View All Assessments  Hide/Show details  Show assessment plan  Download to word   View printable   
 
University of Rochester Warner School of Education
Innovative Unit Project Science (2012 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 
Guidelines for teacher candidates
All teacher candidates are required to design and implement innovative units in their student teaching and/or practicum experiences. As in the case of lesson plans, we believe it is important in at least one case to make explicit your thinking processes about design, implementation, and assessment. The following guidelines explain the minimum required components we expect in innovative unit papers. This assessment, in conjunction with final student teaching evaluations, will determine if a candidate will “pass” student teaching. Assessment of the innovative unit paper will occur on two levels: 1) Candidate ability to design, implement, and analyze the unit as described in these guidelines, and 2) Candidate ability to address in the unit the relevant standards set by their professional organization and Warner School proficiencies. The rubric is divided into three parts and is included in this packet. Content area faculty may provide additional rubrics specific to that specialization.

Required Unit Components:
  1. Introduction: This section should provide a brief description of the unit that gives a context for the components of the unit, including an essential question and/or topic addressed if appropriate. Include a clear description of the context of implementation for the unit, including grade level, racial, ethnic and gender make-up of students and teachers, a description of the school and classroom, and whether the implementation occurred in the first or second student teaching/practicum experience.
  2. Theoretical framework: Provide a clear, well thought out theoretical framework that both guides and provides a foundation for, the unit, using course readings (and outside readings where appropriate). Candidates should state their definition of the content area addressed and their theory of learning. In other words, how does your definition of [literacy, language, science, math, English, social studies] and theory of learning frame the unit? This section should also include a clear rationale for the unit (e.g. why is this unit important? Why will student learning be meaningful and relevant in this unit?).
  3. Goals/Professional Standards: Describe the overarching goal/s of the unit and connect the goal/s to the larger curriculum in your class (e.g. an integrated curriculum in elementary or the specific content area in secondary). Discuss the professional and/or state standards this unit addresses. Make explicit the specific content addressed and connections to the theoretical framework, curriculum, and overarching unit goal/s.
  4. Objectives: Clearly articulate the specific unit objectives and connect these objectives to the unit goals and professional standards.
  5. Assessment of Student Learning over Time: Describe the multiple forms of assessment used across the unit. Include formative, summative, formal, and informal assessments. Explicitly connect your assessment to the theoretical framework, unit goals and objectives, and professional standards. In other words, how will your assessments help you scaffold student learning over time and how will you know you have accomplished your goals? How will your assessments inform instruction?
  6. Pedagogy: Describe the series of connected lessons and/or experiences in the unit. Include your detailed lesson plans for selected lessons in this section using the lesson plan format given to you. Describe in detail how you will scaffold and support student learning over time, and address any relevant safety considerations.
  7. Unit Implementation: Describe what happened when you implemented this unit, with particular attention to students’ responses to its main activities. Reflect on what went well and what you would change in future implementations.
  8. Analysis of student learning: Report the results of a systematic analysis of what your students learned as a result of the unit, making explicit references to goals and objectives, and using data from formal assessments and classroom observations (see number 5 above). Refer as appropriate to the assessment results and student work in an appendix to support your claims.
  9. Unit Analysis: This section is a detailed analysis of the implementation of the unit that brings together content, theory, and practice. Describe how you have integrated the components of the unit into a coherent whole that produces meaningful and relevant student learning and addresses the goals articulated in Part 2 and 3 of the rubric. Connect the unit implementation with the larger curriculum and theoretical framework described in the introduction.
  10. Appendix: Include: 1) text of key assignments and assessments, including rubrics or handouts given to students; 2) aggregate assessment data; 3) samples of student work with your comments.
There are three parts to this evaluation:
Part I: Designed to evaluate the extent to which the candidate has fulfilled the requirements of this project, as outlined in the detailed description of the assignment. Failing to do so may require the candidate to revise or redo the assignment before he/she can pass the course.
Part II: Designed to evaluate the extent to which the candidate has met some key standards about planning and implementing instruction set by his/her professional organization.
Part III: Designed to evaluate the extent to which the candidate has met some key proficiencies identified as target for Warner science teacher candidates.
Part IV: Designed to evaluate the extent to which the candidate has met some key proficiencies identified as target for all Warner teacher candidates.
 
