SLED matrix

Virginia Tech

School of Education

Second Language Education (SLED)

English as a Second Language / Foreign Language

Portfolio Evaluation

This evaluation is modeled after recommendations from the Interstate New Teacher Assessment and Support Consortium (INTASC) and the standards from the International Society for Technology in Education (ISTE). Please complete the evaluation using the following scale and descriptors:

3 -Distinguished: The candidate exhibits superior mastery of the knowledge, skills or dispositions required by the standard. The candidate substantially exceeds expectations by providing multiple layers of connected and convincing evidence to show exceptional performance in meeting the professional principle.

2 - Proficient : The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate exceeds minimum expectations by providing multiple sources of clear evidence to make a strong case for meeting the professional standard.

1 - Basic: The candidate exhibits minimum to intermediate performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate meets minimum expectations by providing at least one piece of evidence to meet the professional standard.

0 - Unsatisfactory : The candidate exhibits unacceptable performance in relation to the essential knowledge, skills, or dispositions required by the standard. The candidate provides little or no evidence for meeting the standard and does not meet minimum acceptable expectations.

*Scoring:**	36-31 – Distinguished	*Students must receive a minimum rating of “basic” on all categories the ACTFL and /or TESOL Standards and a “basic” or higher rating on the total evaluation in order to pass the Master’s Comprehensive Exam.
	30-24 – Proficient
	23-12 – Basic
	0-11--Unsatisfactory

Total ACTFL Standards: _______________________ Total TESOL Standards: _________________________

Required items: Students from Second Language Education must provide evidence for meeting each of the standards outlined in the matrix below.

Specific Content Area Requirements:

ELECTRONIC PORTFOLIO CONTENT REQUIREMENTS

INTASC Standards	Elements	Indicators of Success	Evidence or Comments	TESOL Standards
Principle #1 ____The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.	Knowledge of Content Use of Interdisciplinary Approaches when Teaching Content Selects Content to Encourage Diverse Perspectives	· Lessons and units designed and taught according to professional standards in teaching field · Research and investigations within academic discipline · Reflections on audio taped and/or video taped instruction as evidence for meeting professional teaching standards · Planning logs · Journal reflections · Student work showing cross-curricular understandings	· K lesson-Letter P	Goal 1, Standard 3
			· 1^st grade lesson-Ants	Goal 1, Standard 2
			· 2^nd grade lesson-Cool Ali	Goal 2, Standard 3
			· 3^rd grade lesson-Placing the Continents	Goal 2, Standard 2
			· 4^th grade lesson-The Kid in the Red Jacket	Goal 2, Standard 2
			· 3^rd, 4^th, and 5^th grade lesson-Millionaire	Goal 3, Standard 3
Principle #2 ____The teacher intern understands how students learn and develop and can provide learning opportunities that support a student's intellectual, social, and personal development.	Developmental Characteristics of Students Activates Prior Knowledge and Experiences	· Adaptations of materials or of lesson plans · Examples of differentiated curriculum · Audiotape or video tape with analysis · Journal reflections · Planning logs	· “It’s a family thing” newspaper article · Principal evaluations · Gifted training and work: Think-Tac-Toe and Tiered lessons · Renzuli Training	Goal 2, Standards 1, 2, and 3
Principle #3 ____The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.	Teaching to Individual Learning Abilities Selection of Resources to Meet Range of Individual Needs: Special Education to Gifted Expectations for Learning and Achievement	· Selection of teaching resources and materials designed to meet the needs of a diverse student populations · Teacher reflections on diverse life experiences, cultures, and experiences with diversity in field settings (e.g. teaching philosophy, autobiography, shadow study, self study) · Lesson plans designed to meet the needs of a diverse student population (students with different abilities, ethnicity, · socioeconomic backgrounds, languages, special needs, gender) · Journal reflections	· Program Materials · Student Ethnicities · 2005 festival article · 2006 festival article · Teaching Philosophy · Festival passport and invitation · Mission Statement	Goal 1, Standard 2
Principle #4 ____The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.	Selecting Resources for General Instruction Best Practices: Multiple Teaching Strategies, Active Learning, Modeling Varies Role in the Instructional Process in Relation to Content and Purpose (e.g. instructor, facilitator, coach, audience)	· Lesson plans demonstrating a variety of teaching strategies · Unit plans with resource list and rationale · Audio or video tapes with analysis · Journal reflections · Planning logs	·Classroom Scholarships
			Families of the World	Goal 1, Standard 2
			Local Bi-literacy	Goal 2, Standard 1
			Chinese Please	Goal 1, Standard 3
			· Promote Diversity in your classroom	Goal 1, Standard 2
			· Activboard Research Paper	Goal 2, Standard 3
Principle #5 ____The teacher intern uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	Positive Classroom Climate for Intrinsic Motivation Establishing Expectations for Behavior Organizes and Manages Student Engagement in Tasks	· Classroom management plans · Journal reflections · Audio or video tape with analysis · Evidence of managing cooperative group work	· 100 Book Challenge · Pig Out on Reading Photos · 2005 Diversity Festival Photos · 2006 Diversity Festival Photos · Chinese Festival Photos	Goal 1, Standards 1 and 2

