Student Name: Glaub, Nancy Assignment: Final Evaluation - Supervisor

Submitted: Nov 19, 2013 C ourse/T erm: C linical 1 - 1 : C linical 1 ( Fall 2013 ) C omments: I observed excellent teaching strategies all semester. C onduct and behavior around the school, faculty, and students was professional. C reative lessons focused around "best teaching" practices. Students were always engaged and intrigued. T echnology implemented flawlessly, and it's been a pleasure to see you teach, Nancy. -Dr. Gilchrist

Grade: 4 Assessed:Gilchrist, Erin (Nov 19, 2013)

4 A dvanced (4.000 pts) Element 1.1 (1.000, 2%) AC EI-2007.1 AL-AQT 2007.1.c.1.1 AL-AQT 2007.1.c.1.2 AL-SU-OBB39.1.1 ALSU-OBB.1 And evidence confirms that C andidate is effective in using knowledge of subject-matter content and an ability to organize related facts, concepts, and skills to improve the learning of all students And evidence confirms that C andidate is effective in using students prior learning to improve the learning of all students

3 Proficient (3.000 pts) And C andidate has assessed effectiveness in using knowledge of subject-matter content and an ability to organize related facts, concepts, and skills

2 Basic (2.000 pts) And C andidate demonstrates ability to use knowledge of subject-matter content and an ability to organize related facts, concepts, and skills

1 Novice (1.000 pt) C andidate demonstrates knowledge of subject-matter content and an ability to organize related facts, concepts, and skills

Not Evidenced (0 pt) (0.000 pt)

N/A

C omment: 4 Element 1.2 (1.000, 2%) AC EI2007.3.1 ALAQT 2007.1.c.1.3 AL-AQT 2007.1.c.1.4 AL-SU-OBB39.1.2 ALSU-OBB.1 NAEYC 2011.1a NAEYC 2011.1b NAEYC 2011.1c And C andidate has assessed effectiveness in using students prior learning to help individuals attain learning goals And C andidate demonstrates ability to use students prior knowledge to inform the planning and delivery of instruction C andidate demonstrates knowledge of how to connect new content to learners interests and life experiences

C omment: 4

Element 1.3 (1.000, 2%) AC EI2007.2.1 AC EI2007.2.2 AC EI2007.2.3 AC EI2007.2.4 AC EI2007.2.5 AC EI2007.2.6 AC EI2007.2.7 ALAQT 2007.1.c.1.5 AL-AQT 2007.2.c.4.2 AL-SU-OBB39.1.3 ALSU-OBB.1 NAEYC 2011.5a NAEYC 2011.5b NAEYC 2011.5c Element 1.4 (1.000, 2%) AC EI2007.2.1 AC EI2007.2.2 AC EI2007.2.3 AC EI2007.2.4 AC EI2007.2.5 AC EI2007.2.6 AC EI2007.2.7 ALAQT 2007.1.c.2.1 AL-AQT 2007.1.c.2.3 AL-AQT 2007.2.c.2.1 AL-SU-OBB39.1.4 ALSU-OBB.1 NAEYC 2011.5a NAEYC 2011.5b NAEYC 2011.5c Element 1.5 (1.000, 2%) AC EI2007.3.2 ALAQT 2007.2.c.1.1 AL-SU-OBB39.1.5 ALSU-OBB.1

And evidence confirms that C andidate is effective in promoting retention and relevance for all students

And C andidate has Assessed effectiveness in promoting retention and relevance

And C andidate demonstrates the ability to utilize opportunities to identify real-life connections across the curriculum

C andidate demonstrate knowledge of the importance of making the curriculum relevant to learners

C omment: 4 And evidence confirms that C andidate is effective in designing standardsbased instructional activities that improve the learning of all students And C andidate has assessed effectiveness of instructional plan consistent with state content standards And C andidate plans instructional activities that align with Alabamas C ourses of Study C andidate demonstrates knowledge of state content standards

C omment: 4 And evidence confirms that C andidate is effective in accommodating instruction to meet the individual learning needs of all students And C andidate has assessed effectiveness in designing instructional plans to meet the needs of individual learners And C andidate addresses identified learner needs in designing plans using available resources and materials C andidate demonstrates knowledge of various instructional accommodations, modifications, and adaptations

