V. Practicum
V. Practicum
A. Assessment and Evaluation. The candidate:
1. Uses data from multiple sources including PSSA and PVAS in forming decisions, utilizing resources setting targets, and interpreting results aimed at continuous improvement in student achievement, curriculum, personnel and/or programs.
2. Accesses and interprets data from available technologies and resources to address long-term and strategic planning needs of the school in areas of student achievement, personnel, fiscal operations, facilities, technology and/or other school district initiatives.
3. Compares data from local, state and national sources to develop an action plan designed to enhance student success.
4. Communicates an action plan to a select group of stakeholders that is responsive to how data is presented and the implications of information dissemination
Artifact: Understand student needs and creating an action plan for student success; Exceeds
A. Assessment and Evaluation. The candidate:
1. Uses data from multiple sources including PSSA and PVAS in forming decisions, utilizing resources setting targets, and interpreting results aimed at continuous improvement in student achievement, curriculum, personnel and/or programs.
2. Accesses and interprets data from available technologies and resources to address long-term and strategic planning needs of the school in areas of student achievement, personnel, fiscal operations, facilities, technology and/or other school district initiatives.
3. Compares data from local, state and national sources to develop an action plan designed to enhance student success.
4. Communicates an action plan to a select group of stakeholders that is responsive to how data is presented and the implications of information dissemination
Artifact: Understand student needs and creating an action plan for student success; Exceeds
B. Curriculum and Instruction. The candidate:
1. Presents clear connections between theory and practice in curricular and instructional leadership.
2. Participates in the development, assessment and/or refinement of standards-based curriculum.
3. Demonstrates knowledge, skills and dispositions related to one’s leadership responsibility to support curricular and instructional excellence.
4. Creates a vision for student success and a positive school climate that supports equal access to curricular and instructional excellence.
Artifact: Staff Evaluation (GILT515) Exceeds
Part of the role of an instructional technology specialist requires the output of student learning in a meaningful context and applying newly learning skills to the curriculum. Staff members must demonstrate their leadership roles in favor of student learning to support their individual needs for the betterment of the curriculum. One of the ways that teachers can achieve higher standards to to hold themselves to a certain bar of instructional excellence so that students must apply themselves and work in rigorous fashion in order to achieve any sort of worthwhile acquisition. It remains of the utmost importance for teachers to foster that kind of environment as they continue to teach and hone in on the areas of student success as they all are required to meet a standard of excellence. Standards such as the ISTE standards allow a level of accountability for all teachers to hold themselves too, even though they already might have their own respective levels. These ISTE standards allow for the constant refreshment of the standards-based curriculum that provide for a learning environment that is both rigorous as well as high stakes. Teachers who boast this foresight for student success in schools model those high standards for their students in a position fashion that is contagious for students to follow. Instructional theories and practices that are discussed among colleagues can be included in the staff evaluation with the leadership aspect that incorporates teacher knowledge and demonstration of assessment alive in the classroom to better student output and work ethic.
1. Presents clear connections between theory and practice in curricular and instructional leadership.
2. Participates in the development, assessment and/or refinement of standards-based curriculum.
3. Demonstrates knowledge, skills and dispositions related to one’s leadership responsibility to support curricular and instructional excellence.
4. Creates a vision for student success and a positive school climate that supports equal access to curricular and instructional excellence.
Artifact: Staff Evaluation (GILT515) Exceeds
Part of the role of an instructional technology specialist requires the output of student learning in a meaningful context and applying newly learning skills to the curriculum. Staff members must demonstrate their leadership roles in favor of student learning to support their individual needs for the betterment of the curriculum. One of the ways that teachers can achieve higher standards to to hold themselves to a certain bar of instructional excellence so that students must apply themselves and work in rigorous fashion in order to achieve any sort of worthwhile acquisition. It remains of the utmost importance for teachers to foster that kind of environment as they continue to teach and hone in on the areas of student success as they all are required to meet a standard of excellence. Standards such as the ISTE standards allow a level of accountability for all teachers to hold themselves too, even though they already might have their own respective levels. These ISTE standards allow for the constant refreshment of the standards-based curriculum that provide for a learning environment that is both rigorous as well as high stakes. Teachers who boast this foresight for student success in schools model those high standards for their students in a position fashion that is contagious for students to follow. Instructional theories and practices that are discussed among colleagues can be included in the staff evaluation with the leadership aspect that incorporates teacher knowledge and demonstration of assessment alive in the classroom to better student output and work ethic.
