Ted453 Fa16 Syllabus Online

Teaching Practices Seminar
Fall 2016
TED 453 Wednesday: 1:00 4:00 pm at WPHS
Syllabus for TED 453

8 Sessions

Sarah Kwon

skwon@csi3.org

Required Text & Materials:
California Teaching Performance Expectations (copies will be provided in class) - http://www.ctc.ca.gov/educator-
prep/standards/adopted-TPEs-2013.pdf
Teaching Practices Seminar consists of:

1) Regular observation and participation in a content-area classroom with a STAR Mentor; and
2) 8 required seminar meetings.
This is a developmental course focused on beginning secondary teaching and is normally taken in Phase II of the Student Teaching
Option.

Community
Principles
Learning Rituals
Performance Tasks
- We are all learners
- Daily classroom guided observation
- Seminar Attendance
- We can learn by careful observation
- Daily service in full participation
- Observation Journal
- My participation matters
- Regular analysis of classroom practices

- Full engagement in Seminar
- Observation Documentation
- Mini-PACT

Critical Concepts

An effective classroom management style requires the ability to establish a culture of respect, responsibility, and fairness;
Effective teachers maintain positive relationships with their colleagues, and other members of the school community, as well as
students;
Effective teachers always strive for excellence;
Effective teaching requires in-depth content knowledge and expertise in a variety of instructional methods;
Effective teachers cultivate humility and a capacity for growth;
Effective teachers are steady in purpose and character.

Fall 2016
Course Objectives
All activities and assignments are aligned with the Teacher Performance Expectations (TPEs).
# 1B Subject-Specific Skills for Single Subject Teaching

Assignments
# 2 Monitoring Student Learning During Instruction
# 3 Interpretation and Use of Assessments
# 4 Making Content Accessible
# 5 Student Engagement
# 6B,C Developmentally Appropriate Practices in
Grades 7-12
#7 Teaching English Learners
#8 Learning About Students

#9 Instructional Planning
#10 Instructional Time
#11 Social Environment
#12 Professional, Legal, and Ethical
Obligations
#13 Professional Growth
1. Apply State frameworks, State standards, and local guidelines used in the development and implementation of single subject
classroom practices (1B).
2. Design, gather data on, report findings on, and implement field components to signature assignments (2, 3, 4, 5, 6B, 6C, 7, 8, 9,
10).
3. Analyze classroom observations and engage in hands-on inquiry-based activities, which promote active learning and develop higher
order thinking skills (4, 5, 8, and 9).
4. Strategize ways for modifying/adjusting standards-based lessons and activities for English language learners and other special
needs students, including those mainstreamed into single subject classrooms (4, 6B, 6C, 8).
5. Examine and apply assessment procedures and techniques, which demonstrate evidence of student achievement (3).
6. Use technology for planning, designing, and evaluating performance assessment tasks whose results inform instruction, help
teachers document the needs and progress of all learners, and enable them to profile each student's unique learning style and
strengths (3, 8, and 9).
1
2
3
4
Performance Tasks
Task
Seminar Attendance (8 Sessions)
Observation/Participation Documentation
Journal
Mini-PACT
Total Points Possible
Points
*
20
20
60
100
75+ Points= CR
<75 Points= NC
*Required
Note: If you do not pass this course, you must retake it before you
can register to student teach.
Course Expectations
Students must maintain at least a 3.0 average to remain in good standing. Grades of "Incomplete" are very rarely given, and only in
documented cases of grave emergency.
A maximum of 1 absence (or late arrivals or early leaves adding up to 2.5 hours) are allowed before your course grade is
negatively impacted. There is no such thing as an "excused" absence. Do not miss class. Do not be repeatedly late.
All assignments (except Graphic Organizers) must be written in Standard Academic English. They must be typed in 12-point Times
or Helvetica in Microsoft Word, continuous double-spaced, in a letter-size format with one-inch margins, black on white paper.
They must be error-free. Do not submit work that has not been proofread.
Submit assignments according to assignment guidelines.
No late assignments will be accepted. All work must be submitted on time. Really. (No kidding.)