Please remember to complete all four parts. Each part has different rubrics, so please carefully review the instructions provided at the beginning of each part before scoring.
 
We expect both the candidate and the instructor to independently complete this evaluation. 
 
Part I - Innovative Unit Rubrics

Please evaluate the extent to which the candidate has completed each component of the unit report as intended, using the following rubrics:
1. Insufficient: The criteria described are not met. In order to obtain a passing grade in this assignment, the candidate must redo all or part of the unit as directed by the course professor.
2. Emergent/needs improvement: The criteria described are partially met. Minor revisions in the paper are called for to address the shortcomings identified and should be completed before the candidate can “pass” this assignment.
3. Basic proficiency: The criteria described are essentially met. The Innovative Unit report can be used as evidence that the candidate is able to plan, implement and evaluate worthwhile instructional units.
4. Outstanding performance: The unit fully meets the criteria described and provides an outstanding example that the candidate is able to plan, implement and evaluate worthwhile and innovative instructional units.

Unit Components 
UNIT 1 Introduction  This section should provide a brief description of the unit that gives a context for the components of the unit, including an essential question and/or topic addressed if appropriate. Include a clear description of the context of implementation for the unit, including grade level, racial, ethnic and gender make-up of students and teachers, a description of the school and classroom, and whether the implementation occurred in the first or second student teaching/practicum experience. __1  __2  __3  __4
(1)Unacceptable / Insufficient
The description of the unit does not provide a context for the components of the unit and does not include an essential question and/or topic addressed. The description of the context of implementation is inadequate.
(2) Needs Improvement / Emerging
The description of the unit gives some context for the components of the unit and includes an essential question and/or topic addressed where appropriate. The description of the context of implementation is partial or incomplete.
(3) Basic Proficiency
The description of the unit gives a sufficient context for the components of the unit and includes an essential question and/or topic addressed where appropriate. The description of the context of implementation is clear, but some specifics are not present.
(4) Outstanding Performance
The description of the unit gives a clear context for the components of the unit and includes an essential question and/or topic addressed where appropriate. The description of the context of implementation is clear and rich and includes grade level, racial, ethnic, and gender make-up of students and teachers, a description of the school and classroom, and indicated to which student teaching experience the unit applies.
UNIT 2 Theoretical Framework Provide a clear, well thought out theoretical framework that both guides and provides a foundation for, the unit, using course readings (and outside readings where appropriate). Candidates should state their definition of the content area addressed and their theory of learning. In other words, how does your definition of [literacy, language, science, math, English, social studies] and theory of learning frame the unit? This section should also include a clear rationale for the unit (e.g. why is this unit important? Why will student learning be meaningful and relevant in this unit?). __1  __2  __3  __4
(1)Unacceptable / Insufficient
The theoretical framework is not articulated. Candidate has not adequately used course readings. The definition of the content area addressed and the theory of learning are unclear. The rationale for the unit is not clearly stated with little or no articulation of the importance of the unit to meaningful and relevant student learning.
(2) Needs Improvement / Emerging
The theoretical framework is somewhat articulated. Candidate has used some course readings where appropriate. The definition of the content area addressed and the theory of learning are unclear. The rationale for the unit provides some articulation of the importance of the unit to meaningful and relevant student learning.
(3) Basic Proficiency
The theoretical framework sufficiently guides, and provides a foundation for, the unit. Candidate has used course readings where appropriate. There is both a definition of the content area addressed and a theory of learning with some connections to the larger curriculum. The rationale for the unit sufficiently explains the importance of the unit to meaningful and relevant student learning.
(4) Outstanding Performance
The theoretical framework is clear and well thought out. It clearly guides, and provides a foundation for, the unit. Candidate has used course readings and has included some outside readings where appropriate. There is both a definition of the content area addressed and a theory of learning. The rationale for the unit clearly explains the importance of the unit to meaningful and relevant student learning.
UNIT 3 Goals/Professional Standards Describe the overarching goal/s of the unit and connect the goal/s to the larger curriculum in your class (e.g. an integrated curriculum in elementary or the specific content area in secondary). Discuss the professional and/or state standards this unit addresses. Make explicit the specific content addressed and connections to the theoretical framework, curriculum, and overarching unit goal/s. __1  __2  __3  __4
(1)Unacceptable / Insufficient
The overarching goal/s and/or larger curriculum are not adequately described and no connections are made. The specific goals for the unit are not adequately described. Few, if any, links to a discussion of the professional standards this unit addresses are provided. There are no connections to the content addressed, the theoretical framework, curriculum, theoretical framework and overarching unit goal/s.