C omment: 4

Element 2.1 (1.000, 2%) AC EI2007.3.1 ALAQT 2007.2.c.1.2 AL-AQT 2007.2.c.1.4 AL-SU-OBB39.2.1 ALSU-OBB.2 NAEYC 2011.4a NAEYC 2011.4b NAEYC 2011.4c Element 2.2 (1.000, 2%) AC EI2007.3.4 ALAQT 2007.2.c.3.3 AL-AQT 2007.4.c.5.3 AL-SU-OBB39.2.2 ALSU-OBB.2 NAEYC 2011.4a NAEYC 2011.4b NAEYC 2011.4c Element 2.3 (1.000, 2%) AC EI-2007.1 AC EI2007.3.4 ALAQT 2007.2.c.2.5 AL-AQT 2007.2.c.3.1 AL-AQT 2007.2.c.3.7 AL-SU-OBB39.2.3 ALSU-OBB.2 NAEYC 2011.4a NAEYC 2011.4b NAEYC 2011.4c

And evidence confirms that C andidate is effective in organizing and managing classroom environments that promote the positive behavior of all students

And C andidate has assessed effectiveness of classroom organization and management strategies in response to individual learner needs

And C andidate establishes rules and procedures and implements organization and management strategies

C andidate demonstrates knowledge of ageappropriate expectations and research-based strategies

C omment: 4 And evidence confirms that C andidate is effective in creating a positive climate that promotes respect and responsibility among all students And C andidate has assessed effectiveness in establishing rapport with individual learners And C andidate acknowledges student displays of respect of responsibility and respect C andidate can identify factors that create a positive classroom climate

C omment: 4 And evidence confirms that C andidate is effective in creating learning environments that motivate, engage, and nurture all students to be responsible learners And C andidate has assessed effectiveness in creating a learning environment that nurtures responsibility, motivation, and engagement of learners And C andidate implements routines and procedures within the classroom that create a safe, orderly, and stimulating learning environment C andidate can identify motivational techniques and conditions that create safe, orderly, and stimulating learning environments

C omment: 4

Element 2.4 (1.000, 2%) AC EI2007.3.1 ALAQT 2007.2.c.1.1 AL-AQT 2007.2.c.1.6 AL-AQT 2007.2.c.2.3 AL-AQT 2007.5.c.1.4 AL-SU-OBB39.2.4 ALSU-OBB.1 AL-SUOBB.3 NAEYC 2011.4a NAEYC 2011.4b NAEYC 2011.4c Element 2.5 (1.000, 2%) AC EI2007.3.1 ALAQT 2007.2.c.3.4 AL-AQT 2007.2.c.3.7 AL-AQT 2007.2.c.4.10 AL-SU-OBB39.2.5 ALSU-OBB.1 AL-SUOBB.3 NAEYC 2011.4a NAEYC 2011.4b NAEYC 2011.4c Element 2.6 (1.000, 2%) AL-AQT 2007.2.c.1.7 AL-AQT 2007.2.c.2.6 AL-AQT 2007.2.c.2.7 AL-AQT 2007.2.c.2.9 AL-AQT 2007.2.c.3.2 AL-AQT 2007.2.c.3.6 AL-AQT 2007.2.c.4.1 AL-AQT 2007.2.c.4.3 AL-AQT 2007.2.c.4.5 AL-SU-OBB39.2.6

And evidence confirms that C andidate is effective in setting developmentally appropriate standards-based goals that engage all students

And C andidate has assessed effectiveness in applying knowledge of human development to setting standardsbased goals

And C andidate follows required guidelines in standards-based instruction for establishing academic learning goals

C andidate can identify cognitive, social, and emotional needs of learners

C omment: 4 And evidence confirms that C andidate is effective in engaging all learners in developing and monitoring their own learning an behavioral goals And C andidate has assessed effectiveness in promoting increased responsibility in meeting agreed upon goals for learning and behavior And C andidate demonstrates ability to establish learning and behavior goals, communicate them to learners, and provide feedback on achievement C andidate demonstrates knowledge of strategies to engage learners in developing and monitoring goals for their own learning