C. Professionalism. The candidate:
1. Fosters relationships with stakeholders and acts with integrity, fairness and in an ethical manner as stated in the “PA Code of Professional Practice and Conduct for Educators.”
2. Evaluates the effects of his/her actions and interactions with all stakeholders via verbal and nonverbal communication.
3. Engages in programs designed to support his/her on-going short- and long-term professional development goals.
4. Avoids inappropriate relationships, conduct, and contact with students, colleagues, families and the broader community
Artifact: Student teacher continuum as an active member of the school community; Exceeds
1. Fosters relationships with stakeholders and acts with integrity, fairness and in an ethical manner as stated in the “PA Code of Professional Practice and Conduct for Educators.”
2. Evaluates the effects of his/her actions and interactions with all stakeholders via verbal and nonverbal communication.
3. Engages in programs designed to support his/her on-going short- and long-term professional development goals.
4. Avoids inappropriate relationships, conduct, and contact with students, colleagues, families and the broader community
Artifact: Student teacher continuum as an active member of the school community; Exceeds
5. Demonstrates an understanding of current school district, state and federal regulations, policies and professional practices.
Artifact: Professional Development Observations; Exceeds
Artifact: Professional Development Observations; Exceeds
D. Statutory and Regulatory Compliance. The candidate:
1. Participates in site-based federal, state and local legislation, regulations, mandates, policies, and procedures that impact school district operations at macro and micro levels.
2. Performs in the specific roles and responsibilities for adherence/compliance with federal, state and local legislation, regulations, mandates, policies and procedures.
3. Assists with the completion of all compliance documentation.
4. Participates in the school district dissemination of information on regulatory changes to appropriate stakeholders.
5. Identifies example(s) of compliance problems and designs alternative actions to resolve targeted compliance issues.
6. Develops and presents plans on the allocation of resources needed to maintain and/or improve
compliance.
Artifact: Technology Plan (GILT514); Exceeds
1. Describes the working relationships within the school district’s organizational-chart including external partnerships.
2. Demonstrates knowledge of functional relationships in the organizational chart to systemic functions.
3. Identifies the role of their certification area within the organization to include responsibilities, relationships, constraints, opportunities and resources.
4. Identifies a problem within the scope of their certification area and creates a visionary action plan, consistent with the organization and sensitive to the change process; including resolution of conflicts, communication, collaboration, needs assessment and advocacy.
5. Artifact: Technology Plan GILT514; Exceeds
6. This technology plan taught me a lot about the visionary action plan of technology within a school district. The Mission, Vision, and Goals of a school determine the direction and status of its educational status, and this technology plan created a semblance of what the school district would look like in real life and some of the necessary components that have to be present for it to operate at a productive and educationally sound pace. This technology plan incorporates some of the important components within the systemic functions of a school, including the scale at which students will be deemed successful at different stages of their educational careers. One of these specific goals is the graduation of our charter school and the joining of the workforce or the admission to a post-secondary institution in which they will further their education. By identifying these areas in which the students will succeed and achieve specified platforms for success, there is a higher chance for the functional relationships of the school's personnel to operate with the students at a meaningful rate of success and productively progress as a school community.
E. Organizational Leadership. The candidate:
1. Demonstrates knowledge of all systemic relationships in the organizational chart and their corollary systemic functions.
2. Participates within the defined role of their certification area within the organization to include
responsibilities, relationships, constraints, opportunities and resources.
3. Identifies a problem within the scope of their certification area and creates and presents a visionary action plan, consistent with the organization and to promote a culture of change; including resolution of conflicts, communication, collaboration, needs assessment and advocacy.
Artifact: TPCK Its Influence on My Teaching & IT Practice GILT515; Exceeds
F. Diverse Learners. The candidate:
- Reports on current policies and practices designed to support children, caregivers and families from diverse backgrounds
- Analyzes, reports and presents on current efforts to support diverse learners and how the broader community views learning differences
- Communicates with families of English language learners (ELL) and culturally diverse learners to ensure that learners and their families have access to communication in their native language.
- Advocates for the use of effective strategies and resources for students with diverse needs including, but not limited to, gifted, ELL and students with disabilities.
- Advises and supports educators in modifications to the learning environment that are evidence-based practices that do not compromise curricular intent and rigor.
- Demonstrates positive and appropriate interactions with all stakeholders in the school environment and community at large
- Collaborates with educators and social agencies working with diverse learners to create a coherent vision for learning opportunities.