(2) Needs Improvement / Emerging
The overarching goal/s and the larger curriculum are described but the connections are unclear. The specific goals for the unit are vaguely described. Some links to a discussion of the professional standards this unit addresses are provided. There are a few connections to the content addressed, the theoretical framework, curriculum, theoretical framework and overarching unit goal/s.
(3) Basic Proficiency
The overarching goal/s and connections to the larger curriculum are sufficiently described. The specific goals for the unit are sufficiently stated and are linked to a discussion of the professional standards this unit addresses. There are some connections to the content addressed, the theoretical framework, curriculum, theoretical framework and overarching unit goal/s.
(4) Outstanding Performance
The overarching goal/s and connections to the larger curriculum are clearly articulated. The specific goals for the unit are clearly stated and are explicitly linked to a thorough discussion of the professional standards this unit addresses. Explicit connections to the content addressed, the theoretical framework, curriculum, and overarching unit goal/s are richly described.
UNIT 4 Objectives Clearly articulate the specific unit objectives and connect these objectives to the unit goals and professional standards. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Specific unit objectives are not clearly stated and connections between these objectives and the unit goals and professional standards are not described.
(2) Needs Improvement / Emerging
Some specific unit objectives are stated and connections between these objectives and the unit goals and professional standards are briefly described.
(3) Basic Proficiency
Specific unit objectives are articulated and connections between these objectives and the unit goals and professional standards are sufficiently discussed.
(4) Outstanding Performance
Specific unit objectives are clearly articulated and connections between these objectives and the unit goals and professional standards are thoroughly discussed.
UNIT 5 Assessment Assessment of Student Learning over Time: Describe the multiple forms of assessment used across the unit. Include formative, summative, formal, and informal assessments. Explicitly connect your assessment to the theoretical framework, unit goals and objectives, and professional standards. In other words, how will your assessments help you scaffold student learning over time and how will you know you have accomplished your goals? How will your assessments inform instruction? __1  __2  __3  __4
(1)Unacceptable / Insufficient
The multiple forms of assessment used across the unit are not described and do not include an appropriate range of assessments. Assessments are not connected to the theoretical framework, unit goals and objectives, and professional standards. How assessments will facilitate the scaffolding of student learning over time is not described, nor is how assessment will inform instruction.
(2) Needs Improvement / Emerging
The multiple forms of assessment used across the unit are described somewhat and include either formative/summative or formal/informal assessments. Assessments are loosely connected to the theoretical framework, unit goals and objectives, and professional standards. How assessments will facilitate the scaffolding of student learning over time is unclear, as is how assessment will inform instruction.
(3) Basic Proficiency
The multiple forms of assessment used across the unit are sufficiently described and include formative, summative, formal, and informal assessments. Assessments are connected to the theoretical framework, unit goals and objectives, and professional standards. How assessments will facilitate the scaffolding of student learning over time is stated, as is how assessment will inform instruction.
(4) Outstanding Performance
The multiple forms of assessment used across the unit are described in detail and include formative, summative, formal, and informal assessments. Assessments are explicitly connected to the theoretical framework, unit goals and objectives, and professional standards. How assessments will facilitate the scaffolding of student learning over time is described in detail, as is how assessment will inform instruction.
UNIT 6 Pedagogy Describe the series of connected lessons and/or experiences in the unit. Include your detailed lesson plans for selected lessons in this section using the lesson plan format given to you. Describe in detail how you will scaffold and support student learning over time, and address any relevant safety considerations. __1  __2  __3  __4
(1)Unacceptable / Insufficient
The series of connected lessons and/or experiences in the unit are poorly described. Some lesson plans are included (with few relevant materials, e.g. rubrics, handouts, etc.) and are not consistent with the lesson plan format given. Strategies for scaffolding and supporting student learning over time are not mentioned, and relevant safety considerations are not addressed.
(2) Needs Improvement / Emerging
The series of connected lessons and/or experiences in the unit are vaguely described. Selected lesson plans are included (with most relevant materials, e.g. rubrics, handouts, etc.) and are somewhat consistent with the lesson plan format given. Strategies for scaffolding and supporting student learning over time are unclear, and relevant safety considerations are minimally addressed.
(3) Basic Proficiency
The series of connected lessons and/or experiences in the unit are described. Sufficiently detailed lesson plans of selected lessons are included (with some relevant materials, e.g. rubrics, handouts, etc.) and are consistent with the lesson plan format given. Strategies for scaffolding and supporting student learning over time are described, and relevant safety considerations are addressed.
(4) Outstanding Performance
