╨╧рб▒с>■ <>■ ; ье┴` Ё┐хbjbj╦s╦s 4йй╡/ д▓▓▓▓▓▓▓╞ООО8╞╥╞, 2·· ы ы ы лнннннн$^!h╞#М╤▓ы ы ы ы ы ╤▓▓ █ц███ы X▓ ▓ л█ы л██Ояh▓▓+ юPиXл╚ОCаWWT№0, g─R$уаR$ +R$▓+,ы ы █ы ы ы ы ы ╤╤ГXы ы ы , ы ы ы ы ╞╞╞╩─╞╞╞╩╞╞╞▓▓▓▓▓▓ PLA Evaluation Guidelines What Evaluators Look for in Documentation of Experience Documentation of experience should include evidence that the student has experience with the following: formal or informal instruction of more than one person over an extended period of time knowledge and skills of the competencies involved in classroom instruction knowledge and skills in working with adolescents knowledge of the subject matter being taught and skills in applying this knowledge to everyday situations knowledge and skills in assessment strategies competence with technologyЧword processing, spreadsheet, PowerPoint, accessing information form the internet (e.g., images, videos, interactive activities, lesson plans, state and national standards). What Evaluators Look for in Documentation of Learning Documentation of learning from experience should include evidence that the student is competent with each of the ╣·▓·AV College of Education Conceptual Framework Standards (CFS) and indicators (see below). Evidence should include a combination of instructional artifacts (including video of teaching and lesson plans) and analysis/reflection that provides the rationale for professional decision-making. What Evaluators Look for in Documentation of Theory Base Documentation should include evidence of appropriate best practices and pedagogical content knowledge Recommended Forms of Evidence Unit plans and lesson plans (template used by MSED is available but not essential) Videotapes of instruction and self-critiques (COE Observation Instrument rubric will be used by the evaluator and is recommended for self-assessment of video) Evaluations of instruction by supervisors (provided they are detailed and rigorous) Assessments (diagnostic, formative, and summative) for students Analysis of student work samples and/or student achievement (guidelines for analyzing studentТs improvement from pretest to posttest are available but are not essential) Reflective essays Books, articles, newsletters, letters to parents Documentation of meeting the needs of studentsЧacademic, behavioral, or social. General Hints Address each indicator of the CFS. Because this course is internship, emphasis is on documenting evidence of competence rather than knowledge of educational theories. Demonstrate understanding and competence with the following: varied instructional strategies varied grouping (whole class, small group, individual) varied types of instruction (including student-centered as well as teacher-centered instruction) varied assessments that are appropriate in meeting the needs of all students varied resources (including technology). environmental factors that provide the context for teaching and learningЧcommunity, school, classroom, state and national standards. individual differences in learnersЧability, learning styles, interests, family and cultural background. strategies for making content comprehensible, meaningful and worthwhile to students. clear communication. 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