Entry 1 Entry 2 Entry 3 Entry 4
Entry Name Analysis of Student Instructional Analysis: Instructional Analysis: Documented
Growth in Reading and Whole Class Discussion Small Groups Accomplishments:
Writing Contributions to
Standards Addressed I. Knowledge of students I. Knowledge of I. Knowledge of XIV. Self-Reflection
II. Knowledge of the field students students XV. Professional
What am I asked to do? VI. Instructional II. Knowledge of the II. Knowledge of the Community
Resources field field XVI. Family Outreach
VII. Instructional III. Engagement III. Engagement
Decision Making IV. Learning IV. Learning They contribute to the
VIII. Reading Environment Environment improvement of
IX. Writing V. Equity, Fairness, V. Equity, Fairness, instructional programs,
XIII. Assessment Diversity Diversity advancement of
XIV. Self-Reflection VI. Instructional VI. Instructional knowledge, and practice
Resources Resources of colleagues.
Understand students and VII. Instructional VII. Instructional
center classroom around Decision Making Decision Making They are involved
students to help develop X. Speaking, listening, X. Speaking, listening, members of their
student literacy. and viewing and viewing learning community.
XII. Integrated XII. Integrated
They know not all Instruction Instruction They contribute to the
students learning in the XIV. Self-Reflection XIV. Self-Reflection quality of the practice of
same way and encourage their peers and the
self-directed learning on Understand students and overall instructional
Understand students and
the part of each student. center classroom around programs of their school
center classroom around
students to help develop and benefit from their
students to help develop
Engage all students as student literacy. collaboration with
active participants in own colleagues, university
learning and construct View students diversity faculty, and other
View students diversity
meaning from text. as opportunity for members of the
as opportunity for
creating rich community.
They invite many environment, successful
interpretations based on social interactions, and They advance the
social interactions, and
close examination of the meaningful learning. knowledge and practice
text. of colleagues at school
They know not all They know not all and beyond in many
They design and use a students learning in the students learning in the possible ways.
range of activities that same way and encourage same way and encourage
permit students to self-directed learning on self-directed learning on They observe and coach
demonstrate the part of each student. the part of each student. novice and other
interpretation, and They set ambitious goals, They set ambitious goals,
appreciation of text in a organize, structure, and organize, structure, and They cooperate with
variety of media. sequence learning sequence learning post-secondary education
activities that reflect activities that reflect institutions to prep new
They see reading as a goals, and gauge student goals, and gauge student teachers for the field.
process and use progress in terms of progress in terms of
appropriate strategies to them. them. They propose, design,
address student strengths and carryout staff
as well as weaknesses. They adjust their They adjust their development
instruction based on instruction based on opportunities in E/LA.
They set ambitious goals, feedback. feedback.
organize, structure, and They conduct
sequence learning Provide opportunities for Provide opportunities for demonstrations of
activities that reflect students to engage students to engage successful practices for
goals, and gauge student actively in meaningful actively in meaningful colleagues, make
progress in terms of them. expression about issues expression about issues presentations at
and texts that matter to and texts that matter to workshops, publish in
They expose students to a them. them. prof. journals.
variety of text selected for
their literary substance, They provide They provide They make positive
diversity, and appeal to opportunities for students opportunities for students contributions to
young audiences. to engage in engage in to engage in engage in professional
discussions about discussions about organizations.
Reading literature and other literature and other
Engage all students to topics. topics. They serve local, state, or
construct meaning from national education task
texts. Invite many They create open-ended They create open-ended forces.
interpretations of texts questions that focus on questions that focus on
based on close the dynamics of the the dynamics of the They take leadership role
examination of the text. interactions and interactions and within the E/LA
contributions to contributions to profession, share
Use a wide range of speaking, listening, and speaking, listening, and accumulated knowledge
activities to demonstrate viewing. viewing. and work to strengthen
comprehension, the quality of practice of
interpretation, and They provide They provide teachers.
appreciation of texts in a opportunities for students opportunities for students
variety of media. to take creative risks, to take creative risks, They work with families
offer conjectures, offer conjectures, to serve the best interests
Writing question the assertions question the assertions of students.
They understand that proposed by others or proposed by others or
writing is a diverse, find their own ideas find their own ideas They value and respect
recursive process with challenged or validated challenged or validated the role of families as
forms, approaches, tools, by a classroom culture by a classroom culture children’s first teachers
styles, and conventions to based on trust and based on trust and and acknowledge high
communicate ideas for a mutual respect. mutual respect. aspirations that families
variety of purposes and have for their children
audiences. They adapt and create They adapt and create and schooling.
curricular resources that curricular resources that
They nurture students’ support active student support active student They know that the
enthusiasm for writing by exploration of literature exploration of literature expectation s of parents
motivating them to write and language processes. and language processes. and others have a huge
about issues that matter in They integrate reading, They integrate reading, impact on learning
their lives. writing, speaking, and writing, speaking, and success of children.
listening in E/LA and listening in E/LA and
Assessment across disciplines. across disciplines. They solicit parent
They have a wide range of participation in LA
assessment methods and They reflect on their They reflect on their program.
strategies aligned with practice, can talk practice, can talk
their goals. persuasively about persuasively about They establish two-way
pedagogical decisions pedagogical decisions communication with
They provide students and comment on ways to and comment on ways to parents early in the year.
with constructive improve their practice. improve their practice.
assessment findings to They seek information
shape instructional from parents about their
planning. child’s strengths,
They reflect on their dispositions, healthy,
practice, can talk learning goals, and home
persuasively about life.
pedagogical decisions and
comment on ways to They provide
improve their practice. information about the
E/LA program and
outline steps parents can
take to support their
They use feedback
parents to analyze the
quality of their teaching.
Type of Evidence One packet from each Written Commentary Written Commentary Description and
Required student. (2 reading/2 11 typed pages 11 typed pages Analysis (10 pgs)
writing) Include writing Instructional context 1 Instructional context 1
prompts, rubric and pg), pg), Documentation (16 pgs)
scoring criteria. Planning and video Planning and video
recording analysis (6 pgs) recording analysis (6 pgs) Reflective Summary (2
13 pps. Commentary Reflection (4 pgs) Reflection (4 pgs) pgs)
analyzing four responses
from two students. 1-15 minute video 1-15 minute video
Instructional materials (3 Instructional materials (3
pages max) pages max)
Number of Kids 2 students Whole Class 2 groups of 3-6
Time Period Covered Ongoing Ongoing Ongoing
in this entry
How does this So many standards so Getting a video camera Getting a video camera
challenge me? little opportunities set up and someone to set up and someone to
videotape while teaching. videotape while teaching.