The series of connected lessons and/or experiences in the unit are thoroughly described. Detailed lesson plans of selected lessons are included (with all relevant materials, e.g. rubrics, handouts, etc.) and use the lesson plan format given. Strategies for scaffolding and supporting student learning over time are richly detailed, and relevant safety considerations are addressed.
UNIT 7 Unit Implementation Describe what happened when you implemented this unit, with particular attention to students' responses to its main activities. Reflect on what went well and what you would change in future implementations. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unclear description of what happened when the unit was implemented, with little attention to students' responses to its main activities. Includes no reflection on what went well and what he/she would change in future implementations.
(2) Needs Improvement / Emerging
Some description of what happened when the unit was implemented, with particular attention to students' responses to its main activities. Includes some reflection on what went well and what he/she would change in future implementations.
(3) Basic Proficiency
Good description of what happened when the unit was implemented, with particular attention to students' responses to its main activities. Candidate reflected on what went well and what he/she would change in future implementations.
(4) Outstanding Performance
Clearly describes what happened when the unit was implemented, with particular attention to students' responses to its main activities. Candidate reflected in detail on what went well and what he/she would change in the future.
UNIT 7.b Unit Implementation NSTA  __1  __2  __3  __4
(1)Unacceptable / Insufficient
Addressed fewer than six of the seven core competencies for unit implementation identified by the NSTA.
(2) Needs Improvement / Emerging
Addressed most of each of the seven core competencies for unit implementation identified by the NSTA.
(3) Basic Proficiency
Addressed and offered evidence for each of the seven core competencies for unit implementation identified by the NSTA.
(4) Outstanding Performance
Offered compelling evidence for successful implementation of each of the seven core competencies for unit implementation identified by the NSTA.
UNIT 8 Analysis of Student Learning Report the results of a systematic analysis of what your students learned as a result of the unit, making explicit references to goals and objectives, and using data from formal assessments and classroom observations (see number 5 above). Refer as appropriate to the assessment results and student work in an appendix to support your claims. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Analysis of student learning is absent and there is no reference to unit goals and objectives. There is little or no supporting evidence in student work.
(2) Needs Improvement / Emerging
Analysis of student learning is present but not systematic or complete and there is little reference to unit goals and objectives. Supporting evidence in student work is inconsistent.
(3) Basic Proficiency
Systematic analysis of student learning with sufficient reference to unit goals and objectives. Includes sufficient analysis of assessments that is supported by evidence in student work.
(4) Outstanding Performance
A thorough systematic analysis of student learning with explicit reference to unit goals and objectives. Includes clear and succinct analysis of multiple forms of assessment that is supported by evidence in student work.
UNIT 9 Unit Analysis This section is a detailed analysis of the implementation of the unit that brings together content, theory, and practice. Describe how you have integrated the components of the unit into a coherent whole that produces meaningful and relevant student learning and addresses the goals articulated in Part 2 and 3 of the rubric. Connect the unit implementation with the larger curriculum and theoretical framework described in the introduction. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Analysis of the implementation of the unit that brings together content, theory, and practice is not articulated. How the candidate integrated the components of the unit into a coherent whole that produces meaningful and relevant student learning is not described. Connections between the unit implementation and the larger curriculum and theoretical framework are not mentioned.
(2) Needs Improvement / Emerging
Analysis of the implementation of the unit that brings together content, theory, and practice is somewhat articulated. How the candidate integrated the components of the unit into a coherent whole that produces meaningful and relevant student learning is unclear. Connections between the unit implementation and the larger curriculum and theoretical framework are mentioned with some detail.
(3) Basic Proficiency
Analysis of the implementation of the unit that brings together content, theory, and practice is sufficiently articulated. How the candidate integrated the components of the unit into a coherent whole that produces meaningful and relevant student learning is described. Connections between the unit implementation and the larger curriculum and theoretical framework are adequately described.
(4) Outstanding Performance
A richly detailed analysis of the implementation of the unit that brings together content, theory, and practice is clearly articulated. How the candidate integrated the components of the unit into a coherent whole that produces meaningful and relevant student learning is thoroughly described. Connections between the unit implementation and the larger curriculum and theoretical framework are clearly described.
UNIT10 Appendix Include: 1) text of key assignments and assessments, including rubrics or handouts given to students; 2) aggregate assessment data; 3) samples of student work with your comments. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Few of the suggested items are included.
(2) Needs Improvement / Emerging
Most suggested items are included.
(3) Basic Proficiency
All suggested items are included.
(4) Outstanding Performance
All suggested items are included and some additional evidence added.
 
