Green = revised indicator , red = new indicator

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates must complete the Evidence column for evaluation by the program supervisor and supervising practitioner.

Standard A - Plans Curriculum and Instruction

Indicators
1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students level of content knowledge. (Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

Evidence

TWS "Introduction to Adaptations" (11/5/13) All of my lessons are based upon the Common Core and Massachusetts Curriculum Frameworks. Each lesson that I plan links directly to those standards and helps increase students' content knowledge toward end of grade level objectives. In my "Introduction to Adaptations" lesson, my lesson plan contained the following information: Curriculum Framework Title: Massachusetts Science and Technology/Engineering Curriculum Frameworks Learning Standard: Life Science (Biology), Grades 3-5, #6 Concepts and Skills Used: Identify how an animal's environment affects what it looks like and how it acts Identify how animals need to change in order to survive their habitats

2.

Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

TWS "Bird Beak Lab" (11/8/13) During all of my lessons I rely upon a variety of informal observation and formative assessments like a graphic organizer or exit ticket that allow me to have tangible evidence of students' progress. In my "Bird Beak Lab" I began the lesson with a discussion about birds and their beaks. I
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Pre-service Performance Assessment

Green = revised indicator , red = new indicator asked the students what they had noticed about birds beaks that they had seen in order to gauge their prior knowledge. Next, I showed the students pictures of five different birds and had them hypothesize which tools we were using in the lab matched which beaks. Throughout the lab I could listen to student conversation to gauge the level of success, as well as look at their thoughts on the graphic organizer. Afterward, I showed a Powerpoint and students matched the birds beak with the proper tool based upon the lab data and some clues. Finally, students reflected on their hypotheses and wrote a paragraph on why birds beaks are shaped differently using evidence from the lab. I collected this part, which allowed me to assess which students were able to put their new knowledge into words. I considered the age of my students by creating this fun interactive lab. They got to be the birds and learn through examples why the beaks are shaped differently instead of just reading it out of the science textbook.

3.

Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

CP: October and November Book Club Books Each month the students in our class are given a new book club book by the teacher. This book matches the genre of the month, and there are typically 2-4 students in class working with each book. This allows students to collaborate with peers and have conversations about what they are reading. Books are assigned partially on interest (students took an interest survey at the beginning of the school year) and partially on reading level. My cooperating practitioner and I went down to the Literacy Center each month and chose a selection of books that coincided with the genres of the month (October-mystery, November-nonfiction).
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Green = revised indicator , red = new indicator Next, we examined the reading level and grouped students based on their interest as much as possible. Each month I designed a graphic organizer and writing extension activity to coincide with the book club books. October's focus was character traits so with their groups students created character portraits which showed the physical traits with a drawing, and listed the behavioral traits using evidence from their books. For November, I created a nonfiction graphic organizer which included a KWL chart, new vocabulary list, main ideas and details chart, and text-to-self connection. Each month students were also required to write an opinion paragraph using evidence from the book as to why or why not they liked it. TWS Animal Adaptations Unit Before beginning my science unit I went through all of my materials and determined what the most important vocabulary words were and exactly what definitions I wanted the students to use. Then, I created a word wall. As we encountered these new words in books and activities throughout the lessons, I added each word and its definition to the word wall. I also color coded them based on physical and behavioral adaptations to create an easy visual difference for students. Throughout the unit these were the definitions I expected to see in students' writing. I also encouraged that as students read independently to bookmark where they saw any of our vocabulary words and share them with the class to further enrich the understanding of these definitions. Form B: "Polygon Review" (9/27/13) In all of my lessons, I align the outcome with the objective for the students. This provides them with a concrete goal to work towards and provides my lesson plans with clear focus. In this lesson, the students' goal was to be able to define the word polygon and explain why (or why not) a given shape is a polygon. The measured outcome included
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4.

Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

5.

