



Study with the several resources on Docsity
Earn points by helping other students or get them with a premium plan
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Community
Ask the community for help and clear up your study doubts
Discover the best universities in your country according to Docsity users
Free resources
Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors
The guidelines for the tep portfolio assessment during the fall 2006 semester. It includes the purpose, context, assessor information, requirements, and organization of the assessment. It also provides details on the targeted, acceptable, and unacceptable performance levels for various components such as effective communicator, knowledgeable scholar, lifelong learner, resourceful curriculum planner, positive supportive professional, student-centered reflective instructor, capable classroom manager, and skilled facilitator of developmental growth.
Typology: Study Guides, Projects, Research
1 / 6
This page cannot be seen from the preview
Don't miss anything!
by ASU COE
Assessments of the Candidate Portfolio will occur four times (during ED 301, during the Teacher Education Interview semester, during the senior methods block, and at the end of Internship).
The assessment is to ascertain the knowledge of the candidate in the Conceptual Framework components and the ability of the candidate to demonstrate content knowledge, pedagogical knowledge and abilities, professional knowledge and abilities, and professional dispositions.
The assessor will be the TEP interview panel.
***** These items may be placed in the portfolio under the outcomes. You will decide where to place them and write a rationale. You must provide rationales to justify why your artifacts are good evidence of outcomes.
Content Knowledge ( Effective Communicator, Knowledgeable Scholar, Life Long Learner) Pedagogical Knowledge (Resourceful Curriculum Planner) Professional and Pedagogical Skills (Positive Supportive Professional, Student Centered Reflective Instructor, Capable Classroom Manager) Student Learning (Skilled Facilitator of Developmental Growth, Competent Evaluator)
Performance Assessment Target (4 pts) Acceptable (3 pts)
Unacceptable
Effective Communicator (1, 11%) ALP EPE
Targeted performance is evidenced by use of professional communication skills in all critiques, summaries, lesson plans, etc.
Acceptable performance is evidenced by use of professional communication skills in most critiques, summaries, lesson plans, etc.
Unacceptable performance is lack of professional communication skills in critiques, summaries, lesson plans, etc.
Knowledgeable Scholar (1, 11%) NCATE
Targeted performance is evidenced by strong content and pedagogical knowledge in all professional endeavors.
Acceptable performance is evidenced by moderate content and pedagogical knowledge in all professional endeavors.
Unacceptable performance is lack of content and pedagogical knowledge in professional endeavors.
Lifelong Learner (1, 11%) ALP EPE
Targeted performance is evidenced by documentation of active participation in professional organizations and extensive reading of professional
Acceptable performance is evidenced by documentation of membership in professional organizations and some reading of professional materials.
Unacceptable performance is evidenced by lack of documentation of membership in professional organizations and lack of reading of
pedagogy, and professional skills to assess, monitor, and make appropriate adjustments to have a positive effect on all learners.
pedagogy, and professional skills to assess, monitor, and make appropriate adjustments to have a positive effect on all learners.
assess, monitor, and adjust lessons to make a difference in student learning.
Capable Classroom Manager (1, 11%) ALP EPE
Targeted performance is strong evidence of the management of time, materials, resources, and the classroom to maximize instruction for all learners.
Acceptable performance is evidence of the management of time, materials, resources, and the classroom to maximize instruction for all learners.
Unacceptable performance lacks evidence of the management of time, materials, resources, and the classroom to maximize instruction for all learners. Skilled Facilitator of Developmental Growth (1, 11%) ALP EPE1.
Targeted performance is strong evidence of the use and knowledge of age and developmentally appropriate materials to accommodate the needs of all learners in all teaching strategies and lesson plans.
Acceptable performance is evidence of the use and knowledge of age and developmentally appropriate materials to accommodate the needs of all learners in most teaching strategies and lesson plans.
Unacceptable performance is lack of knowledge or use of developmentally appropriate materials to accommodate the needs of all learners in teaching strategies and lesson plans.
Competent Evaluator (1, 11%) ALP EPE
Targeted performance is evidenced by the extensive use of a variety of assessment tools and techniques to evaluate and plan
Acceptable performance is evidenced by the use of assessment tools and techniques to evaluate and plan instruction
Unacceptable performance is evidenced by a limited use of assessment tools and techniques to evaluate and plan instruction
instruction for all students.
for all students. for all students.
PREPARATION FOR INSTRUCTION Effective teachers plan carefully for instruction. That planning includes selection of both goals and objectives to be accomplished, identification of creative, innovative activities to accomplish the objectives and accommodate differences in learners, and preparation of instructional resources to support learning. Preparation for instruction also includes planning for the use of appropriate and effective strategies and practices in teaching and learning with technology.
AL PEPE.1.
STANDARD: Identifies Various Instructional Strategies
selects and uses resources appropriate to student differences (ability, achievement, interests, learning styles)
ASSESSMENT OF STUDENT PERFORMANCE Effective teachers skillfully evaluate student performance and use assessment results to improve their instruction. They are expert in measuring student progress, providing feedback about performance to students and reporting student progress to others who need to know.
CLASSROOM MANAGEMENT Effective teachers manage class time and student behavior. They maximize instructional time and minimize disruptions to instruction.
COMMUNICATION Effective teachers are effective communicators. They speak and write clearly, coherently, and correctly.
Effective teachers seek to grow in professional knowledge and skills. Further, they seek ways to become leaders in improving their school, school system and profession.
AL PEPE.8.
STANDARD: Exhibits Professionalism with Peers, Administrators, Parents/Guardians