Part II - NSTA Standards for Science teacher candidates
Based on the innovative unit paper submitted, evaluate the extent to which the candidate provided evidence of meeting the specific NSTA standards listed below, using the following rubrics:

n/a: Not observable – The topic, level or context for the unit was not appropriate for providing evidence for this standard. (Whenever this option is not acceptable – e.g., you must provide your assessment – we have indicated it by blackening the corresponding cell)
1.   Insufficient – i.e., this standard was not met.
2.   Emergent/needs improvement – i.e., there is only partial evidence that this standard was addressed or the standard was only partially addressed; more evidence is needed before determining proficiency with respect to this standard.
3.   Basic proficiency– i.e., the lesson plan provide sufficient evidence of addressing this standard at least at a basic level
4.   Outstanding performance – i.e., the lesson plan provides a great example of addressing this standard.

NOTE: You should evaluate the candidate’s level of proficiency with respect to each standard AFTER having evaluated the candidate’s level of proficiency with respect to each dimension of that standard.

NSTA 2012 1: Content Knowledge 
NSTA 2012 1 Content Knowledge Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient understanding of the knowledge and practices of contemporary science. Evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is missing.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic understanding of the knowledge and practices of contemporary science. E Some evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is included.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate clear understanding of the knowledge and practices of contemporary science. Evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is included.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate advanced understanding of the knowledge and practices of contemporary science. Evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is included.
NSTA 2012 1a Field of Licensure Pre-service teachers will understand most of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient knowledge and understanding of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic understanding of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate proficient understanding of most of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate detailed understanding of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
NSTA 2012 1b Supporting Disciplines and Science-Specific Technology Pre-service teachers will understand the central concepts of the supporting disciplines and the supporting role of science-specific technology. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate an insufficient understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate a basic understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate solid understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate detailed understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
NSTA 2012 1c Impact of Standards on Students Pre-service teachers will show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate a basic understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate a proficient understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate a detailed understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.

NSTA 2012 2: Content Pedagogy 
NSTA 2012 2 Content Pedagogy Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient understanding of how students learn and develop scientific knowledge and use scientific inquiry inconsistently to develop this knowledge for all students.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic understanding of how students learn and develop scientific knowledge and take some advantage of using scientific inquiry to develop this knowledge for all students.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate how students learn and develop scientific knowledge. Candidates use scientific inquiry to develop this knowledge for all students.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate a detailed understanding of how students learn and develop scientific knowledge and optimize use of scientific inquiry to develop this knowledge for all students.
NSTA 2012 2a Evidence of Inquiry Approach Pre-service teachers will plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative include inquiry approaches that demonstrate insufficient knowledge and understanding of how students learn science.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative include a variety of inquiry approaches and demonstrate a basic knowledge and understanding of how students learn science.
(3) Basic Proficiency
Unit plan and implementation narrative include a variety of inquiry approaches and demonstrate knowledge and understanding of how all students learn science.
(4) Outstanding Performance
Unit plan and implementation narrative include a variety of inquiry approaches and demonstrate mastery level knowledge and understanding of how all students learn science.
NSTA 2012 2b Nature of Science Pre-service teachers will include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative do not provide opportunities for students to collect and interpret data or data use does not support students to develop and communicate concepts and understand scientific processes, relationships, and natural patterns. Applications of science-specific technology are not included in the lessons.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative include some active inquiry opportunities where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
(3) Basic Proficiency
Unit plan and implementation narrative include frequent active inquiry opportunities where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
(4) Outstanding Performance
Unit plan and implementation narrative consistently include inquiry opportunities where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
NSTA 2012 2c Instructional and Assessment Strategies to Address Pre-service teachers will design instruction and assessment strategies that confront and address naïve concepts/preconceptions. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate consistent instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate detailed instruction and assessment strategies to confront and address naïve concepts/preconceptions.