Plans lessons with clear objectives and relevant measurable outcomes.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator some partner work, during which students were given shape cards and had to determine if it was a polygon or not and explain why. This gave me a chance to walk around and listen to conversations and correct any misconceptions as necessary. The formative assessment was a page in the Student Math Journal in which the students define the word polygon and answered a few questions that were similar to the partner activity. Students worked on this individually, so it was easy for me to walk around and immediately see who met the objective and who did not. CP picture of The Skillful Teacher I am always open to the various resources given to me by colleagues, families, or the community. I consistently try to grow in my knowledge of educational practices and incorporate new strategies into my lessons. From the beginning of my practicum my cooperating practitioner has provided me with many helpful resources. She let me borrow many of her books including The Skillful Teacher, Daily 5, The Inside Guide to the Reading-Writing Classroom, Leading and Managing a Differentiated Classroom, and many more. I used these books to help acclimate to the school workshop climate and better improve the effectiveness of my teaching. I drew on information from beginning of the year parent surveys, as well as meetings and Open House to understand students' family situations and take into account their interests. I took part in the community Peaceful Bus event to encourage bus safety. CP; TWS "Bird Beak Lab" (11/8/13) In Plymouth we were technologically limited during the first part of my practicum. By October they got the wireless Internet connected and that made incorporating technology much easier! I use technology to enhance my lessons during the lesson and
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6.

Draws on resources from colleagues, families, and the community to enhance learning.

7.

Incorporates appropriate technology and media in lesson planning.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator during planning time. I often research lesson ideas and incorporate those findings into my own lessons. Before we had Internet access, I typically used my iPad as a timer to keep students focused. It helped with time management skills and transitions between subjects. Everyday they are given a ten minute timed break in the afternoon called Snack'n'Pack in which students can eat their snacks, fill out their agendas, check their mail, and socialize with neighbors if time allows. By having the timer it keeps students focused and holds them accountable for using their time wisely. More specifically, I used the timer during my Bird Beak Lab so that each student had the exact same amount of time to try to pick up food with their tool. This kept the lab structured and fair. picture of IEP accommodations There are 5 students in my classroom on IEPs. Four of them have accommodations for pull-out testing. Their performance criteria includes modified tests to focus on quality over quantity and multiple choice when applicable. When designing my science unit I took the original test and modified it to fit these students' needs. I kept the same content as the original test, but adapted it to fit their limited writing abilities. I made the questions multiple choice or fill-in-the-blank (with wordbank) and gave them only one writing question. I limited extraneous content and made their test slightly shorter as well. These students were able to achieve success with these modifications. Other- SEI journal observations As part of the requirements for my SEI endorsement class I had to observe an ELL student. I observed a first grader who's native language is Spanish. He is an especially difficult case because in addition to his language services, he also receives special education services for being severely
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8.

Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

9.

Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator disabled. The language content also had to be modified to fit with his special education accommodations. The SEI specialist had some great tactics like using pictures, realia, and making connections to home and the classroom. Rating: 3 Explanation of Rating for Standard A - Plans Curriculum and Instruction: Chelseys work exceeded the standard for standard A plans curriculum and instruction.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidates Name: Chelsey Stafford Program Supervisor (initial): EB Supervising Practitioner (initial): NR

License: Eled 1-6 Date: 12/13/13 Date: 12/13/13

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Green = revised indicator , red = new indicator

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08
Standard B Delivers Effective Instruction
Indicators Evidence

1. Communicates high standards and expectations when beginning the

lesson. a. Makes learning objectives clear to students.

picture of objectives board Each day at FFES teachers are required to write their objectives for each subject in student-friendly language. Throughout my two-week takeover, or any lesson that I taught, I was also required to post the objectives. Seeing the objectives helped students understand what was expected of them for each subject throughout the day and gave them a measureable goal to work toward.

picture of factor/multiple anchor chart

b.

Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids.

I always focus on speaking loudly and clearly so that students can hear me. I also focus on writing neatly and largely enough for all students to see. I gather students so that they are facing me during instruction. For example, I made an anchor chart to explain the difference between factors and multiples. I gathered all the students to the rug so that they faced the chart. I placed the chart next to the whiteboard so that I could do more examples for them to see. I also used pictures and color to differentiate between aspects of the chart (definitions were one color, examples were another). This helped students remember the difference between the two vocabulary words in a creative way.