C omment: 4 And evidence confirms that C andidate is effective in integrating a variety of instructional strategies to design coherent lessons for all students. And C andidate has assessed appropriateness and effectiveness of a coherent lesson that integrates a variety of instructional strategies And C andidate teaches lessons provided in available curriculum and resources and implements appropriate instructional strategies C andidate can identify a variety of appropriate and effective instructional strategies

C omment: 4

Element 2.7 (1.000, 2%) AC EI2007.3.4 ALAQT 2007.2.c.1.5 AL-AQT 2007.2.c.1.7 AL-AQT 2007.2.c.2.7 AL-AQT 2007.2.c.3.5 AL-AQT 2007.2.c.3.6 AL-AQT 2007.2.c.4.6 AL-AQT 2007.2.c.4.9 AL-SU-OBB39.2.7 ALSU-OBB.1 AL-SUOBB.2 NAEYC 2011.4a NAEYC 2011.4b NAEYC 2011.4c Element 2.8 (1.000, 2%) AC EI-2007.4 AL-AQT 2007.2.c.3.6 AL-AQT 2007.2.c.5.11 AL-AQT 2007.2.c.5.3 AL-AQT 2007.2.c.5.6 AL-AQT 2007.2.c.5.9 AL-AQT 2007.3.c.3.5 AL-AQT 2007.3.c.4.5 AL-SU-OBB39.2.8 ALSU-OBB.3 AL-SUOBB.7 NAEYC 2011.3a NAEYC 2011.3b NAEYC 2011.3c NAEYC 2011.3d

And evidence confirms that C andidate can create effective learning activities that optimize that growth and achievement of all students.

And C andidate has assessed effectiveness in supporting and encouraging individual learners to achieve

And C andidate creates learning activities and questioning strategies that engage learners in thinking about and learning the content

C andidate can identify available teaching resources, scope and sequence guides, and emerging digital tools and content

C omment: 4 And evidence confirms that C andidate is effective in assisting all learners to meet learning targets by using formative assessments And C andidate has assessed effectiveness in using formative assessments to provide specific and timely feedback and to adjust instruction And C andidate administers assessments to monitor progress in relation to content standards and demonstrates ability to provide timely feedback C andidate can identify formative assessments of student learning and circumstances for their appropriate use and learner feedback

C omment: 4

Element 2.9 (1.000, 2%) AC EI-2007.4 AL-AQT 2007.2.c.4.8 AL-AQT 2007.2.c.5.4 AL-AQT 2007.2.c.5.6 AL-AQT 2007.3.c.4.5 AL-SU-OBB39.2.9 ALSU-OBB.3 AL-SUOBB.7 NAEYC 2011.3a NAEYC 2011.3b NAEYC 2011.3c NAEYC 2011.3d Element 2.10 (1.000, 2%) AC EI-2007.4 AL-AQT 2007.2.c.5.1 AL-AQT 2007.2.c.5.7 AL-SU-OBB39.2.10 ALSU-OBB.3 AL-SUOBB.7 NAEYC 2011.3a NAEYC 2011.3b NAEYC 2011.3c NAEYC 2011.3d Element 2.11 (1.000, 2%) AC EI-2007.4 AL-AQT 2007.2.c.5.11 AL-SU-OBB39.2.11 ALSU-OBB.3 AL-SUOBB.7 NAEYC 2011.3a NAEYC 2011.3b NAEYC 2011.3c NAEYC 2011.3d

And evidence confirms that C andidate is effective in using summative assessments to improve the learning of all students

And C andidate has assessed effectiveness in measuring learner attainment using summative assessments

And C andidate administers summative assessments to measure learner attainment of specific learning targets

C andidate demonstrates knowledge of summative assessments that measure learner attainment of specific learning targets

C omment: 4 And evidence confirms that C andidate is effective in maintaining records and communicating progress in learning performance for all students And C andidate has assessed effectiveness in sharing required assessment feedback with learners, families/guardians, and appropriate school personnel at required reporting periods And C andidate uses available resources and technologies to collect and record student learning aligned with content standards C andidate can identify a variety of methods for collecting and recording evidence of student learning