Fall 2016
In-class Involvement
During class we will model many different teaching approaches, and class discussion will help us clarify our beliefs and practices.
Every week we will be involved in small group work and written reflection. Since none of the in-class activities can be replicated
outside the class session, no make-up assignment is possible if you are absent. Absence and/or excessive lateness may result in the
lowering of your grade. A second absence may result in the significant lowering of your course grade and/or your being dropped from
the course.
Fieldwork Involvement
-
You will fully participate in your Mentors classroom at a developmentally appropriate level (see STAR Resident Field Progress).
-
While there, you will adhere to STAR Program Expectations for Success.
-
You will arrive 30 minutes before the beginning school bell and/or stay until 30 minutes after the school bell.
-
You will regularly conference with your Mentor, making notes in your Journal.
-
You will follow the schedule mutually agreed upon by the STAR Program, your Mentor, and you.
-
You will not be tardy or absent.
-
BUT, if a true emergency should arise, you will immediately report your situation to your STAR Coordinator, Karen Valle at
kvalle@csudh.edu or Ms. Kwon at skwon@csi3.org .
-
Always, always remember that you are representative of CSUDH, your Mentors school, the STAR Program, and the teaching
profession and behave accordingly.
University Statement Regarding the Americans with Disabilities Act
CSUDH adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable
accommodations for students with temporary and permanent disabilities. For students with a disability that may adversely affect their
work in class, it is recommended that they register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly
confidential. Note: no accommodation can be made until a student is registered with the DSS in WH B250. For information call (310)
243-2028.
University Statement Regarding Academic Integrity and Plagiarism
The CSUDH booklet Student Rights and Responsibilities states that ...all academic work submitted by a student as his or her own
should be in his or her own unique style, words, and form. When work is submitted that appears to be original, but actually is not, the
student has committed plagiarism. For this course, you are expected to submit an original instructional unit. You may incorporate
materials and resources developed by other individuals, but be sure to cite the authors or developers of these materials and resources.
Please refer to the University Catalog for the full state of the universitys policies.
Conceptual Framework of the School of Education

A complete description of the Conceptual Framework is posted on the COE website:
http://www.csudh.edu/cps/soe/about.shtml.
Fall 2016 Seminar Calendar

No. Date
1

8/31

9/7

9/21

10/5
Agenda
Course overview, syllabus,
team building, and
expectations: Reflective
journal, field-based
assignment support

Review classroom protocol
(tardiness, cell phones,
appropriate clothing, etc.).

Assign and review Guiding
Question and Journal Prompt
#1

Check-in
How to give effective
interpersonal feedback
Reflective Conversations
o Compare responses to
Guiding Questions in small
groups
o Whole class discussion
Debrief of Observation &
Participation
Assign and review: Guiding
questions #2 and #3 and
Journal Prompts #2 and #3

Check-in
Guiding Questions in
small groups
Debrief of
Observation/Participation
questions #4 Designing
Assessments, journal prompt
#4
Sign up for video taping
Context for Learning

Check-in
small groups
Debrief of
question #5 Engaging students
in learning, journal prompt #5
Peer review Context for
Learning
Discuss PACT Planning section

Check-in
Observation Focus for next week

Record times and instruction provided by
classroom teacher.

Answer Guiding Question #1 based on a
lesson you observe during the week

Homework

Bring responses to Guiding
Question #1

Bring Journal Prompt #1

Answer Guiding Question #2


Questions #2 & #3

Bring Journal Prompts #2 & #3

Send home permission slips to
videotape students


Context for Learning

Question #4

Bring Journal Response #4

Check on progress of video

permission slips

Bring copy of Context for
Learning

Mini-PACT: Context for Learning
Upload to TaskStream by midnight
9/26/16



Question #5
Bring Journal Prompt #5
Bring copy of Planning
commentary

Mini-PACT: Planning
10/10/16


4

10/19

11/2

11/16

11/30
small groups
Debrief of
question #6 Monitoring
student learning during
instruction, Journal prompt #6
Peer review Planning
Discuss PACT Instruction &
Video