Pre-service Performance Assessment

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Green = revised indicator , red = new indicator TWS "Habitat Review" (11/4/13) It is of the utmost importance to begin a new lesson or unit in an engaging way to capture and hold students' attention. I began my Animal Adaptations Unit with a "Habitat Review" lesson. To begin this lesson, and the whole unit, with an engaging introduction was a must. After some research I found an informative and entertaining Habitat Song on Pinterest. It defined the word habitat and provided some examples of different habitats and the animals who live there. I played the video and asked the students to be able to define habitat at the end of the video, and they were all successful. It also was a great conversation starter and got the students thinking about animals and their habitats. TWS "Camouflage and Mimicry" (11/7/13) I believe that assessing and building on students' prior knowledge is vital to instruction. I use informal class discussions, observations, KWL charts, and preassessments to determine where my students are at and if they have any misconceptions. From there, I can adjust my instruction accordingly to fit their needs. I began my "Camouflage and Mimicry" lesson by asking the class if they thought that camouflage and mimicry were the same by giving me a thumbs-up or a thumbs-down. This was a quick informal way for me assess students' background knowledge before we got involved in the lesson itself. To build on students' background knowledge the lesson involved reading nonfiction passages that defined camouflage and mimicry, as well as sorting examples of animals adaptations into the proper category. Based on the results of the preassessment I knew who to watch most carefully.

c.

Uses engaging ways to begin a new unit of study or lesson.

d.

Builds on students prior knowledge and experience.

Pre-service Performance Assessment

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Green = revised indicator , red = new indicator Form B: "Digging Deep for Details Minilesson" (10/21/13) The typical format of reading/writing workshop is a whole group minilesson, partner and/or individual work, then whole class regrouping. This allows me time to meet with skills groups or walk around and assist partnerships and/or individuals. At the end when the whole class regroups it gives the students a chance to share their work, or for me to give feedback and correct misconceptions. In this observation, my focus was raising the quality of writing. I gave the whole class a minilesson on stretching their sentences and thinking deeper. Next, each student practiced this skill by taking a noun in a simple sentence and revising it twice to create a detailed sentence. Students wrote these sentences on a three part paint chip, and I posted them in the room as a reminder of this skill. Next, students employed this tactic in their own personal narratives. On form B my program supervisor commended the lesson sequence and my individual attention to students' needs. I feel that by starting and ending whole group, but providing time in between for individual or partner work, students can construct their own meaning of reading and writing. Sharing work also helps to inspire students and give them ideas to incorporate into their own work in an authentic way. CP My cooperating practitioner commended me on my ability to differentiate lessons based on students' needs upon the completion of my two week takeover. I used a variety of techniques and strategies to help make lessons engaging and informative for students as well as take into account the multiple learning styles found within the classroom.

2. Communicates high standards and expectations when carrying out the

lesson. a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

b.

Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

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Green = revised indicator , red = new indicator TWS Animal Adaptations Unit Within the teacher content knowledge section of all of my lessons in this unit I ensured that I did the proper research to give me the background content to teach the lesson. I researched, using FFES curriculum, the Internet, and books, the definitions and examples of the different major types of adaptations. TWS Cactus Hotel (11/6/13) This was a reading lesson that was integrated into the theme of my unit. I used the strategy of an interactive read aloud to share the story Cactus Hotel with the students. Post-reading, the students completed a reading response paragraph about two examples of ways that the animals in the book were able to adapt to living in the desert. This lesson addressed many learning objectives. It reinforced the adaptations unit in science by giving the students even more content knowledge of ways animals change to survive in their habitat. It addressed the learning objective for reading because the genre of the month was nonfiction. Cactus Hotel was a narrative style nonfiction book so it allowed me to show the students that nonfiction books do not always have the common tent features. Finally, it addressed writing objectives because it is a goal for students to be able to write to clearly communicate their thoughts within all subject areas. TWS Introduction to Hibernation (11/12/13) This lesson was a reading lesson that connected to my science unit. I read the story Over and Under the Snow aloud to the students. I consistently use the strategy of an interactive read aloud. Participation is both encouraged and praised. I pause after reading each page to call on students with their hands raised. Students share vocabulary words they notice, observations if there are pictures, predications, and connections
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c.

Demonstrates an adequate knowledge of and approach to the academic content of lessons. (Please attach documentation that license-specific questions were used to evaluate candidate knowledge)

d.

Employs a variety of reading and writing strategies for addressing learning objectives.

e.