Principle #6

____The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Quality of Questions

Discussion Techniques with Student Participation

Use of Media and Technology

· Evidence of divergent questions in written plans

· Sample of student-generated questions

· Audio or video tapes with analysis

· Anecdotal observations of student discussions

· Photographs, web sites

· Products created by students (WebQuests, Probeware, Digital history lessons, etc.)

· Planning logs

· Journal reflections

· Lesson plans or units

· Conceptual maps of curriculum planning

· Student websites

· Millionaire and Jeopardy games

· Links to multilingual tips for parents

· Helping your kids with homework (Spanish)

· Spanish, Japanese, and Serbo-Croatian parent code

· Chinese parent Code

Goal 2,

Standards 1 and 3

Principle #7

____The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.

Purposeful Learning Activities Based on Curriculum Standards

Short and Long Term Planning

Lesson Plans: Monitoring and Adjustment

· Lesson plans and unit plans designed and taught according to professional content standards in teaching field

· Journal reflections on meeting professional content standards

· Planning logs

· Audio or video tape with analysis

· Whales’ Tales Lesson

· Report Outline

· Lesson Assessment/ Questionnaire

· Reduce, Reuse, Recycle Lesson

· Subject/verb Lesson

· Scoring Rubric

· Unit Plan

Goal 2, Standards 1, 2, and 3

Principle #8

____The teacher intern understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Variety of Formal/Informal Assessment Strategies

Assessment Data Used in Lesson Planning/Adjustment

Evaluates Criteria and Feedback

· Authentic assessment system (e.g. rubrics, performance assessments)

· Student journal entries used for assessment

· Samples of teacher-made tests/quizzes/diagnostic tools

· Collection of before/during/after samples showing student growth: Required (e.g., KWL charts, Writing portfolio samples, prior knowledge interview/lesson planning/analysis, Improvement in essay responses, pre- and post-tests used to analyze instructional effectiveness)

· Written comments on student work

· Journal reflections on decisions based on assessment

· China PowerPoint

· Horse PowerPoint

· Mexico PowerPoint

· Symmetry PowerPoint

· Dolphins writing

· Indian Music research project

· VT Basketball article

· Scholarship essay

Goal 3, Standards 1, 2, and 3

Principle #9

___The teacher intern is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others.

Reflections on Teaching

Professional Growth

· Journal reflections

· Evidence of personal goal setting and subsequent results

· Classroom inquiry activities (from courses such as 5104 and 5784 as well as student aiding and internship)

· Articles/books read and subsequent application of knowledge

· Attendance at professional meetings and subsequent application

· Active membership in professional organizations

· Articles written or
presentations to faculty

· CTB Final Reflective paper

· Professional Development Attendance

· Case Study

· Methodology Paper

· Education fundamentals and stories Reflection

· Border life and immigrants stereotypes reflection

Goal 2, Standards 1, 2, and 3

Principle #10

____The teacher intern fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

Participation in School/District Events and Projects

Sensitivity to Student Needs and Awareness of Community Resources

Respectful and Productive Communications with Families

· Evidence of participation in extra curricular activities

· Participation in team meetings, department meetings, or faculty meetings at school sites

· Evidence of communication with parents (e.g. newsletter, logs of phone calls)

· Interactions with web mentor

· Spanish Club sponsor

· Home visits

· CTB classes and FLP programs

· Annual support plan meeting with every parent of each English Language Learner + additional parent-teacher face to face and phone conferences

· PTA meetings