NSTA 2012 3: Learning Environments 
NSTA 2012 3 Learning Environments Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative lack clarity for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans inconsistently reflect the nature and social context of science, inquiry, and appropriate safety considerations. The plans reflect inconsistent design and selection of learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and inconsistently demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative minimally provide for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans minimally reflect the nature and social context of science, inquiry, and appropriate safety considerations. The plans reflect minimally designed and selected learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and minimally demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
(3) Basic Proficiency
Unit plan and implementation narrative consistently provide for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans consistently reflect the nature and social context of science, inquiry, and appropriate safety considerations. The plans reflect design and selection of learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
(4) Outstanding Performance
Unit plan and implementation narrative optimally provide for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. All plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. All lesson plans reflect design and selection of learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
NSTA 2012 3a Use of strategies to support learning for all students Pre-service teachers will use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative include insufficient use of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that most students learn. These strategies are inconsistently inclusive and motivating for students.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative include basic use of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that most students learn. These strategies are inclusive and motivating for most students.
(3) Basic Proficiency
Unit plan and implementation narrative include a variety of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
(4) Outstanding Performance
Unit plan and implementation narrative include a variety of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
NSTA 2012 3b Lesson planning that supports scientific literacy Pre-service teachers will develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative include minimal inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for some students.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative include basic inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for most students.
(3) Basic Proficiency
Unit plan and implementation narrative include active inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
(4) Outstanding Performance
Unit plan and implementation narrative include advanced inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
NSTA 2012 3c Planning assessment to analyze learning Pre-service teachers will plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative do not include fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are not designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative sometimes include some fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are sometimes designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
(3) Basic Proficiency
Unit plan and implementation narrative include fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are typically designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
(4) Outstanding Performance
Unit plan and implementation narrative consistently include fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are consistently designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
NSTA 2012 3d Lesson planning to support classroom safety Pre-service teachers will plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative do not articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative sometimes articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
(3) Basic Proficiency
Unit plan and implementation narrative articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
(4) Outstanding Performance
Unit plan and implementation narrative consistently articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their

NSTA 2012 4: Safety 
NSTA 2012 4 Safety Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative do not demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative sometimes demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
(4) Outstanding Performance
Unit plan and implementation narrative consistently demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
NSTA 2012 4a Safe and proper lab techniques Pre-service teachers will design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate adequate safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate advanced safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
NSTA 2012 4b Maintaining a safe science classroom  Pre-service teachers will design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative show insufficient proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of some students.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative show basic proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of most students.
(3) Basic Proficiency
Unit plan and implementation narrative show adequate proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
(4) Outstanding Performance
Unit plan and implementation narrative show exemplary proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
NSTA 2012 4c Ethical treatment of animals Pre-service teachers will design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative describe activities in a P-12 classroom that demonstrate insufficient proficiency in ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative describe activities in a P-12 classroom that demonstrate basic proficiency in ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
(3) Basic Proficiency
Unit plan and implementation narrative provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide clear evidence for the diversity of students they teach.
(4) Outstanding Performance
Unit plan and implementation narrative provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide exemplary evidence for the diversity of students they teach.