Uses questioning to stimulate thinking and encourages all students to respond.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator between themselves, other books, or other subjects in school. I pause to ask the students questions about vocabulary words, or to get them thinking about specific portions of the text. My focus in this lesson was on how the animals in the story adapted to winter and if their adaptation was physical or behavioral. After reading, I also gave each student an animal from the book. They wrote a reading response about how the animal adapted to winter and what type of adaptation it was. This allowed some of the students who hesitate to participate in a group discussion to be able to show me that they know. Form B: Bird Beak Lab (11/8/13) During this science lab, my supervisor noted that I used an LCD projector to show my students a PowerPoint. To begin the lesson I showed the students pictures of five birds on the projector and had them hypothesize which lab tools matched which beak. After the lab, I showed the students a PowerPoint in which I had the same pictures of birds from the introduction. I showed one picture at a time, then gave the students some clues about what that bird beak is best at eating. The students studied the results of the lab and make a guess as to which tool matched that beak. Finally, students reflected on if their hypotheses were correct or not. Being able to show the students reallife pictures of birds by using technology helped them compare their lab results and the tools to figure out which match. This lab helped the students understand how birds adapt their beaks to fit their environment and eat specific foods. Other- Conversations with SEI Specialist There were no English Language Learners in my classroom. However, I spoke to the SEI specialist to determine some strategies that I could use in my future classroom. She stressed the importance of quality over quantity. She suggested making
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f.

Uses instructional technology appropriately.

g.

Uses effective strategies and techniques for making content accessible for English language learners.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator approachable goals for the ELL student to strive towards and monitor his/her progress. Also, it is my job as the teacher to make the curriculum level content accessible to the ELL student. It is not fair, for example, to give a fourth grader a first grade level book on weather just because that is the students' reading level. I would have to look at the grade 4 level weather book and adapt the content to fit their needs by eliminating extraneous materials or changing the vocabulary. ELL students need to receive the same content as their native English speaking peers, in a way that makes sense to their level of English proficiency. Other: Conversations with SEI Specialist There were no English Language Learners in my classroom. However, I spoke to the SEI specialist to determine some strategies that I could use in my future classroom. She stressed the importance of speaking and writing in proper English. Especially with oral language it is easy to slip into the bad habits of using slang words or expressions. This can easily confuse English Language Learners. She also advised me that just because a student has good social language skills it does not mean that he/she has good academic language skills. Social language develops much sooner so that ELL's can interact and communicate with their peers, academic language is more frustrating and slower to build. CP As my cooperating practitioner labeled me, I am the Homework Guru. Each night, I find math homework for the students that corresponds with the day's lesson. Each morning, I check the homework that the students return thoroughly. If the students have many mistakes one of two things happens. If I can tell that the student simply did not follow directions properly and rushed through their work, the homework is
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h.

Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and

completing the lesson. a. Assigns homework or practice that furthers student learning and checks it.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator returned with a note asking the student to correct their homework and bring it back the next day to receive credit. If the student has many mistakes but I can tell they are genuinely struggling I will pull skills groups during the independent practice segment of our math workshop and give students small group instruction to help them practice the skills they are struggling with. Form B: Character Trait Detectives: Finding Evidence (10/11/13) I make sure to praise students both verbally and in writing for their effort. If students submit work I thoroughly look it over to offer both compliments and constructive criticism. I typically try to offer feedback to students as soon as possible. To do this, I walk around and monitor students' progress while they are working so that I can provide praise or offer some help. On this, and many of her observation forms, my supervisor commended my individual attention to students. I find that by offering feedback as quickly as possible students are more inspired to either correct a mistake or further their efforts in order to get praised again. TWS Animal Adaptations Unit At the end of my animal adaptations unit the students had two opportunities to show me what they learned-through a creative summative project (where they invented their own animal and wrote all about its adaptations) and through the summative test. By giving students the opportunity to summarize their knowledge two different ways, it allowed the students to shine. For the students who are not the best test takers, the project gave them a chance to express their knowledge in a creative way. On the other hand, the less creative students got to express their learning in a tradition, written way. I think that by having students complete both summative tasks it helped them better understand and apply the unit
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b.

Provides regular and frequent feedback to students on their progress.

c.