Check-in
small groups
Debrief of
question #7 Analyzing student
work from an assessment,
Journal prompt #7
Peer review Instruction

Check-in
small groups
Debrief of
question #8 Using
assessments to inform
teaching.
Analyze videos

Check-in
small groups
Debrief of
Journal Check
Analyze videos
Collect signed attendance
records for each candidate


Videotape a lesson taught to a small group or
whole class (candidate)

Question #6

Teach/Videotape
Bring Journal Response to #6

Bring Instruction commentary
Videotape

Mini-PACT: Instruction
10/24/16


Teach/Videotape

Question #7

Bring Journal Response to #7


Question #8
Bring signed
Documentation
Journals will be collected and
graded next week

Turn all assignments in on time. No Late Work Is Accepted.

TED 453 Teaching Practices Seminar

Observation/Participation Documentation
Sarah Kwon
skwon@csi3.org
Candidate Name:
School:
Host Teacher:
CANDIDATES: Please mark the hours of attendance and initial for each day you are present.
MENTORS: Please sign at the end of each week.
Week of:

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Mentor Signature

GUIDING QUESTIONS
Guiding Questions #1 Observation (Demographic and lesson planning) (ES 13.1)
What grade level are you observing?
What is/are the content standards for the period observed? Have they been identified by the classroom teacher?
Instruction (observation)
o Identify and briefly describe the engagement part of the lesson
o Identify and briefly describe the instructional sequence of the lesson
o Identify and briefly describe the application part of the lesson
o Are there any identifiable accommodations made for exceptional students? What are they?
Journal prompt #1 How does the teacher value the students cultural backgrounds and/or
promote literacy or biliteracy?

Guiding Questions #2 Observation (Establishing a balanced instructional focus)
Does the lesson you are observing have a central focus? To have a central focus, the standards, learning objectives,
learning tasks, and assessments are related to an identifiable theme, essential question, or topic within the curriculum.
Name them and describe how they align.
o What are the standards addressed in the lesson? Did all students access that standard? If not, what part of the
standard did they access?
o What are the learning objectives in the lesson?
o What learning tasks are used in the lesson? Describe their relationship to the standards and objectives.
o What assessments are used in the lesson? How are they used? How was the measure demonstrated?
Journal prompt #2 How does the teacher explicitly teach strategies, access academic

language or
demonstrate classroom tasks? What questions do you have?

Guiding Questions #3 Observation and Participation (Making content accessible & understanding language demands)
Does the lesson draw on students prior learning to help students reach the learning standards or objectives? Describe how
this is accomplished. (Engagement)
Does the lesson draw on students backgrounds or interests to help students reach the learning standards or objectives?
Describe how this is accomplished. (Engagement)
Does the lesson contain learning tasks that are scaffolded or offer other forms of structured support to provide access to
grade-level standards/objectives? Describe how this is accomplished.
Are the components of the lesson well integrated with instructional strategies that are tailored to address a variety of
specific student learning needs including English Learners, students with disabilities and those who are gifted? Describe
how this is accomplished. (Instructional Sequence)
Language demands (Instructional Sequence)
o Identify and describe academic language demands that go beyond vocabulary to include specific language forms, text
types or other language demands that are challenging for individual students or groups of students.
o Identify and describe scaffolding or other support that provide students access to core content while providing explicit
models, opportunities for practice, and feedback for students to develop further language proficiency related to the
demands of the learning tasks.
Journal prompt #3 During your observations this week, in what ways was language
scaffolded for English Learners and other students with special needs or/and what accommodations were made for
differences?

Create a t-chart:
English Language Learners
Children with Special Needs

Guiding Questions #4 Observation and Participation (Designing Assessments)
Are the lesson objectives, instruction and assessment aligned? Describe how this is accomplished.
Does the lesson allow students to show some depth of understanding or skill with respect to the standards/objectives?
Describe how this is accomplished.
Does the lesson access both productive (speaking/writing) and receptive (listening/reading) modalities to monitor student
understanding? Describe how this is accomplished.
Are the assessments modified, adapted, and/or designed to allow students with special needs opportunities to
demonstrate understandings and skills relative to the literacy standards/objectives? Describe how this is accomplished.
When students dont demonstrate mastery, what does the teacher do?
Journal prompt #4 What activities are used to check students understanding (authentic assessments) and acknowledge
that English Learners and students with special needs require a variety of ways to demonstrate their understanding of
concepts?