C omment: 4 And evidence confirms that C andidate is effective in using disaggregated data to inform planning intended to improve learning for all students And C andidate has assessed effectiveness in use of disaggregated data to inform planning for individual learners and classes And C andidate uses standardized assessment data and uses basic understanding of individual and class performance for planning C andidate demonstrates knowledge of methods for disaggregating standardized assessment data and their uses

C omment: 4

Element 3.1 (1.000, 2%) AC EI2007.3.5 ALAQT 2007.3.c.1.1 AL-AQT 2007.3.c.1.4 AL-AQT 2007.3.c.1.5 AL-SU-OBB39.3.1 ALSU-OBB.8 Element 3.2 (1.000, 2%) AC EI2007.3.5 ALAQT 2007.3.c.1.3 AL-AQT 2007.3.c.1.6 AL-SU-OBB39.3.2 ALSU-OBB.8 Element 3.3 (1.000, 2%) AC EI2007.2.1 ALAQT 2007.3.c.2.1 AL-AQT 2007.3.c.2.2 AL-SU-OBB39.3.3 ALSU-OBB.8 Element 3.4 (1.000, 2%) AC EI2007.2.1 ALAQT 2007.3.c.2.4 AL-SU-OBB39.3.4 ALSU-OBB.8

And evidence confirms that C andidate is effective in communicating with learners, families/guardians and other audiences to improve the learning and achievement of all students.

And C andidate has assessed effectiveness of communications in facilitating and supporting direct instructions, active inquiry, collaboration, and positive interaction

And C andidate uses standard spoken and written language, active listening skills, and questioning strategies to communicate clearly with others

C andidate demonstrates knowledge of effective oral and written communications, reading, mathematics, and technology

C omment: 4 And evidence confirms that C andidate is effective in the use of verbal and nonverbal communications to improve the learning of all students And C andidate has assessed effectiveness of verbal and nonverbal communications to improve And C andidate demonstrates ability to recognize when learners are confused during instruction and responds with additional support C andidate demonstrates knowledge of effective verbal and nonverbal communications and appropriate use of assistive technologies

C omment: 4 And evidence confirms that C andidate is effective in learning skills in critical literacy components for all students And C andidate has assessed effectiveness in use of age-appropriate instructional strategies to improve learners skills in critical literary components And C andidate uses appropriate instructional strategies to support learners in reading and comprehending curriculum with and across content areas C andidate demonstrates knowledge of ageappropriate instructional strategies in critical literary components

C omment: 4 And evidence confirms that C andidate is effective in improving the learning for all students through integrating narrative and expository strategies across the curriculum And evidence confirms that C andidate is effective in improving the mathematical problem solving skills of all students And C andidate has assessed effectiveness in integrating narrative and expository strategies across the curriculum And C andidate demonstrates ability to teach literacy strategies by following available guidelines in content- area manuals and texts C andidate demonstrates knowledge of various narrative and expository reading strategies across the curriculum

C omment: 4 Element 3.5 (1.000, 2%) AC EI2007.2.3 AC EI2007.3.3 ALAQT 2007.3.c.3.1 AL-AQT 2007.3.c.3.6 AL-SU-OBB39.3.5 ALSU-OBB.8 And C andidate has assessed effectiveness in encouraging learners to approach mathematical problem solving in various ways and disciplines And C andidate demonstrates ability to identify opportunities for mathematical problem solving to further students understanding of content across disciplines C andidate demonstrates knowledge of various strategies for solving mathematical problems across subject areas

Element 3.6 (1.000, 2%) AC EI2007.3.1 AC EI2007.3.5 AC EI2007.5.1 ALAQT 2007.3.c.3.2 AL-AQT 2007.3.c.3.3 AL-AQT 2007.3.c.3.4 AL-AQT 2007.3.c.3.6 AL-SU-OBB39.3.6 ALSU-OBB.8 Element 3.7 (1.000, 2%) AC EI2007.3.1 AC EI2007.3.5 AC EI2007.5.1 ALAQT 2007.3.c.4.1 AL-AQT 2007.3.c.4.2 AL-AQT 2007.3.c.4.3 AL-SU-OBB39.3.7 ALSU-OBB.8 Element 3.8 (1.000, 2%) AC EI2007.3.1 AC EI2007.3.5 ALAQT 2007.3.c.4.4 AL-AQT 2007.3.c.4.6 AL-SU-OBB39.3.8 ALSU-OBB.8 Element 4.1 (1.000, 2%) AC EI2007.3.1 ALAQT 2007.4.c.1.1 AL-SU-OBB39.4.1 ALSU-OBB.4 AL-SUOBB.5 NAEYC 2011.2a NAEYC 2011.2b NAEYC 2011.2c