Provides many and varied opportunities for students to achieve competence.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator objectives. For the more traditional students, doing the creative project made them step out of their comfort zone and apply their knowledge in a nontraditional way. For the creative students, taking the traditional test is also important because as a part of life you must prove what you know through written communication. SW Throughout my animal adaptations unit I used both informal and formal formative assessments to measure student progress and plan further lessons. I used informal observations throughout the lesson to decide if I needed to make any on-the-spot changes. I used written formative assessments (exit tickets) that I collected at the end of each lesson. By reviewing these exit tickets I could immediately determine which students met the objective and which did not. This helped me plan where to pick up the next day's lesson. SW I graded the students' summative tests and projects at the end of the animal adaptations unit. For the project, I read their responses and checked for content and spelling vocabulary words. The amount of content determined the students' grade. I sent home these rubrics along with my comments to the students' parents. I kept the pictures to hang on the class bulletin board. To score the test, the students received a score of how many questions they got correct over the total. I did not score these with a percentage, rather I looked at the content and analyzed their errors to see if they E (exceeded the standard), M (met the standard), or P (progressed). This is the Plymouth grading system for report cards that the students are used to, so this is what I used. Before I handed back the tests I graphed the data for BSU. Finally, I transcribed both science grades in my cooperating practitioner's
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4. Communicates high standards and expectations when evaluating student learning. a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b.

Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator gradebook so that they could be included in report cads.

Rating: 3

Explanation of Rating for Standard B Delivers Effective Instruction: Chelsey exceeded standard B delivers effective instruction.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidates Name:

Chelsey Stafford EB

Program Supervisor (initial): Supervising Practitioner (initial): NR

License: Eled 1-6 Date: 12/13/13 Date: 12/13/13

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08
Standard C Manages Classroom Climate and Operation
Indicators Evidence

1.

Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

CP My cooperating practitioner and myself work hard to make students feel safe and comfortable. Federal Furnace Elementary School has a large number of traumatized students. Our school includes a large number of students from a section 8 housing development that have very difficult home lives. At all times we are trauma sensitive- we do not yell at students or create a hostile
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Green = revised indicator , red = new indicator classroom environment. Instead, we focus on making students accountable for their own actions using predetermined consequences. We also try to focus on making real-life connections to instruction and helping students think futuristically about what will help them be successful in life. These strategies not only help the trauma-sensitive students feel comfortable, but help all students feel safe. We hold students to high personal standards and track and praise individual progress. Picture of Classroom Our classroom arrangements change typically once per month. Students are seated according to teacher discretion as to who they can work near most efficiently. We try to vary where students sit, switching seats from front, middle, and back (unless a student has accommodations for preferential seating). We have a rug area where students come together for morning meeting and read-aloud. Our classroom has computer stations where students can visit math and reading websites to further their understanding of important concepts and skills. Finally, our classroom has many resources for students including the library, small whiteboards, math manipulatives, and writing journals. Picture of Bulletin Board FFES gas a school-wide behavioral initiative promoting pride, respect, and responsibility. This is an effort to promote appropriate behavior, mutual respect, and safety at school. At the beginning of the school year we had an assembly about what those three words mean and what those behaviors look like. Each term before report cards are released there will be an assembly to monitor the school's progress. Students who are showing these behaviors across the board can be nominated for an award. In the classroom, it is our job to promote these behaviors. During the first week of school we
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2.

Creates a physical environment appropriate to a range of learning activities.

3.

Maintains appropriate standards of behavior, mutual respect, and safety.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator created anchor charts about what a good student and a good classmate looks like, does, and says. This started up a conversation about expectations, and let to the creation of "Our Class Norms". These are not rules, but expectations that we expect all students to follow at all times. To track students' progress we have individual and whole class incentives. Individually, students can move up or down on our behavior chart based upon their actions and choices. For the whole class, we have a "We Rock Box" that gets filled with marbles when the whole class is on task, has positive behavior, or get a compliment. CP Our classroom has many procedures in place to help students transition smoothly throughout the day. We post a daily schedule in a pocket chart, which we review with students during morning meeting time. Having this time set aside to explain the schedule or answer questions (if there are any changes that day) helps to eliminate time wasted later in the day due to student confusion. We also post objectives on the board so students know what is expected of them in each subject area throughout the day. Our classroom also has jobs in place which eliminates the need to choose students to complete tasks every time one of the teachers needs assistance. We also use timers in the classroom to provide concrete transition times. My cooperating practitioner has commended me on my ability to use attention grabbers like "clap if you can hear the sound of my voice", freeze, and pause. During class I will also use nonverbal cues like a look/gesture to an off-task student during whole group lesson's or a tap on the desk to refocus chatty students during individual work time.

4.

Manages classroom routines and procedures without loss of significant instructional time.