NSTA 2012 5: Impact on Student Learning 
NSTA 2012 5 Impact on Student Learning Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide insufficient evidence for the diversity of students they teach.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide some evidence for the diversity of students they teach.
(3) Basic Proficiency
Unit plan and implementation narrative provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide clear evidence for the diversity of students they teach.
(4) Outstanding Performance
Unit plan and implementation narrative provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide exemplary evidence for the diversity of students they teach.
NSTA 2012 5a Analysis of assessment data Pre-service teachers will collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate inconsistent proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate solid proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate advanced proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
NSTA 2012 5b Evidence of student learning in scientific practices Pre-service teachers will provide data to show that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Data provided does not demonstrate that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
(2) Needs Improvement / Emerging
Data is provided to support that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
(3) Basic Proficiency
Data is provided to clearly demonstrate that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
(4) Outstanding Performance
Data is provided and fully analyzed to clearly demonstrate that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
NSTA 2012 5c Engagement of students in scientific practices Pre-service teachers will engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Unit plan and implementation narrative demonstrate insufficient evidence of engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
(2) Needs Improvement / Emerging
Unit plan and implementation narrative demonstrate basic evidence of engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
(3) Basic Proficiency
Unit plan and implementation narrative demonstrate proficient evidence engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
(4) Outstanding Performance
Unit plan and implementation narrative demonstrate detailed evidence of engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
 
Part III - Warner School Science Standards

Please evaluate the extent to which the candidate has completed each component of the unit report as intended, using the following rubrics:
1. Insufficient: The criteria described are not met. In order to obtain a passing grade in this assignment, the candidate must redo all or part of the unit as directed by the course professor.
2. Emergent/needs improvement: The criteria described are partially met. Minor revisions in the paper are called for to address the shortcomings identified and should be completed before the candidate can “pass” this assignment.
3. Basic proficiency: The criteria described are essentially met. The Innovative Unit report can be used as evidence that the candidate is able to plan, implement and evaluate worthwhile instructional units.
4. Outstanding performance: The unit fully meets the criteria described and provides an outstanding example that the candidate is able to plan, implement and evaluate worthwhile and innovative instructional units.

Nature of Science 
Science5 Involve students in nature of science Candidates involve their students in the nature of science, including the process of analyzing doubtful claims made in the name of science. __1  __2  __3  __4

Issues in Science 
Science7 Involve students in scientific process Candidates involve their students in the problem-solving process, including analysis of risks, costs, and benefits of varied solutions. __1  __2  __3  __4

Science in the Community 
Science9 Involve students in community issues Candidates engage their students in scientific learning that helps address important issues in their community. __1  __2  __3  __4
 
Part IV - Warner School Standards

Please evaluate the extent to which the unit plan and its implementation provides evidence that the candidate has achieved the following proficiencies set by the Warner School as targets for all teacher candidates, using the following rubrics:
1. Insufficient – i.e., this proficiency was not met.
2. Emergent/needs improvement –i.e., you found some evidence that the candidate demonstrated this proficiency, but it was only partial or inconsistent.
3. Basic proficiency – i.e., you found evidence that the candidate demonstrated this proficiency at the minimum acceptable level.
4. Outstanding performance – i.e., the unit provided an excellent example that the candidate has achieved proficiency in this area.
 
We realize that in some cases you may not have had the opportunity to gather pertinent information for all proficiencies listed below. Therefore, we have given the option, whenever appropriate, for you do indicate “n/o” (“not observed”) to clearly distinguish this situation from the one where you had the opportunity to observed relevant behavior and found it lacking. There are some proficiencies, however, for which this is not an option since your evaluation is critical to assessing the candidate on that particular dimension – as indicated by a lack of the “n/o” option.

Warner School 1 CONTENT PRINCIPLE The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, as identified by relevant professional organizations, and can create learning experiences that make these aspects of subject matter meaningful for all students.
WS 1.2 Subject matter understanding Candidates have a good understanding of some of the central concepts, tools of inquiry and structures of the subject matter(s) taught, and have developed strategies and skills to continue their learning in this area. __1  __2  __3  __4
WS 1.3 Curriculum standards Candidates are familiar with the principles and concepts delineated in professional, New York State, and Warner School Teaching and Curriculum standards, and their implications for curricular and instructional decisions. __1  __2  __3  __4
WS 1.4 Meaningful learning experiences Candidates are able to create learning experiences that make the subject matter meaningful and relevant for all students. __1  __2  __3  __4

