Vermont Licensure Portfolio

Evidence Chart
Approved 7/16, REV 7/17, REV 8/18, REV 7/19

Directions

Over the span of your preparation program, as you complete course and fieldwork assignments, you will collect evidence of your performance and
align the evidence to Performance Criteria of the Core Teaching Standards for Vermont Educators. The evidence demonstrates your performance of a
specific Performance Criterion. Potential evidence (e.g. lesson plans, videos of teaching performance) for each Performance Criterion may be
identified through the Educator Preparation Program materials or course syllabi.

This Evidence Chart is a mechanism for you to collect and curate your evidence that aligns with specific Performance Criterion. It is encouraged that
you use an electronic platform for the evidence chart. You will collect evidence by title, which is hyperlinked to the evidence, and linked or tagged to
a specific Performance Criterion. Each Performance Criterion must have at least one piece of evidence but may have many. One piece of evidence
may address multiple Performance Criteria. Collate and organize all evidence cited in the evidence chart. For each piece of evidence, a rationale must
be written to explain how the evidence demonstrates the Performance Criterion (2 or 3 sentences).

When you submit a Narrative for Part I, II, or III, you will provide the reviewer with access to all of your collected evidence for the Performance
Criteria of that specific Narrative. Use your Evidence Chart as a cover page. The reviewer will check your Evidence Chart to observe the connection
between your evidence and a specific Performance Criterion. A clear rationale makes this review more efficient.

Part II has required evidence (listed below). Each piece of required evidence must be aligned with a Performance Criterion. However, the
required evidence does not have to be the evidence selected for analysis in the Narrative. Educator Preparation Programs (EPPs) may align this
required evidence with Performance Criteria in their individual programs.

Candidate: River Capell
Program:
Reviewer 1:
Reviewer 2:
Standard
Standard I: Learner Development
The teacher understands how learners grow
and develop, recognizing that patterns of
learning and development vary individually
within and across the cognitive, linguistic,
social, emotional, and physical areas, and
designs and implements developmentally
appropriate and challenging learning
experiences.
Standard 2: Learning Differences
The teacher uses understanding of individual
differences and diverse cultures and
communities to ensure inclusive learning
environments that enable each learner to meet
high standards.
Standard 3: Learning Environments
The teacher works with others to create
environments that support individual and
Vermont Licensure Portfolio
Evidence Chart
Approved 7/16, REV 7/17, REV 8/18, REV 7/19
Submission Date:
Advisor:
Review Date:
Review Date:
Part I: The Learner and Learning
Performance Criterion Evidence & Rationale
PC 1.1 Candidates use an
understanding of learning theory
(in areas such as cognitive, Special Ed Feildwork
linguistic, social emotional or Reading interest & aptitude inventory
physical) to design appropriate
learning experiences.
PC 1.2 Candidates use an
understanding of developmental
theory (in areas such as cognitive,
EDU Inquiries unit plan, teaching styles
linguistic, social emotional or
physical) to design appropriate
learning experiences.
PC 2.1 Candidates use an
understanding of individual
Special ed E-Book
differences to design inclusive
learning experiences.
PC 2.2 Candidates use an
understanding of diverse cultures
and communities to design National scout Jamboree staff
inclusive learning experiences.
PC 3.1 Candidates design learning ILST remaking
environments that support
individual learning marked by
 Vermont Licensure Portfolio
Evidence Chart
Approved 7/16, REV 7/17, REV 8/18, REV 7/19
active engagement.
collaborative learning, and that encourage PC 3.2 Candidates design learning
positive social interaction, active engagement environments that support University of scouting ILST
in learning, and self-motivation. collaborative learning marked by
positive social interaction.
Part II: Content Knowledge and Instructional Practice
Required Evidence to be linked in the Evidence Chart below
❏ A unit of study that contains at least five lessons and is representative of a candidate’s endorsement area(s), with an indication of how instruction will accommodate
a range of learners and students with special needs;
❏ 12-15 minutes of video (continuous or in clips) of the candidate providing instruction during the Student Teaching or Internship phase of the program, with
accompanying annotations regarding the candidate’s teaching practice;
❏ A supervisor’s observation or evaluation of the candidate’s teaching practice;
❏ An analysis of samples of one student's work over time (multiple samples of one student) or analysis of samples of multiple students’ work over time drawn from
the unit of study. (Student work means original products instead of teacher-generated tests, worksheets, etc., or standardized assessment tools.)

Standard Performance Criterion Evidence & Rationale

Standard 4: Content Knowledge
The teacher understands the central concepts,
tools of inquiry, and structures of the
discipline(s) they teach and creates learning
experiences that make the discipline accessible
and meaningful for learners to assure mastery
of the content.
Standard 5: Application of Content
The teacher understands how to connect
concepts and use differing perspectives to
engage learners in critical thinking, creativity,
and collaborative problem solving related to
authentic local and global issues.
Standard 6: Assessment
PC 4.1 Candidates accurately
communicate central concepts of Effective speaking Speech 2
the discipline.
PC 4.2 Candidates accurately
address common misconceptions Effective speaking Speech 2
of the discipline.
PC 5.1 Candidates engage learners
in applying perspectives from
varied disciplines in authentic National Scout Jamboree staff
contexts (such as local and global
issues).
PC 5.2 Candidates integrate cross-
disciplinary skills (such as critical
thinking, creativity, and
Math Midway? – combining math skills with artistic views
collaborative problem solving) to
help learners demonstrate their
learning in unique ways.
PC 6.1 Candidates plan and

The teacher understands and uses multiple
methods of assessment to engage learners in
their own growth, to monitor learner progress,
and to guide the teacher’s and learner’s
decision making.
Standard 7: Planning for Instruction
The teacher plans instruction that supports
every student in meeting rigorous learning
goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of
learners and the community context.
Standard 8: Instructional Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners
to develop deep understanding of content areas
and their connections, and to build skills to
apply knowledge in meaningful ways.
Standard
Standard 9: Professional Learning and
Ethical Practice
The teacher engages in ongoing professional
Vermont Licensure Portfolio
Evidence Chart
Approved 7/16, REV 7/17, REV 8/18, REV 7/19
implement multiple methods of
assessment over time, and use the
ILST
results to inform their instructional
practice.
PC 6.2 Candidates analyze an
individual student’s work products
over time, using multiple means of
assessment, in order to adjust Special ED Field Work & Feildnotes
instruction for that student.
PC 7.1 Candidates plan instruction
by drawing upon knowledge of UDL Childhood memories lesson plan
content areas to meet rigorous UDL Principles of Design lesson plan
learning goals.
PC 7.2 Candidates plan instruction
by drawing upon knowledge of
UDL charcoal lesson plan
learners to meet rigorous learning
goals.
PC 8.1 Candidates use a variety of
instructional strategies to make the
Special ED Field Work
discipline accessible for diverse
learners
PC 8.2 Candidates use a variety of
instructional strategies to
encourage learners to build skills Summer Camp Counselor – Arts n crafts & Range Master
to apply knowledge in meaningful
ways.
Part III: Professional Responsibility
Performance Criterion Evidence & Rationale
PC 9.1 Candidates are prepared for
self-directed, continuous Youth mental health certification
professional learning.

learning and uses evidence to continually
evaluate his/her practice, particularly the
effects of his/her choices and actions on others
(learners, families, other professionals, and the
community), and adapts practice to meet the
needs of each learner.
Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles
and opportunities to take responsibility for
student learning, to collaborate with learners,
families, colleagues, other school
professionals, and community members to
ensure learner growth, and to advance the
profession.
Vermont Licensure Portfolio
Evidence Chart
Approved 7/16, REV 7/17, REV 8/18, REV 7/19
PC 9.2 Candidates are prepared to YPT Certification
practice in a legal and ethical Summer Camp Counselor
manner.
PC 10.1: Candidates are prepared to
collaborate with stakeholders (such
as learners, families, colleagues, Mentoring Program Certificate (and many more)
other school professionals, or Mentoring Program rebuild & club information
community members) to ensure
student learning.
PC 10.2 Candidates are prepared
to advance the profession through ILST
advocacy, leadership and/or action Effective speaking speech 2
research.