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Green = revised indicator , red = new indicator Rating: Explanation of Rating for Standard C - Manages Classroom Climate and Operation: 3 Chelsey displayed above standard work in managing classroom climate and operation.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidates Name: Program Supervisor (initial): Supervising Practitioner (initial): NR

Chelsey Stafford EB

License: Eled 1-6 Date: 12/13/13 Date: 12/13/13

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08
Standard D Promotes Equity
Indicators
1. Encourages all students to believe that effort is a key to achievement.

Evidence

2.

Works to promote achievement by all students without exception.

CP In our classroom my cooperating practitioner and myself strive to promote literacy in the classroom. We showed students research during the first days of school that reading grows brain cells. We put a poster up in the classroom and remind students of that fact whenever possible. Our classroom also had an issue with students not being interested in their books and not wanting to read them. I encouraged students to put in the extra effort and persevere. When the students gave the books more of a chance and read deeper into the story and made connections they grew to love the books and did not want to put them down. I made this a teachable moment and encouraged all students to make an effort and not give up too quickly. CP, monthly book club books Each month my cooperating practitioner and myself work to group students and their books accordingly. Each month is a different genre, so out of the Literacy Center's selection from that genre we give students
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Green = revised indicator , red = new indicator books based upon their reading level and interest. Grouping students this way gives them the right amount of support and challenge because they get to collaborate with others while reading a book at their instructional level. This promotes achievement because students feel most comfortable working with others at the same reading level. Any necessary accommodations/modifications will be implemented to ensure that all students are able to be successful. Other times, students are grouped heterogeniously to provide a diverse learning environment and opportunities for success. Form B: Polygon Review (9/27/13) During this lesson I used the storybook, The Greedy Triangle, to assess students' background knowledge. Throughout the book I prompted them with an interactive read-aloud to discover what the students already knew about polygons. After we reading we made an anchor chart of what features all polygons have. Next, students worked in pairs to determine if shapes were polygons or not and why (evidence had to come from the anchor chart). For this lesson, I used shape cards. This made it easy to differentiate the amount of cards and the difficulty based upon the student pairs. As students began to finish at different rates I made the instructional decision to give them some "challenge" cards. This helped keep the early finishers on task until all the pairs were done. Next, pairs shared their findings with the class, and the audience got to give a thumbs-up or a thumbs-down if they agreed or disagreed. Finally, students did some independent practice in their math journals which allowed me to walk around and help individuals and monitor progress. My supervisor commended me for the sequence, appropriate content, well-prepared materials, and individual student attention.
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3.

Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

Pre-service Performance Assessment

Green = revised indicator , red = new indicator My class does not have any ELL's but if it did I would have cut out their shapes from the card so that they could feel the sides and make connections about polygons.
4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

5.

Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

SW At the beginning of the school year our classroom celebrated International Dot Day. International Dot Day is based upon the book The Dot by Peter Reynolds. This book is inspiring to students, it reminds them to never be afraid to make their mark and make a difference. To celebrate this day I had the students create a dot flipbook. The dots went from smaller to larger. On each dot the students wrote a place- home, town, state, country, continent, and world. On the back of each dot students brainstormed ways that they could make their mark on all of these places. Afterwards, we discussed the connections between all of these places. This activity really got students thinking about making a difference and how things that happen here in Plymouth, MA can impact the international community. Other- note from CP I took part in FFES's annual Open House. This was a new and interesting experience for me as I got to meet and greet the students' parents. Due to the cultural climate of the district, some students came from rather affluent homes, while others came from the section 8 housing development and had to be provided transportation by the school. Meeting the students' parents gave me a lot more insight into their home lives and what methods needed to be used to help each and every student succeed. My cooperating practitioner left me a note that I handled Open House like a seasoned teacher, even though it was a first time experience for me.

Pre-service Performance Assessment

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Green = revised indicator , red = new indicator Rating: Explanation of Rating for Standard D- Promotes Equity: 3 Chelsey exceeded the standard in promoting equity.
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.

Candidates Name: Program Supervisor (initial): Supervising Practitioner (initial):

Chelsey Stafford EB NR

License: 12/13/13 Date: 12/13/13 Date: 12/13/13

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08
Standard E Meets Professional Responsibilities
Indicators Evidence

1.

Understands his or her legal and moral responsibilities.

2.

Conveys knowledge of and enthusiasm for his/her academic discipline to students.