Warner School 2 LEARNING PRINCIPLE The teacher candidate understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. The teacher candidate understands that learning involves active engagement in culturally valued activities with knowledgeable others and the construction of new knowledge.
WS 2.2 Knowledge construction & culture Candidates understand that all students construct knowledge through active engagement in culturally valued activities, and know what is appropriate for their students to learn, based on their age/grade level and the strengths, experiences and resources of their family/community background __1  __2  __3  __4
WS 2.3 Building on students' experiences Candidates are able to provide learning experiences that take into consideration the students' developmental level and draw on the strengths and resources available in students' prior experiences, as well as the school, family, and community contexts in which they live. __1  __2  __3  __4

Warner School 3 EQUITY PRINCIPLE The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands the role each of us plays in the maintenance and transformation of social and educational practices that engender inequity and is committed to promote equity and social justice.
WS 3.4 Culturally relevant learning experiences Candidates are able to provide learning experiences that are culturally relevant and address the strengths and needs of all students. __1  __2  __3  __4

Warner School 4 PEDAGOGY PRINCIPLE The teacher candidate understands the link between content and pedagogy. As such, the teacher candidate understands and uses a variety of instructional strategies to encourage all students' development of critical thinking, problem solving, and performance skills that are appropriate for specific topics and subject areas, as identified by the relevant professional organization(s). The teacher candidate is able to use and problematize the various technologies available to facilitate learning.
WS 4.2 Using innovative strategies Candidates are able to use a variety of teaching and learning strategies and classroom structures to achieve the learning goals articulated in relevant professional, New York State and Warner School program standards. __1  __2  __3  __4
WS 4.4 Use Technology Candidates are able to use technology in a variety of ways to support student learning within specific content areas. __1  __2  __3  __4

Warner School 5 LEARNING COMMUNITY PRINCIPLE The teacher candidate 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 for all students.
WS 5.3 Foster community of learners Candidates are able to construct a classroom environment that supports student motivation and learning and the creation of a "community of learners." __1  __2  __3  __4

Warner School 6 COMMUNICATION PRINCIPLE The teacher candidate understands the key role played by language in teaching and learning. The teacher candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
WS 6.3 Uses communication to support learning Candidates are able to use effectively a variety of modes of communication to make ideas accessible to all students and foster inquiry. __1  __2  __3  __4
WS 6.4 Use of varied media Candidates are able to construct curriculum activities that incorporate oral, written, visual, and electronic texts as tools for interaction and communication across multiple contexts, and that facilitate all students' critical analysis of such texts. __1  __2  __3  __4

Warner School 7 PLANNING PRINCIPLE The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
WS 7.1 Standards-based planning Candidates are able to align instruction with learning goals consistent with professional and New York State standards. __1  __2  __3  __4
WS 7.2 Unit planning and implementation Candidates are able to implement lessons according to a well- defined and high quality plan. __1  __2  __3  __4

Warner School 8 ASSESSMENT PRINCIPLE The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social and physical development of all learners and to inform instruction. Assessment is embedded in authentic learning activities that are for real audiences and real purposes.
WS 8.2 Use appropriate assessments Candidates are able to use a variety of assessment and evaluation strategies, including some that are embedded in authentic learning activities and have real audiences and purposes, to monitor, assess and provide guidance to student learning. __1  __2  __3  __4
WS 8.3 Using assessment inform instruction Candidates are able to use assessment to inform instruction by making links between their teaching and student performance and by adjusting their practice as a result of analysis of and reflection on student assessment data. __1  __2  __3  __4
WS 8.4 Positive effect on students' learning Candidates are able to have a positive effect on their students' learning. __1  __2  __3  __4

Warner School 9 PROFESSIONAL PRACTICE PRINCIPLE The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally, including staying up to date with research, theories and best practices in his/her field.
WS 9.2 Reflection on practice Candidates are able to reflect on their practices, constructively use critiques of their practice, and draw from theories and research results, in order to make necessary adjustments to enhance student learning. __1  __2  __3  __4

Warner School 10 COMMUNITY PRINCIPLE The teacher candidate fosters relationships with school colleagues, parents/ caregivers, and agencies in the larger community to support students' learning and well-being.
WS10.1 Valuing community involvement Candidates value and seek out parental and community involvement. __1  __2  __3  __4
 
Notes: