middle Level Professional Roles (AMLE 5) / •Middle Level teacher candidate understands, reflects on, and is successful in their unique role (e.g., as members of interdisciplinary teams), as a middle level professional. (AMLE 5a)
•Middle Level teacher candidate understands the interdependent relationships among all professionals who serve young adolescents, and participates as a member of student support systems. (AMLE 5a)
•Middle Level teacher candidate serves as an advocate for all young adolescents and for developmentally responsive schooling practices (5b)
•Middle Level teacher candidate communicates and collaborates with all family members and community partners. (AMLE 5c)
•Middle Level teacher candidate participates in school and community practices. (AMLE 5c)
•Middle Level teacher candidate demonstrates positive orientation toward teaching young adolescents. (AMLE 5d)
•Middle Level teacher candidate models high standards of ethical behavior and professional competence (AMLE 5d)
•Middle Level teacher candidate engages in professional development opportunities that extend their knowledge and skills. (AMLE 5d)