Guiding Questions #5 Observation and Participation (Engaging students in learning)
Do the strategies for intellectual engagement offer structured opportunities for students to actively develop and/or apply
specific skills and strategies to comprehend and/or compose text? Describe how this is accomplished.
Do the strategies for engaging students in learning draw attention to students characteristics, learning needs, and/or
language needs? Describe how this is accomplished.
Are the strategies explicit and do they clearly reflect attention to students diverse characteristics, learning needs, and/or
language needs? Describe how this is accomplished.
Journal prompt #5 What are ways that the teacher has involved parents in the learning
of their children? What are the opportunities that parents have?
Guiding Questions #6 Observation and Participation (Monitoring student learning during instruction)
Is students understanding of literacy monitored by eliciting student responses that require thinking? What questions were
asked? How did the classroom teacher respond?
Do activities for checking for understanding require all students to respond? What strategies are used? Describe how this is
accomplished.
Are the opportunities for monitoring student learning explicit and allow them to further their understanding? Describe
how this is accomplished.
Journal prompt #6 - What challenges do English Learners, students with special needs and those who are gifted face as they
progress in developing literacy skills? Complete the following chart:
English Learners
Children with Disabilities
Gifted

Guiding Questions #7 Observation and Participation (Analyzing student work from an assessment)

When analyzing student work, determine patterns of student errors, skills, and understandings in relation to students
learning literacy standards/objectives.
Are there any specific patterns for individuals or subgroups in addition to the whole class? What are they? Why do you
think these patterns exist? What instructional modifications might be made to address the learning needs suggested by
these patterns?
Journal prompts #7 What programs for intervention are offered by the school? What interventions are
provided in the classroom for struggling learners keeping in mind academics, language development and behavior?

Guiding Questions #8 Observation and Participation (Using assessment to inform teaching)
Based on the analysis of student work, identify next steps such as instructional modifications to focus on improving student
performance through targeted support to individuals and groups to address specific misunderstandings or needs.
Are the next steps based on whole class patterns of performance and/or patterns for individuals and/or subgroups?
What adjustments to instruction should be made to focus on individual and collective needs?

8

TED 453 Teaching Practices Seminar - Performance Assessment

Mini-PACT: Context for Learning, Planning, Instruction

Complete each task and its accompanying commentary.
Context for
Learning
Planning
Instruction &
Assessment
Instruction
Provide the following information about the course you are teaching:
Type of school, class
Name of course, grade level(s)
Number of students
Number of students that are: ___ English Learners, ___ Redesignated Fluent English, English Only ___
For English Learners, how many at each CELDT level?
How many students have IEPs or 504s?
What textbook does the class use?
What other materials or equipment are used for instruction?

Commentary.
1. Academic Performance. Describe students prior knowledge and key skills related to the lesson you will teach.
Describe students developmental levels. Describe any learning strengths and special needs.
2. Language Development. Describe the oral and written English language proficiency of your students as it
relates to the lesson you will teach. Describe the range in vocabulary and levels of complexity of language use
within the entire class. Describe English Learner proficiency in terms of what student can and cannot yet do in
relation to the language demands of the lesson you will teach.
3. Social Development. Describe students abilities and experience in expressing themselves in constructive ways,
negotiating and solving problems, and getting along with others.
4. Family and Community Contexts. Describe key factors from your students cultural context, knowledge
acquired outside of school, socio-economic background, access to technology, and home/community resources
as they relate to the lesson you will teach.
5. Describe any school or lead teacher requirements or expectations that might impact your planning or lesson
delivery, such as required curricula, pacing, use of specific instructional strategies or standardized tests.
1. Create a lesson plan for the lesson you will record. Your lesson plan must include at least:
Content Standards (list the complete text of the relevant parts of each standard)
ELD Standards (if applicable)
Content Objective and Language Objective
Formal and Informal Assessments (what evidence will you collect of the lessons effectiveness?). Be
sure to include an assessment that you can quantify.
Instructional Strategies and Learning Tasks (what you and students will be doing)
Resources and Materials

2. Commentary. Write a 1-2 page commentary that addresses the following prompts:
What is the central focus of the lesson? Why is this content important for your students to learn (apart
from being part of the curriculum, or in the standards or on the assessment)?
How does your lesson plan use what you know about students experiential backgrounds, interests,
and prior learning to help students reach your lesson objectives?
Explain why you made these specific choices of assessments and instructional strategies. Why do you
expect these strategies and assessments to be effective with these students? How do these assessments
provide students with the opportunity to show what they learned?
How does your lesson plan use what you know about students academic, social, and language
development to help them be successful in your lesson? Where do you provide students with the
opportunity to listen, talk, read, and write about the central focus of your lesson?
How does your lesson plan scaffold, or provide supports, for students to be successful in the lesson, in
terms of both content and language?
1. Record yourself teaching. For this task, select a 10-minute, unedited segment that shows you either delivering
instruction, interacting with students or both. Submit the video clip with your task.
2. Commentary. Write a 1-2 page commentary that addresses the following prompts:
Please provide any information needed to interpret the events and interactions in the video clip (e.g.,
describe where the clip is in the lesson, tell what an inaudible student says, etc.).
In the instruction seen in the clip, how did offer students opportunities to develop and/or apply
specific content skills and strategies? How did those strategies reflect attention to what you know
about these particular students?
How did you provide opportunities for students to engage in thinking?
What did you do to help students use their language or content knowledge and skills?
What scaffolds did you provide for students to meet the language demands of the lesson?
What scaffolds did you provide to help students engage in the core content (central focus)?
***Upload the completed tasks for the Mini-PACT to TaskStream by the due date indicated by your instructor.
***No late work accepted.
***You must pass the Mini-PACT in order to pass the course.

Mini-PACT Context for Learning 453

Academic
Performance
Does Not Meet Standard

Academic development
lacks detail and
insufficient indications
that will influence your
students' abilities in
learning the content.
Novice
commentary is detail rich
and contains a few (1 to 2)
indications that will
influence your students'
abilities in learning the
content.
Adequate
and contains several (2 to
3) indications that will
content.
Language
Development
Language development
commentary is contains
some of the following:
* Attention to all levels of
previously reported
CELDT scores
*Describes each level score
the skills and language
demands the students will
need to complete the
assignment and to
participate in all classroom
work, class activities, and
homework.
what the students may
struggle with to complete
the assignment and to
participate in the
classroom activities.
commentary is contains
most of the following:
previously reported
CELDT scores
assignment and to
homework.
participate in the
and contains the following:
previously reported
CELDT scores
assignment and to
homework.
participate in the
Social development
commentary contains a
few (2 to 3) indications
that will influence your
students' abilities in
learning the content (e.g.,
expressing themselves in
constructive ways,
negotiating and solving
problems, ability to get
along with others,
ability/desire to
participate in class
discussions, etc.)
Family and community
contexts contains a few (2
to 3) key factors that affect
students' ability to
participate in classroom
activites, complete class
assignments, or complete
homework (e.g., cultural
knowledge, socio-
economic background,
access to technology,
home/community
resources.)
Social development
and contains a few (2 to 3)
indications that will
content (e.g., expressing
themselves in constructive
ways, negotiating and
solving problems, ability to
get along with others,
ability/desire to
discussions, etc.)
contexts commentary is
detail rich and contains a
few (2 to 3) key factors
that affect students' ability
to participate in classroom
knowledge, socio-
home/community
resources.)
Social Development Social development

commentary is lacking
details that will enable the
reader to understand the
social development of the
classroom
Family and
community
contexts

contexts lack key factors
that affect students' ability
to participate in classroom
knowledge, socio-
home/community
resources.)
Proficient
and contains several (4 or
more) indications that will
content (gaps in
knowledge, experience,
and prior learning)
and contains the following:
previously reported
CELDT scores
*Describes in detail for
each level score the skills
and language demands the
students will need to
complete the assignment
and to participate in all
classroom work, class
activities, and homework.
*Describes in detail for
each level score what the
students may struggle
with to complete the
assignment and to
participate in the
Social development
and contains several (4 or
more) indications that will
content (e.g., expressing
themselves in constructive
ways, negotiating and
solving problems, ability to
get along with others,
ability/desire to
discussions, etc.)
contexts commentary is
detail rich and contains
several (4 or more) key
factors that affect
students' ability to
participate in classroom
knowledge, socio-
home/community
resources.)
10

Mini-PACT Planning Rubric 453

Novice
ESTABLISHING A
BALANCED
INSTRUCTIONAL FOCUS
EL1: How do the plans
support student learning
of skills and strategies to
comprehend and/or
compose text? (TPEs
1,4,9)
The standards, learning

objectives, learning tasks,
and assessments either
have no central literacy
focus or a one-
dimensional literacy focus
(e.g., solely on
facts/conventions/skills
or strategies for
comprehending or
composing text, but not
both).
OR
The literacy focus is on
applications in another
content area, but the plans
do little to continue to
develop students abilities
to comprehend and/or
compose text.
The standards, learning

objectives, learning tasks,
and assessments have an
overall literacy focus that
is primarily one-
dimensional (e.g.,
facts/conventions/skills
or strategies for
comprehending or
composing text).

The focus includes vague
connections between
facts, conventions, skills,
and strategies for
interpreting or conveying
meaning in literacy.
Learning tasks or the set Both learning tasks and

of assessment tasks focus
the set of assessment
on multiple dimensions of tasks focus on multiple
literacy learning through
dimensions of literacy
clear connections among
learning through clear
facts/conventions/skills,
connections among
and strategies for
facts/conventions/skills,
comprehending and/or
and strategies for
composing text.
comprehending and/or

composing text.
A progression of

learning tasks and
A progression of
assessments is planned to learning tasks and
build understanding of the assessments guides
central literacy focus of
students to build deep
the learning segment.
understandings of the
central literacy focus of
the learning segment.
PLANNING MAKING
CONTENT ACCESSIBLE

EL2: How do the plans
make the curriculum
accessible to the students
in the class? (TPEs
1,4,5,6,7,8,9)
Plans refer to students

experiential backgrounds ,
interests, or prior learning
that have little or no
relationship to the
learning segments
literacy
standards/objectives.
OR

There are significant
content inaccuracies in
plans that will lead to
student
misunderstandings.
Plans draw on students

experiential backgrounds,
interests, or prior learning
to help students reach the
learning segments
literacy

Plans for the
implementation of
learning tasks include
support to help students
who often struggle with
the content.
Plans draw on students

prior learning as well as
experiential backgrounds
or interests to help
students reach the
learning segments
literacy

Plans for
implementation of
learning tasks include
scaffolding or other
structured forms of
support to provide access
to grade-level literacy
All components of Level 3

plus:

Plans include well-
integrated instructional
strategies that are tailored
to address a variety of
specific student learning
needs.
PLANNING DESIGNING
ASSESSMENTS

EL3: What opportunities
do students have to
demonstrate their
understanding of the
standards/objectives?
(TPEs 2,3)
There are limited

Opportunities are
Opportunities are
opportunities provided for provided for students to provided for students to
students to learn what is learn what is assessed.
learn what is assessed.
measured by one or more

assessments.
It is not clear that the
The assessments allow
OR
assessment of one or more students to show some

literacy
depth of understanding or
There is a significant
standards/objectives go skill with respect to the
mismatch between one or beyond surface-level
literacy
more assessment
understandings.
instruments or methods

and the literacy
The assessments of
standards/objectives
literacy access both
being assessed.
productive
(speaking/writing) and
receptive
(listening/reading)
modalities to monitor
student understanding.

plus:

Assessments are
modified, adapted, and/or
designed to allow
students with special
needs opportunities to
demonstrate
understandings and skills
relative to the literacy
ACADEMIC LANGUAGE
UNDERSTANDING
LANGUAGE DEMANDS

EL11: How does the
candidate describe
The candidate identifies

few demands related to
the four language
modalities (speaking,
listening, reading, writing)
and the discussion is
The candidate discusses

students strengths and
challenges in meeting
language demands in
different modalities in
relation to their different
Adequate
The candidate identifies The candidate discusses

what students at different students strengths and
levels of language
challenges in meeting
development are ABLE to language demands in
do as well as what they
different modalities in
may struggle to do to meet relation to their different
Proficient
11
Novice
Adequate
Proficient
linguistic backgrounds
and/or prior educational
experience.

The candidate links
organizational, stylistic,
and/or grammatical
features of the text types
to disciplinary and/or
cultural norms and
expectations.

The candidate goes
beyond listing key terms
associated with a topic by
identifying words and
phrases that students
from different
backgrounds may find
challenging, and
articulates the importance
of these terms for specific
learning or assessment
tasks.
linguistic backgrounds
and/or prior educational
experiences, representing
the full range of students
in the class.

The candidate links
organizational, stylistic,
and/or grammatical
features of the text types
to disciplinary and/or
cultural norms and
expectations, and
identifies the learning
opportunities offered by
the texts.

The candidate goes
beyond listing key terms
associated with a topic in
identifying words and
from different
challenging, and
articulates the importance
of these terms for specific
learning or assessment
tasks.
The candidate uses

The candidates use of
support to address
support provides access to
identified gaps between core content while also
students current language providing explicit models,
abilities and the language opportunities for practice,
demands of the learning and feedback for students
tasks and assessments.
to develop further

language proficiency
These supports provide related to the demands of
immediate access to core the learning tasks and
content without providing assessments.
opportunities for students
to develop further
The candidate
language proficiency.
articulates why the
instructional strategies
chosen are likely to
support specific aspects of
students language
development.

support provides access
to core content while also
providing explicit models,
opportunities for practice,
and feedback for students
to develop further
related to the demands of
the learning tasks and
assessments.

Candidate articulates
why the instructional
strategies chosen are
likely to support specific
aspects of students
language development
and projects ways in
which the scaffolds can be
removed as proficiency
increases.
student language
development in relation
to the language demands
of the learning tasks and
assessments? (TPEs
1,4,7,8)
limited to what students the language demands in

CANNOT do.
different modalities

(speaking, listening,
The candidate identifies reading, and writing).
some of the key oral and
written text types in the The candidate identifies
learning segment, but
key oral and written text
does not describe the
types and describes
features of the text types. organizational, stylistic,

and/or grammatical
The candidate lists key features of each.
terms associated with a

topic without identifying The candidate goes
other vocabulary demands beyond listing key terms
related to the linguistic or associated with a topic by
educational experiences of identifying words and
students.
from different
challenging
ACADEMIC LANGUAGE
SUPPORTING ACADEMIC
LANGUAGE
DEVELOPMENT

EL12: How do the
candidates planning,
instruction, and
assessment support
academic language
development? (TPEs
1,4,7,8)
The candidate gives little

or sporadic support to
students to meet the
language demands of the
learning tasks.
OR

Language and/or
content is oversimplified
to the point of limiting
student access to the core
content of the curriculum.
12

Mini-PACT Instruction Rubric 453

Does Not Meet Standard Novice
Adequate
Proficient
INSTRUCTION ENGAGING
STUDENTS IN LEARNING

EL4: How does the
candidate actively engage
students in their own
understanding of skills
and strategies to
comprehend and/or
compose text? (TPEs
1,5,11)
Students have limited

Strategies for intellectual
opportunities in the clip(s) engagement seen in the
to engage with content in clip(s) offer opportunities
ways likely to improve
for students to develop
their literacy skills and
and/or apply specific
strategies.
literacy skills and
OR
strategies to comprehend

and/or compose text.
The clip(s) do not focus
on specific literacy skills
and strategies to
comprehend and/or
compose text.
OR

Classroom management
is problematic and student
behavior interferes with
learning.

engagement seen in the
clip(s) offer structured
to actively develop and/or
apply specific literacy
skills and strategies to
comprehend and/or
compose text.

These strategies reflect
attention to student
characteristics, learning
needs, and/or language
needs.

engagement seen in the
clip(s) offer structured
to actively develop and/or
apply specific literacy
skills and strategies.

These strategies are
explicit, and clearly reflect
attention to students with
diverse characteristics,
learning needs, and/or
language needs.
The candidate monitors

student understanding of
literacy by eliciting
student responses that
require thinking.

Candidate responses
build on student input to
guide improvement of
students use of literacy
skills or strategies

plus:

The candidate elicits
explanations of student
thinking, and uses these
explanations to further the
understanding of all
students.

core content while also
to develop further
assessments.

The candidate articulates
aspects of students
language development.

core content while also
to develop further
assessments.

Candidate articulates
aspects of students
language development
and projects ways in
which the scaffolds can be
removed as proficiency
increases.
INSTRUCTION
The candidate primarily
MONITORING STUDENT monitors student
LEARNING DURING
understanding of literacy
INSTRUCTION
by asking surface-level

questions and evaluating
EL5:How does the
student responses as
candidate monitor student correct or incorrect.
learning during

instruction and respond to Candidate responses are
student questions,
not likely to promote
comments, and needs?
student thinking.
(TPEs 2,5)
OR

Materials or candidate
responses include
significant inaccuracies in
literacy content that will
lead to student
misunderstandings.
ACADEMIC LANGUAGE
SUPPORTING ACADEMIC
LANGUAGE
DEVELOPMENT

EL12: How do the
candidates planning,
instruction, and
assessment support
academic language
development? (TPEs
1,4,7,8)
The candidate monitors

student understanding of
literacy by eliciting
student responses that
require thinking.

Candidate responses
represent reasonable
attempts to improve
student use of literacy
skills and strategies.
The candidate gives little The candidate uses

or sporadic support to
students to meet the
support to address
language demands of the identified gaps between
learning tasks.
students current language
OR
abilities and the language

demands of the learning
Language and/or content tasks and assessments.
is oversimplified to the

point of limiting student These supports provide
access to the core content immediate access to core
of the curriculum.
content without providing
to develop further
language proficiency.
13
14

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Teaching Practices Seminar

Teaching Practices Seminar consists of:

- Regular analysis of classroom practices

Teaching Practices Seminar

# 1B Subject-Specific Skills for Single Subject Teaching

#7 Teaching English Learners

#8 Learning About Students

Submit assignments according to assignment guidelines.

Teaching Practices Seminar

Conceptual Framework of the School of Education

Fall 2016 Seminar Calendar

Observation Focus for next week

Check on progress of video

Bring responses to Guiding

Bring responses to Guiding

Answer Guiding Question #6

Bring Journal Response to #6

TED 453 Teaching Practices Seminar

Type of school, class

Name of course, grade level(s)

For English Learners, how many at each CELDT level?

How many students have IEPs or 504s?

What textbook does the class use?

What other materials or equipment are used for instruction?

ELD Standards (if applicable)

Content Objective and Language Objective

Resources and Materials

How did you provide opportunities for students to engage in thinking?

Does Not Meet Standard

Social Development Social development

Family and community

Does Not Meet Standard

The standards, learning

The standards, learning

Learning tasks or the set Both learning tasks and

Plans refer to students

Plans draw on students

Plans draw on students

All components of Level 3

There are limited

All components of Level 3

The candidate identifies

The candidate discusses

The candidate identifies The candidate discusses

Does Not Meet Standard

The candidate uses

The candidates use of

limited to what students the language demands in

The candidate gives little

Does Not Meet Standard Novice

Students have limited

Strategies for intellectual

Strategies for intellectual

The candidate monitors

All components of Level 3

The candidates use of

The candidates use of

The candidate monitors

The candidate gives little The candidate uses

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