And evidence confirms that C andidate is effective in communicating mathematical concepts, processes, and symbols within the content

And C andidate has assessed effectiveness in communicating mathematical concepts, processes, and symbols within the content

And C andidate utilizes available resources to communicates mathematical concepts, processes, and symbols within the content

C andidate demonstrates knowledge of mathematical concepts, processes, and symbols within the content

C omment: 4 And evidence confirms that C andidate is effective in identifying, evaluating, and using technological resources and technical assistance on-line and on-site to support instruction And C andidate has assessed effectiveness in identifying, evaluating, and using technological resources and technical assistance on-line and on-site to support instruction And C andidate demonstrates ability to use available sitebased/on-line technological resources to support instruction C andidate can identify a variety of technological resources across all content areas that support instruction

C omment: 4 And evidence confirms that C andidate is effective in improving the technological proficiency of all students And C andidate has assessed effectiveness in facilitating learners individual and collaborative use of technology And C andidate demonstrates ability to provide students with available hardware and software to support content learning, completion of assignments, and/or practice of basic skills. C andidate demonstrates knowledge of available and emerging technologies that support individual and collaborative learning

C omment: 4 And evidence confirms that C andidate is effective in developing culturally responsive curriculum and instruction for all learners And C andidate has assessed effectiveness in selecting instructional strategies, resources, and technologies with some consideration for diverse learners And C andidate demonstrates ability listen actively to speaker and seeks to understand different perspectives C andidate demonstrates knowledge and understanding about how oppression, racism, discrimination, and stereotyping influence learning outcomes differently for individual learners

C omment: 4

Element 4.2 (1.000, 2%) AC EI2007.3.5 ALAQT 2007.4.c.1.2 AL-AQT 2007.4.c.1.3 AL-SU-OBB39.4.2 ALSU-OBB.4 AL-SUOBB.5 NAEYC 2011.2a NAEYC 2011.2b NAEYC 2011.2c Element 4.3 (1.000, 2%) AC EI2007.3.2 ALAQT 2007.4.c.1.4 AL-AQT 2007.4.c.1.5 AL-AQT 2007.4.c.5.1 AL-SU-OBB39.4.3 ALSU-OBB.4 AL-SUOBB.5 NAEYC 2011.2a NAEYC 2011.2b NAEYC 2011.2c Element 4.4 (1.000, 2%) AC EI2007.3.1 ALAQT 2007.2.c.1.1 AL-SU-OBB39.4.4 ALSU-OBB.4 AL-SUOBB.5 Element 4.5 (1.000, 2%) AC EI-2007.1 AC EI2007.2.1 ALAQT 2007.4.c.2.1 AL-SU-OBB39.4.5 ALSU-OBB.4 AL-SUOBB.5

And evidence confirms that C andidate is effective in communicating with all students and their families/guardians in ways that are culturally responsive to matters of diversity.

And C andidate has assessed effectiveness in varying communication and instruction modes in response to cultural, ethnic, and social differences among students and their families/guardians

And C andidate demonstrates ability to utilize differentiated and culturally-sensitive communication modes with various audiences

C andidate demonstrates knowledge of communication style differences and how their style may clash or facilitate the learning process with different learners

C omment: 4 And evidence confirms that C andidate is effective applying an understanding of how personal and cultural biases can affect teaching and learning in own practice with all learners And C andidate has assessed own social impact upon others and effectiveness in reflecting on possible personal biases and their impact on learning And C andidate demonstrates ability to recognize own assumptions, attitudes, and expectations about others in cultural context C andidate demonstrates knowledge about personal racial and cultural heritage and how it personally and professionally affects personal definitions and biases of teaching and learning.

C omment: 4 And evidence confirms that C andidate is effective in improving language acquisition of all students And C andidate has assessed effectiveness in providing supports to accelerate language acquisition using students native language And C andidate demonstrates ability to explore ways in which students native language and linguistic background can be used during instruction C andidate demonstrates knowledge of various means to accelerate language acquisition for second language learners

C omment: 4 And evidence confirms that C andidate is effective in improving the second language acquisition of all affected students And C andidate has assessed effectiveness in guiding secondlanguage acquisition to support learning And C andidate demonstrates ability to use ELP strategies and available program materials for second-language instruction C andidate demonstrates knowledge of ELP strategies and methods for second language instruction

C omment: 4

Element 4.6 (1.000, 2%) AC EI2007.3.2 AC EI-2007.4 AL-AQT 2007.2.c.2.8 AL-AQT 2007.2.c.5.2 AL-AQT 2007.3.c.1.1 AL-AQT 2007.4.c.2.2 AL-SU-OBB39.4.6 ALSU-OBB.5 Element 4.7 (1.000, 2%) AC EI2007.3.2 ALAQT 2007.2.c.5.5 AL-AQT 2007.4.c.3.1 AL-AQT 2007.5.c.1.3 AL-AQT 2007.5.c.6.2 AL-SU-OBB39.4.7 ALSU-OBB.5 Element 4.8 (1.000, 2%) AC EI2007.3.2 ALAQT 2007.1.c.2.2 AL-AQT 2007.2.c.5.8 AL-SU-OBB39.4.8 ALSU-OBB.5

And evidence confirms that C andidate is effective in differentiating differences in cognitive, skill, or language learning for all students

And C andidate has assessed effectiveness in using available materials to (re)teach skills and concepts based on different learning difficulties

And C andidate demonstrates ability to differentiate between various types of learner difficulties

C andidate demonstrates knowledge of learner difficulties related to cognitive development, skill development, and language learning

C omment: 4 And evidence confirms that C andidate is effective in assisting in the appropriate identification of exceptionality and intervention to improve the learning of all students And C andidate has assessed effectiveness in implementing IEP s and 504 plans with support from appropriate staff And C andidate demonstrates ability to assist in identifying students at-risk, gifted students, and those with disabilities C andidate demonstrates a basic understanding of laws and policies regarding the full spectrum of exceptional learners

C omment: 4 And evidence confirms that C andidate is effective in facilitating inclusive learning environments that address the needs of all learners. And C andidate has assessed effectiveness in facilitating inclusive learning environments And C andidate demonstrates ability to vary some instructional activities to provide options for students with learning differences and disabilities C andidate demonstrates knowledge of various differentiated strategies that develop student capacity for independent learning, collaboration, and whole-class participation C andidate demonstrates knowledge of the research on learning styles and multiple intelligences

C omment: 4 Element 4.9 (1.000, 2%) AC EI2007.3.2 ALAQT 2007.2.c.5.10 AL-AQT 2007.3.c.2.2 AL-AQT 2007.4.c.4.1 AL-AQT 2007.4.c.4.3 AL-AQT 2007.4.c.5.4 AL-SU-OBB39.4.9 ALSU-OBB.5 And evidence confirms that C andidate is effective in using knowledge of students learning styles to improve learning for all students And C andidate has assessed effectiveness in using students own learning styles to build upon identified strengths to improve learning And C andidate demonstrates ability to use this knowledge to influence students academic growth and access to content

C omment: 4

Element 4.10 (1.000, 2%) AC EI2007.3.1 AC EI2007.3.2 ALAQT 2007.4.c.4.2 AL-AQT 2007.4.c.4.4 AL-SU-OBB39.4.10 ALSU-OBB.5 Element 5.1 (1.000, 2%) AC EI2007.5.2 ALAQT 2007.5.c.1.1 AL-AQT 2007.5.c.1.2 AL-AQT 2007.5.c.1.3 AL-AQT 2007.5.c.1.4 AL-SU-OBB39.5.1 ALSU-OBB.3 AL-SUOBB.4 ALSU-OBB.6 NAEYC 2011.2a NAEYC 2011.2b NAEYC 2011.2c Element 5.2 (1.000, 2%) AC EI2007.5.1 ALAQT 2007.5.c.2.1 AL-AQT 2007.5.c.2.2 AL-AQT 2007.5.c.2.4 AL-SU-OBB39.5.2 ALSU-OBB.3 AL-SUOBB.4 ALSU-OBB.6 NAEYC 2011.4d