CP My cooperating practitioner and I discussed photographing and videotaping the students when I learned that I had to take pictures and create videos for the Practicum. As part of the beginning of the year forms, Plymouth sends home a videotaping and photography release form. I checked each form as they were returned to school. Two students did not wish to be photographed or recorded so I made sure to keep them out of any pictures or videos that I took. Other: conversations with various staff members and supervisor On many occasions I have been commended for my knowledge and enthusiasm when giving a lesson. My supervisor has remarked on my obvious enthusiasm at just about every observation. Our reading specialist observed one of my writing lessons and commented on my knowledge of the subject matter and my passion for teaching. Our moderate special needs teacher told me what a great job I did teaching my unit because her students were excited to make connections about animal
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Green = revised indicator , red = new indicator adaptations and made great progress toward achieving the content knowledge as well.

Photo of Sign-In Sheet I attended a math professional development session regarding Everyday Math. Many teachers are not convinced about the success of Everyday Math as it is not 100% Common Core aligned. I myself, chose not to use many of the Everyday Math resources and instead created my own during my two week takeover. At this workshop the 3. Maintains interest in current theory, research, and math coach showed us Everyday Math's new developments in the academic discipline and exercises judgment website, which can be searched by Common in accepting implications or findings as valid for application in Core Standard. On the website, teachers can classroom practice. create and differentiate tests by standard, as well as plan lessons by standard. Lesson activities are leveled from easiest to hardest, which makes creating math workshop groups as well. After watching this presentation and seeing the changes to the website I was very impressed with Everyday Math's progress and would definitely use some of its new features to plan instruction in the classroom. Journal 12 I attended a professional development regarding RTI for academics and behavior. I 4. Collaborates with colleagues to improve instruction, assessment, found this session very informative. It was run workshop style and the whole school and student achievement. participated. We learned about the importance of data collection and tracking student progress.I learned many strategies that can be used in my future classroom to help improve my assessment and instruction to bring success to all my students. Parent Letter (11/1/13) Prior to my two week takeover I sent a 5. Works actively to involve parents in their childs academic letter home to parents informing them of the activities and performance, and communicates clearly with impending transition. I asked to be cc'd on them. any emails for those two weeks, as well as invited them to communicate with me via agenda notes as well. I try to write in
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Green = revised indicator , red = new indicator students' agendas if something great happened that day so that parents have regular and positive feedback about their children's progress.

6.

Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7.

Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

TWS "Physical Adaptations Introduction" (11/6/13) After each lesson I reflect upon what went well, what did not go so well, and what I would change if I were to teach that lesson again. I also consistently take notes in my teaching journal. I also welcome any constructive criticism that my cooperating practitioner or any professionals give me to help improve my teaching. In this lesson specifically, I reflected upon how well the Jigsaw went and how the graphic organizer really helped keep students' thinking organized, as well as provide a chance for differentiation, students who finished early could complete more than the required amount of details. I reflected that, if I could teach this lesson again, I would make the presentations more formal. CP At the beginning of my practicum my cooperating practitioner shared a flash drive with me. On the flash drive was Plymouth's legal and ethical expectations as well as Internet use policies. After reading these documents I have made sure to follow them diligently.

Rating: 3

Explanation of Rating for Standard E Meets Professional Responsibilities:

Chelsey demonstrated above standard work in meeting professional responsibilities.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidates Name: Program Supervisor (initial):

Chelsey Stafford EB

License: Eled 1-6 Date: 12/13/13

Pre-service Performance Assessment

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Green = revised indicator , red = new indicator

Supervising Practitioner (initial): NR Date: 12/13/13

Pre-service Performance Assessment

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Green = revised indicator , red = new indicator

Pre-service Performance Assessment for Practicum/Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Summary Decision for Pre-service Performance Assessment

To be completed and agreed upon by both the supervising practitioner and the program supervisor Teacher candidates Pre-service Performance Assessment in the practicum/practicum equivalent meets the Professional Standards for Teachers: Yes No Candidate (sign):Chelsey Stafford Program Supervisor (sign): Elaine Bukowiecki Supervising Practitioner (sign): Nancy Romboldi MEPID: 53522887 Date: 12/13/13 Date: 12/13/13 or License #:

Standard Standard A- Plans Curriculum and Instruction Standard B- Delivers Effective Instruction Standard C- Manages Classroom Climate and Operation Standard D- Promotes Equity Standard E- Meets Professional Responsibilities Summary Assessment of Performance: Chelsey exceeded the standards in all areas.

Rating 3 3 3 3 3

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Pre-service Performance Assessment

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