And evidence confirms that C andidate is effective in designing learning experiences that engage all learning styles and multiple intelligences to improve the learning of all students

And C andidate has assessed effectiveness in designing learning experiences that engage all learning styles and multiple intelligences represented in the classroom

And C andidate demonstrates ability to select instructional strategies and resources that address some of the learning styles and intelligences represented in the classroom

C andidate demonstrates knowledge of instructional strategies and resources that can be used to engage all learning styles and multiple intelligences

C omment: 4 And evidence confirms that C andidate has effective communication processes and protocols in place to facilitate the learning of all students And C andidate has assessed effectiveness in communicating learning goals to families/guardians and professional colleagues And C andidate demonstrates ability to communicate with families/guardian and professional colleagues to share learning goals, and share resources for student growth C andidate demonstrates knowledge of various methods to communicate effectively with family/guardians and professional colleagues regarding student progress

C omment: 4 And evidence confirms that C andidate has been engaged in ongoing professional r that has improved practice in improving learning for all students And C andidate has created a plan for ongoing professional learning to move practice forward aligned with the Alabama C ontinuum for T eacher Development And C andidate demonstrates ability to set individual professional learning goals and to develop plans for ongoing personal professional learning C andidate demonstrates knowledge of definitions and standards for professional development as outlined in the Alabama C ontinuum for T eacher Development

C omment: 4

Element 5.3 (1.000, 2%) AC EI2007.5.1 ALAQT 2007.5.c.1.6 AL-AQT 2007.5.c.1.8 AL-AQT 2007.5.c.1.9 AL-AQT 2007.5.c.3.1 AL-AQT 2007.5.c.3.3 AL-AQT 2007.5.c.4.1 AL-AQT 2007.5.c.4.2 AL-AQT 2007.5.c.4.4 AL-SU-OBB39.5.3 ALSU-OBB.3 AL-SUOBB.4 ALSU-OBB.6 Element 5.4 (1.000, 2%) AC EI2007.5.1 ALAQT 2007.5.c.1.10 AL-AQT 2007.5.c.5.1 AL-AQT 2007.5.c.5.2 AL-AQT 2007.5.c.5.3 AL-AQT 2007.5.c.5.4 AL-SU-OBB39.5.4 ALSU-OBB.3 AL-SUOBB.4 ALSU-OBB.6 Element 5.5 (1.000, 2%) AC EI2007.5.1 ALAQT 2007.5.c.6.1 AL-AQT 2007.5.c.6.3 AL-AQT 2007.5.c.6.4 AL-SU-OBB39.5.5 ALSU-OBB.3 AL-SUOBB.4 ALSU-OBB.6

And evidence confirms that C andidate is effective in advancing school improvement initiatives as a member of a professional learning community

And C andidate has assessed effectiveness as a team member and collaborator in advancing school improvement initiatives

And C andidate shares resources with colleagues, families, and community members to improve student learning

C andidate demonstrates understanding of importance of membership in a professional learning community to advancing improvement

C omment: 4 And evidence confirms that C andidate consistently adheres to the Alabama Educator C ode of Ethics. T hrough a continual process of self reflection and participation in professional learning development activities And C andidate provides evidence of monitoring own integrity through individual, peer, and supervisor reflection focused on improving the practice of appropriate professional behaviors and dispositions And C andidate demonstrates commitment to ethical and equitable practices for all students C andidate demonstrates knowledge of role and responsibilities as presented in the Alabama Educator C ode of Ethics.

C omment: 4 And evidence confirms that C andidate consistently complies with local, state, and federal requirements related to students and teachers rights and student plans, including IEP s while upholding the highest ethical principles of the profession And C andidate has assessed effectiveness in meeting local, state, and federal requirements related to students and teachers rights and student plans, including IEP s. And C andidate demonstrates ability to locate information and identify key contacts to access laws and policies C andidate demonstrates knowledge of local, state, and federal requirements related to students and teachers rights and student plans, including IEP s

C omment: 4 0 pts